Teaching Sciences through English A CLIL Approach Maria Vittoria Barbarulo Joanne Cartisano Carmen Cola Lyceum Montale Room 35 December 2014 January 2015 245pm445pm Classes ID: 918025
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Slide1
Ebola Virus: a Case
Study
Teaching Sciences through English – A CLIL ApproachMaria Vittoria Barbarulo, Joanne Cartisano, Carmen ColaLyceum Montale - Room 35, December 2014 - January 2015, 2:45pm-4:45pm
Classes
VA, VB, VC, VE, VD, VH, VM, VR, VF, and VG
Slide2Ebola Virus: a Case
Study
Teaching Sciences through English – A CLIL ApproachMaria Vittoria Barbarulo, Joanne Cartisano, Carmen ColaLyceum Montale - Room 35, December 2014 - January 2015
“
The single biggest threat to man’s continued dominance on this planet is the
virus
”
Joshua Lederberg
Slide3Outline
of the
LectureThe Genetics of Viruses Focus on the Filoviridae
The Immune System - An
Overview
Vaccines and Antiviral Drugs - Prevention and Treatment
About WHO
Ebola Virus: a Case
Study
Teaching Sciences through English – A CLIL Approach
Maria Vittoria Barbarulo,
Joanne
Cartisano
, Carmen Cola
Lyceum Montale - Room
35,
December 2014 - January 2015
Slide4Outline
of the
LectureThe Genetics of Viruses Focus on the Filoviridae
The Immune System - An
Overview
Vaccines and Antiviral Drugs - Prevention and Treatment
About WHO
Ebola Virus: a Case
Study
Teaching Sciences through English – A CLIL Approach
Maria Vittoria Barbarulo,
Joanne
Cartisano
, Carmen Cola
Lyceum Montale - Room
35,
December 2014 - January 2015
Slide5To Be or
not
to Be
home-made model of a virus
Ebola Virus: a Case
Study
Teaching Sciences through English – A CLIL Approach
Maria Vittoria Barbarulo,
Joanne
Cartisano
, Carmen Cola
Lyceum Montale - Room
35,
December 2014 - January 2015
Slide6Structure
and
Characteristics of Virusesan individual virus is called a virion
it is much smaller than a prokaryotic cell
a virus particle consists of DNA or RNA within a protective protein coat called a
capsid
they lack cell membranes, cytoplasm, ribosomes, and other cell organelles
they must depend on a host cell to synthesize their proteins and to make copies of themselves
when viruses infect the cells of their host, they may cause diseases
(i.e. AIDS, influenza (flu), chicken pox, the common cold,
hemorrhagic
fever… )
Ebola Virus: a Case
Study
Teaching Sciences through English – A CLIL Approach
Maria Vittoria Barbarulo,
Joanne
Cartisano
, Carmen Cola
Lyceum Montale - Room
35,
December 2014 - January 2015
Slide7Virions come in various shapes
(D)
80 nm
Ebola Virus: a Case
Study
Teaching Sciences through English – A CLIL Approach
Maria Vittoria Barbarulo,
Joanne
Cartisano
, Carmen Cola
Lyceum Montale - Room
35,
December 2014 - January 2015
Slide8Ebola Virus: a Case
Study
Teaching Sciences through English – A CLIL ApproachMaria Vittoria Barbarulo, Joanne Cartisano, Carmen ColaLyceum Montale - Room
35,
December 2014 - January 2015
Slide9Positive ssRNA
Ebola Virus: a Case
StudyTeaching Sciences through English – A CLIL ApproachMaria Vittoria Barbarulo, Joanne Cartisano, Carmen ColaLyceum Montale - Room
35,
December 2014 - January 2015
Slide10Negative ssRNA
Ebola Virus: a Case
StudyTeaching Sciences through English – A CLIL ApproachMaria Vittoria Barbarulo, Joanne Cartisano, Carmen ColaLyceum Montale - Room
35,
December 2014 - January 2015
Slide11True or False?
1. An individual virus is a
virion
.
2. Viruses lack cell membranes, cytoplasm, ribosomes, but they do have genetic material.
3.
V
iruses are living
organisms
because
they
evolve.
4. A virus is essentially DNA or RNA and a protective protein coat.
5. Populations of viruses still divide like cells even though they are not cells.
6. Virus can remain latent in within the body for many years.
7. Antibiotics only kill certain viruses.
T
T
F
T
F
T
F
Warm
Up
TASK
Ebola Virus: a Case
Study
Teaching Sciences through English – A CLIL Approach
Maria Vittoria Barbarulo,
Joanne
Cartisano
, Carmen Cola
Lyceum Montale - Room
35,
December 2014 - January 2015
Slide12True or False?
