Disease Spreads

Disease Spreads
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Directions

Objectives

Preparation

Background & Vocabulary

Subjects & Disciplines

Biology

Health

Social Studies

Teaching Approach

Project-based learning

Teaching Methods

Discussions

Inquiry

Simulations and games

Connections to National Standards, Principles, and Practices

Common Core State Standards for English Language Arts & Literacy

CCSS.ELA-LITERACY.SL.9-10.1 :
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

The College, Career & Civic Life (C3) Framework for Social Studies State Standards

D2.Civ.13.6-8 :
Analyze the purposes, implementation, and consequences of public policies in multiple settings.

D2.Civ.6.6-8 :
Describe the roles of political, civil, and economic organization in shaping people's lives.

Materials You Provide

Index cards

Bubbles

Physical Space

Classroom

Grouping

Heterogeneous grouping

Homogeneous grouping

Large-group learning

Small-group learning

Prior Knowledge

None

Recommended Prior Activities

None

capable of being transmitted by contact with an infected person or object.

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Students learn about two different kinds of disease transmission through a Bubble Sickness game and a High Five game to introduce the concepts of symptom, contagious, contagion, direct/indirect transmission, microbe, and infectious diseases.
A sneeze in progress was captured showcasing droplets of saliva spraying some distance away from the individual. Covering your mouth protects others from germ exposure.
Photograph by James Gathany / CDC / PHIL / Brian Judd

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Menacing Microbes Unit Driving Question: How does a community get ready for an outbreak?
There’s an Outbreak! Lesson Driving Question: How do diseases spread?
1. Activate students’ prior knowledge with a brief Turn-and-Talk with a neighbor about the last time they remember being sick.
To get students thinking about symptoms and transmission pathways of particular illnesses, ask students to remember the last time they were sick. Have them discuss with a neighbor:
Have students share some of their responses and record them on the board or on chalk paper. You will refer to this at the end of this activity.
2. Play the High Five game to learn about direct contact disease transmission.
3. Play the Bubble Sickness game to learn about indirect disease transmission.
4. Facilitate an inquiry discussion to generate students’ questions and ideas about how communities respond to outbreaks of infectious diseases.
Possible prompts can include: Who would that person tell? If you needed to go to the doctor, how would you get there? What would be the risk that people around you would get sick? Who would the doctor tell? What would those people do?
5. Introduce students to the project to anchor all of the learning in this unit.
Ask students to write a response to the following on the back of the index card that they used for the Bubble Sickness game:
When we started class, you shared with a partner about the last time you were sick.
Be sure to use either direct or indirect transmission as part of your response.
This activity targets the following skills:
The resources are also available at the top of the page.
There are many different kinds of diseases that affect people. These include allergic disease, fungal infections, autoimmune diseases, and microbial diseases. In this activity, the focus is on microbial disease. Outbreaks of microbial disease can and do happen during which more people are infected with a particular disease than is typical in a community, region, or time period. One of the first steps in learning how to create an effective plan to stop and prevent outbreaks is learning how microbial diseases are transmitted.
disease-producing agent, like a virus or bacteria; can also refer to the disease itself or the transmission of the disease.
when disease-causing germs pass from an infected person to a healthy person via direct physical contact with blood or body fluids.
when disease-causing germs pass from an infected person to a healthy person via sneezes or coughs, sending infectious droplets into the air or onto objects.
communicable; passed from one person to another.
tiny organism, usually a bacterium.
sudden occurrence or rapid increase.
Create a word wall with the vocabulary used in the activity: airborne, direct transmission, contagious, contagion, outbreak, symptom, infectious disease.
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Jeanna Sullivan, National Geographic Society

