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Spell BIOSECURITY using 3x5 cards over their heads (they can see all cards except their own) without talking. |
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Same as above, but 3x5 cards have the phrases on them; must put in correct order without talking. |
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Pull a phrase from a hat; have students tape it to the correct flip chart page (3 choices). This could be a race between teams. |
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Research one of the diseases in depth and share what you learned with the group. |
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Investigate which of these diseases are zoonotic. |
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Create or draw a model farm scene showing good and bad biosecurity practices. |
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Play Biosecurity Charades with the phrases (people act out biosecurity actions, others guess what they’re doing, and what transmission risk that action addresses). |
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These are just examples. For each action listed, for what other animals and/or diseases could you use it? |
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4 |
Investigate more reasons and create more scripts. |
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Create a skit about biosecurity and food safety using these characters. |
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Display the bullet points on a board. Listen to each narration and match it to the bullet point. Discuss how each is a reason for biosecurity. |
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Why might someone not agree with any particular reason for biosecurity? Have pairs of students choose one of the reasons, take opposite sides and debate the issue. |
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5 |
Create more sentences using these or other words. |
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Give students the definitions and ask them for the word. |
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Develop 3x5 flashcards with photo of pathogen on front and details on back (disease it causes, signs of illness, how transmitted, species, etc.). |
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Find more photos of each agent. |
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Create an educational poster about a specific disease or pathogen. |
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If equipment available, could do some work with microscopes, looking for bacteria (culture tabletops, hands, etc. and incubate), mold (could grow some mold on bread), parasites. |
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7 |
Investigate how bacteria are cultured and identified: the process, reason, etc. |
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Make other photo pairs of pathogens and the diseases they cause. |
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Create other agent-host-environment disease triads. |
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Again, if equipment available, swab and grow cultures. Look w/ microscope |
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Have students pick a disease and make up their own disease story about three factors that have to come together to cause disease. Have them draw or illustrate it in some way and present to the class. |
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9 |
Research the proper way to clean and disinfect something. |
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Learn the difference between cleaning, disinfecting, sanitizing, and sterilizing. Create a poster or skit about these definitions. |
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Interview someone who has had a soremouth outbreak on their farm. |
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Create a soremouth prevention poster for a show or fair. |
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If they created their own disease stories, have them think of changes that could be made to the host, agent, and environment that could prevent the disease. |
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Present the group with different disease stories; have them brainstorm together changes that could prevent them. |
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10 |
Play Triangle Tag for each of these diseases. |
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Play “What Goes Around Comes Around” game. |
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11 |
Create other crosswords using other terms from this module. |
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Create a biosecurity board game. |
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Create a game like “Concentration” where people have to match disease names with disease photos. |
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Create cards with definitions on one side and words on the other. Students divide into two groups. One picks from the stack & gives clues to their teammates to guess the appropriate vocabulary word. |
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Where appropriate: emphasize handwashing through Glo-GermTM activity. |
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