1.
Viruses can be used as vectors in gene therapy treatments
.
2.
Viruses are small particles, smaller than eukaryotic cells but larger than prokaryotic cells.
3.
Scientists did not know about viruses until they were first seen with an electron microscope in the
1950s
.
4.
A virus can only replicate inside a host cell.
5.
The protective protein coat around the virus is called a capsid
.
6.
Viruses cause
flu, chicken pox,
poliomyelitis,
and food
poisoning
.
7.
Vaccines
, formulated months in advance
,
protect well against
mutated
viruses
.
T
F
F
T
T
T
F
Ebola Virus: a Case
Study
Teaching Sciences through English – A CLIL Approach
Maria Vittoria Barbarulo,
Joanne
Cartisano
, Carmen Cola
Lyceum Montale - Room
35,
December 2014 - January 2015
Slide13Outline
of the
LectureThe Genetics of Viruses Focus on the Filoviridae
The Immune System - An
Overview
Vaccines and Antiviral Drugs - Prevention and Treatment
About WHO
Ebola Virus: a Case
Study
Teaching Sciences through English – A CLIL Approach
Maria Vittoria Barbarulo,
Joanne
Cartisano
, Carmen Cola
Lyceum Montale - Room
35,
December 2014 - January 2015
Slide14The
Virus Detective Who Discovered
Ebola in 1976By Rob Brown BBC World ServiceThe Ebola virus was discovered in 1976 by the scientist Peter Piot who received a sample sent as hand luggage from a Belgian doctor based in a
remote village in the Congolese forest.
The sample consisted of blood collected from a missionary ill with an unknown disease
.
By
analysing
the sample with an electron microscope it was possible to observe a great worm like structure, initially thought
to be the
Marburg virus, a hemorrhagic fever
virus discovered in 1967.
After a careful research he identified the new virus and named it Ebola virus
.
READING TASK
Ebola Virus: a Case
Study
Teaching Sciences through English – A CLIL Approach
Maria Vittoria Barbarulo,
Joanne
Cartisano
, Carmen Cola
Lyceum Montale - Room
35,
December 2014 - January 2015
Slide15The
Virus Detective Who Discovered
Ebola in 1976By Rob Brown BBC World Service5 This
unusual
delivery had travelled all the way from Zaire's capital city Kinshasa, on a commercial flight, in one of the passengers' hand luggage.
8
Piot
knew how serious Marburg could be - but after consulting experts around the world he got confirmation that what he was seeing under the microscope wasn't Marburg - this was something else, something never seen before.
4
It was
signed by a Belgian doctor based in what was then Zaire, now the Democratic Republic of Congo - his handwritten message explained that the blood was that of a nun, also from Belgium, who had fallen ill with a mysterious illness which he couldn't identify.
7
"We saw
a gigantic worm like structure - gigantic by viral standards," says
Piot
. "It's a very unusual shape for a virus, only one other virus looked like that and that was the Marburg virus. "The Marburg virus was first recognised in 1967 when 31 people became ill with haemorrhagic fever in the cities of Marburg and Frankfurt in Germany and in Belgrade, the capital of Yugoslavia. This Marburg outbreak was associated with laboratory staff who were working with infected monkeys imported from Uganda - seven people died.
9
Ebola changed
Piot's
life - following the discovery of the virus, he went on to research the Aids epidemic in Africa and became the founding executive director of the UNAIDS organisation. "It led me to do things I thought only happened in books. It gave me a mission in life to work on health in developing countries," he says. "It was not only the discovery of a virus but also of myself."
6
The samples
were treated like numerous others the lab had tested before, but when the scientists placed some of the cells under an electron microscope they saw something they didn't expect.1 Nearly 40
years ago, a young Belgian scientist travelled to a remote part of the Congolese rainforest - his task was to help find out why so many people were dying from an unknown and terrifying disease.
2 In September 1976, a package containing a shiny, blue thermos flask arrived at the Institute of Tropical Medicine in Antwerp, Belgium. Working in the lab that day was Peter Piot, a 27-year-old scientist and medical school graduate training as a clinical microbiologist. "It was just a normal flask like any other you would use to keep coffee warm," recalls
Piot, now Director of the London School of Hygiene and Tropical Medicine.