Kate Ehrlich, Social Studies Educator

Tyson Brown, National Geographic Society

Sarah Appleton, National Geographic Society

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Students learn about different kinds of disease transmission using an infographic and a reading that describe the following types of transmission: direct, indirect, fecal-oral, droplet, airborne, vector. Students then select a disease to closely investigate in this unit based on a variety of sources about the diseases, including short readings about each disease, maps, and/or websites.
In this series of activities, students learn about how microbial diseases are transmitted and start to think about who is involved in a community response to an outbreak of an infectious disease. Students use the case of John Snow to learn how epidemiologists can use maps to locate the source of an outbreak and map a hypothetical pathway of disease transmission for a particular disease. This lesson is part of the Menacing Microbes unit.
Blood-sucking deer ticks can transmit Lyme disease to humans, which can lead to headaches, fever, rashes, and even neurological problems.
Students learn about different kinds of disease transmission using an infographic and a reading that describe the following types of transmission: direct, indirect, fecal-oral, droplet, airborne, vector. Students then select a disease to closely investigate in this unit based on a variety of sources about the diseases, including short readings about each disease, maps, and/or websites.
In this series of activities, students learn about how microbial diseases are transmitted and start to think about who is involved in a community response to an outbreak of an infectious disease. Students use the case of John Snow to learn how epidemiologists can use maps to locate the source of an outbreak and map a hypothetical pathway of disease transmission for a particular disease. This lesson is part of the Menacing Microbes unit.
Blood-sucking deer ticks can transmit Lyme disease to humans, which can lead to headaches, fever, rashes, and even neurological problems.

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Join our community of educators and receive the latest information on National Geographic's resources for you and your students.

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Germs are a part of everyday life and are found in our air, soil, water, and in and on our bodies. Some germs are helpful, others are harmful. Many germs live in and on our bodies without causing harm and some even help us to stay healthy. Only a small portion of germs are known to cause infection.
An infection occurs when germs enter the body, increase in number, and cause a reaction of the body.
Three things are necessary for an infection to occur:
Click on a tab below to learn more.
A Source is an infectious agent or germ and refers to a virus, bacteria, or other microbe.
In healthcare settings, germs are found in many places. People are one source of germs including:
People can be sick with symptoms of an infection or colonized with germs (not have symptoms of an infection but able to pass the germs to others).
Germs are also found in the healthcare environment. Examples of environmental sources of germs include:
A susceptible person is someone who is not vaccinated or otherwise immune, or a person with a weakened immune system who has a way for the germs to enter the body. For an infection to occur, germs must enter a susceptible person’s body and invade tissues, multiply, and cause a reaction.
Devices like IV catheters and surgical incisions can provide an entryway, whereas a healthy immune system helps fight infection.
When patients are sick and receive medical treatment in healthcare facilities, the following factors can increase their susceptibility to infection.
Recognizing the factors that increase patients’ susceptibility to infection allows providers to recognize risks and perform basic infection prevention measures to prevent infection from occurring.
Transmission refers to the way germs are moved to the susceptible person.
Germs don’t move themselves. Germs depend on people, the environment, and/or medical equipment to move in healthcare settings.
There are a few general ways that germs travel in healthcare settings – through contact (i.e., touching), sprays and splashes, inhalation, and sharps injuries (i.e., when someone is accidentally stuck with a used needle or sharp instrument).
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What are 6 ways that communicable diseases can be spread?
How do these communicable diseases spread?
Many common infections can spread by droplet transmission in at least some cases, including: Common cold, Diphtheria, Fifth disease (erythema infectiosum), Influenza, Meningitis, Mycoplasma, Mumps, Pertussis (whooping cough), Plague, Rubella, Strep (strep throat, scarlet fever, pneumonia).
Pathogens can enter the body by coming into contact with broken skin, being breathed in or eaten, coming into contact with the eyes, nose and mouth or, for example when needles or catheters are inserted.
How communicable diseases spread and prevented?
Wash your hands often with soap and water. Home is where you stay when you are sick. Avoid touching your eyes, nose, and mouth –especially when you are sick. Cover your coughs and sneezes so you do not spread germs to others.
Airborne diseases are caused by pathogenic microbes small enough to be discharged from an infected person via coughing, sneezing, laughing and close personal contact or aerosolization of the microbe. The discharged microbes remain suspended in the air on dust particles, respiratory and water droplets.
What are the 6 modes of disease transmission?
Contact is the most frequent mode of transmission of health care associated infections and can be divided into: direct and indirect.
They are caused by bacteria, viruses, parasites or fungi or their toxic products. Examples of these communicable diseases include coronavirus, malaria, influenza and chickenpox. Throughout the 1900s, improved sanitation and new prevention and treatment options drastically reduced the burden of communicable diseases.
What are five ways diseases are spread?
Soil, water, and vegetation containing infectious organisms can also be transferred to people. Hookworm, for example, is transmitted through contaminated soil. Legionnaires’ disease is an
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Disease Spreads

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