3 But this
thermos wasn't carrying coffee - inside was an altogether different cargo. Nestled amongst a few melting ice cubes were vials of blood along with a note. Ebola Virus: a Case
StudyTeaching Sciences through English – A CLIL ApproachMaria Vittoria Barbarulo, Joanne Cartisano, Carmen Cola
Lyceum Montale - Room 35, December 2014 - January 2015
READ
ING TASK
solutions
Slide16Ebola Virus
Ebola Virus: a Case
Study
Teaching Sciences through English – A CLIL Approach
Maria Vittoria Barbarulo,
Joanne
Cartisano
, Carmen Cola
Lyceum Montale - Room
35,
December 2014 - January 2015
Slide17Insights from Ebola Virus
+
Ebola Virus: a Case
Study
Teaching Sciences through English – A CLIL Approach
Maria Vittoria Barbarulo,
Joanne
Cartisano
, Carmen Cola
Lyceum Montale - Room
35,
December 2014 - January 2015
Slide18Outline
of the
LectureThe Genetics of VirusesFocus on the Filoviridae
The Immune System - An
Overview
Vaccines and Antiviral Drugs - Prevention and Treatment
About WHO
Ebola Virus: a Case
Study
Teaching Sciences through English – A CLIL Approach
Maria Vittoria Barbarulo,
Joanne
Cartisano
, Carmen Cola
Lyceum Montale - Room
35,
December 2014 - January 2015
Slide19Two
General Types
of Defense MechanismsNonspecific defenses, or innate, act rapidly; include skin, phagocytic cells, and molecules toxic to invaders
Specific defenses, or adaptive, are aimed at specific
pathogens; slow
to develop and
long-lasting
Ebola Virus: a Case
Study
Teaching Sciences through English – A CLIL Approach
Maria Vittoria Barbarulo,
Joanne
Cartisano
, Carmen Cola
Lyceum Montale - Room
35,
December 2014 - January 2015
Slide20Two
General Types
of Cells (I)
EV targets of
cytotoxicity
(
sl
. 17)
Ebola Virus: a Case
Study
Teaching Sciences through English – A CLIL Approach
Maria Vittoria Barbarulo,
Joanne
Cartisano
, Carmen Cola
Lyceum Montale - Room
35,
December 2014 - January 2015
Slide21Two
General Types
of Cells (II)
Ebola Virus: a Case
Study
Teaching Sciences through English – A CLIL Approach
Maria Vittoria Barbarulo,
Joanne
Cartisano
, Carmen Cola
Lyceum Montale - Room
35,
December 2014 - January 2015
Slide22The
Ebola Epidemic By Steve
Mirsky Scientific AmericanJeremy Farrar is an emerging infectious disease expert and the director of the Wellcome Trust, a global charitable health foundation. He talked about the current Ebola epidemic in west Africa during a conference call webcast produced by the New England Journal of Medicine
on October 22
nd
2014.
http://www.scientificamerican.com/podcast/episode/plan-now-for-future-ebola-outbreaks/
LISTENING TASK
Ebola Virus: a Case
Study
Teaching Sciences through English – A CLIL Approach
Maria Vittoria Barbarulo,
Joanne
Cartisano
, Carmen Cola
Lyceum Montale - Room
35,
December 2014 - January 2015
Slide23The
Ebola Epidemic By Steve
Mirsky Scientific American
1 - health
2 - absolutely
3 - epidemic
4 - where
5 - to
6 - measures
7 - efficacy
8 - change
9 - workers
10 - infection
11 - will
12 - survive
13 - young
14 - occurred
15 - HIV
Ebola Virus: a Case
Study
Teaching Sciences through English – A CLIL Approach
Maria Vittoria Barbarulo,
Joanne
Cartisano
, Carmen Cola
Lyceum Montale - Room
35,
December 2014 - January 2015
LISTENING TASK
solutions
Slide24Outline
of the
LectureThe Genetics of VirusesFocus on the Filoviridae
The Immune System - An
Overview
Vaccines and Antiviral Drugs - Prevention and Treatment
About WHO
Ebola Virus: a Case
Study
Teaching Sciences through English – A CLIL Approach
Maria Vittoria Barbarulo,
Joanne
Cartisano
, Carmen Cola
Lyceum Montale - Room
35,
December 2014 - January 2015
Slide25Prevention
Types of VaccinesThe following are some of the options that researchers might pursue:live, attenuated vaccines
inactivated
vaccines
subunit
vaccines
toxoid
vaccines
conjugate
vaccines
DNA vaccines
recombinant
vector
vaccines
Ebola Virus: a Case
Study
Teaching Sciences through English – A CLIL Approach
Maria Vittoria Barbarulo,
Joanne
Cartisano
, Carmen Cola
Lyceum Montale - Room
35, December 2014 - January 2015
Slide26The Making
of a DNA Vaccine against the West Nile Virus (I)
DNA
synthetisizer
Ebola Virus: a Case
Study
Teaching Sciences through English – A CLIL Approach
Maria Vittoria Barbarulo,
Joanne
Cartisano
, Carmen Cola
Lyceum Montale - Room
35,
December 2014 - January 2015
Slide27The Making
of a DNA Vaccine against the West Nile Virus (II)
Ebola Virus: a Case
Study
Teaching Sciences through English – A CLIL Approach
Maria Vittoria Barbarulo,
Joanne
Cartisano
, Carmen Cola
Lyceum Montale - Room
35,
December 2014 - January 2015
Slide280
0
0
0
The
Making
of a DNA Vaccine
against
the West
Nile
Virus (III)
0
Ebola Virus: a Case
Study
Teaching Sciences through English – A CLIL Approach
Maria Vittoria Barbarulo,
Joanne
Cartisano
, Carmen Cola
Lyceum Montale - Room
35,
December 2014 - January 2015
Slide29Italian
Edition_November
2014
Slide30Vaccines
and
Recombinant DNA (I)1. A vaccinecan be harmful because it contains pathogens such as viruses
contains
a changed pathogen, so the pathogen is no longer
harmful
provokes
a response from the viral immune
system
all
of the
above
2. The use or alteration of cells or biochemical to provide a useful product describes
Recombinant DNA technology
Transgenic technology
Biotechnology
Gene targeting
Revision
TASK
Ebola Virus: a Case
Study
Teaching Sciences through English – A CLIL Approach
Maria Vittoria Barbarulo,
Joanne
Cartisano
, Carmen Cola
Lyceum Montale - Room
35, December 2014 - January 2015
Slide31Vaccines
and
Recombinant DNA (II)3. Manufactoring recombinant DNA molecules involves cutting a gene from its normal location, inserting it into a circular piece of DNA from a bacterial cell, and then transferring
the circle of DNA to cells of another species. Which of the below describe the circular piece of DNA from a bacterial
cell?
Restriction enzyme
Plasmid
Bacteriophage
Vector
4. Genetic
engineering manipulates gene products at the level of
the
Protein
Aminoacid
RNA
DNA
Ebola Virus: a Case
Study
Teaching Sciences through English – A CLIL Approach
Maria Vittoria Barbarulo,
Joanne
Cartisano
, Carmen Cola
Lyceum Montale - Room
35,
December 2014 - January 2015
Slide32Vaccines
and
Recombinant DNA (III)5. Recombinant DNA technology methods began in the1950’s1960’s
1970’s
1980’s
6. Which
of the following statements is
false
?
Vaccines may contain live viruses that have been attenuated
A recombinant subunit vaccine has been made for the Hepatitis
B
virus.
Many
viral diseases can be prevented with proper vaccination.
Vaccines only works against bacteria
Ebola Virus: a Case
Study
Teaching Sciences through English – A CLIL Approach
Maria Vittoria Barbarulo,
Joanne
Cartisano
, Carmen Cola
Lyceum Montale - Room
35, December 2014 - January 2015
Slide33Treatment
Two potential drugs… are being testedBrincidofovir - up to 140 consenting patients will take the tablets twice a week over a two-week period, and survival rates will be compared with before the trial. This research is led by the University of Oxford in the UK.
Favipiravir
- is approved in Japan for treatment of the influenza virus and is being tested in
Gueckedou
, Guinea.
The research is being led by the French National Institute of Health and Medical Research (
Inserm).
Ebola Virus: a Case
Study
Teaching Sciences through English – A CLIL Approach
Maria Vittoria Barbarulo,
Joanne
Cartisano
, Carmen Cola
Lyceum Montale - Room
35,
December 2014 - January 2015
Slide34Laboratory
Biosafety Level 4Positive
pressure personnel
suit
Entrance
and
exit: multiple
showers, a vacuum
room
, an ultraviolet light room,
and
other safety precautions
Multiple
airlocks
electronically
secured to prevent both doors from opening at the same
time
Decontamination
procedures to eliminate the possibility of an accidental
release for
all air and water service going to and coming from a BSL-4 laboratory
AIR
Ebola Virus: a Case
Study
Teaching Sciences through English – A CLIL Approach
Maria Vittoria Barbarulo,
Joanne
Cartisano
, Carmen Cola
Lyceum Montale - Room
35,
December 2014 - January 2015
Slide35Motaba
Virus…
Was It Really Ebola Virus?Outbreak is a 1995 American film directed by Wolfgang Petersen and (very loosely) based on Richard Preston's non-fiction book The Hot
Zone
.
The
film stars Dustin
Hoffman, Morgan Freeman, Renè
Russo, Cuba
Gooding, Jr., Kevin Spacey, Donald Sutherland and Patrick Dempsey.
The film focuses on an outbreak of a fictional Ebola-like virus called
Motaba
in Zaire
(
now known as Democratic Republic of Congo
) and
later in a small town in the United States
.
http
://www.youtube.com/watch?v=Wsw9bZaIp8o
(time 1’10’’)
Ebola Virus: a Case
Study
Teaching Sciences through English – A CLIL ApproachMaria Vittoria Barbarulo, Joanne Cartisano, Carmen ColaLyceum Montale - Room
35, December 2014 - January 2015
Slide36Outline
of the
LectureThe Genetics of VirusesFocus on the Filoviridae
The Immune System - An
Overview
Vaccines and Antiviral Drugs - Prevention and Treatment
About WHO
Ebola Virus: a Case
Study
Teaching Sciences through English – A CLIL Approach
Maria Vittoria Barbarulo,
Joanne
Cartisano
, Carmen Cola
Lyceum Montale - Room
35,
December 2014 - January 2015
Slide37What
WHO - World
Health Organisation Is Doingdirecting and coordinating authority for health within the United Nations
system
providing
leadership on global health matters, shaping the health research
agenda
setting
norms and standards
, providing
technical support to countries and monitoring and assessing health trends
launching
public
health
campaigns
:
getting
the
message across
Ebola Virus: a Case StudyTeaching Sciences through English – A CLIL ApproachMaria Vittoria Barbarulo, Joanne Cartisano
, Carmen ColaLyceum Montale - Room 35, December 2014 - January 2015
Slide38WHO’s
Contribution to the Ebola ResponseOver the course of the last year, WHO has been working in Ebola-affected countries to help the UN Mission for Ebola Emergency Response achieve their 70-70-60 goals
70
% of the cases
have been isolated
and treated, 70% of the deceased
have been safely
buried within 60 days from the beginning of October to 1 December. WHO
has been contributing by: training burial teams and frontline workers, working with communities, building Ebola treatment
centres
and providing epidemiological data among other activities
.
http://www.who.int/mediacentre/factsheets/fs103/en/
http://www.who.int/features/ebola/storymap/en/
Ebola Virus: a Case
Study
Teaching Sciences through English – A CLIL Approach
Maria Vittoria Barbarulo,
Joanne
Cartisano
, Carmen Cola
Lyceum Montale - Room
35, December 2014 - January 2015
Slide39Articles
from the
WHO’s website "Wise people" help to fight Ebola in remote villagesBusting the myths about Ebola is crucial to stop the transmission of the disease in Guinea
WHO supports Ministry of Health community education to contain Ebola in Liberia
Liberia: New Ebola mobile lab speeds up diagnosis and improves care
Liberia: Survivors help train health workers for Ebola
care
Ebola
mobilization
in
Siruigi
, Guinea
In-Depth
Activities
Ebola Virus: a Case
Study
Teaching Sciences through English – A CLIL Approach
Maria Vittoria Barbarulo,
Joanne
Cartisano
, Carmen Cola
Lyceum Montale - Room
35,
December 2014 - January 2015
Slide40Slide41Bibliographic
ResourcesS. Watts, Disease and Medicine in World History, RoutledgeGCSE AQA Biology, The
Revision
Guide
,
GCPublications
D.
Sadava, H, Craig Heller et al, Life: The Science of
Biology
, 16th
edition
,
Sinauer
Associates
W.C. Bowman, M.J. Rand,
Textbook
of
Pharmacology
,
Blackwell
ScientificOn Line Resourceshttp://www.scientificamerican.com/http://www.aabb.org/tm/eid/Documents/72s.pdf
http://www.bbc.com/news/magazine-28262541http://www.vaccines.gov/more_info/types/index.htmlhttp://www.newyorker.com/news/daily-comment/whats-ebolahttp://www.jewishvirtuallibrary.org/jsource/biography/Lederberg.html
http://www.dnaftb.org/25/animation.htmlhttp://www.viprbrc.org/brc/home.spg?decorator=filo_ebola
http://www.cdc.gov/vhf/ebola/
http://www.utmb.edu/gnl/safety/BSL4Stickman.shtml
http://www.bu.edu/today/2013/video-offers-glimpse-of-biosafety-level-4-lab/http://www.who.inthttps://www.ck12.org/biology/http://www.pri.org/stories/2014-10-06/how-did-english-become-language-science
Ebola Virus: a Case Study
Teaching Sciences through English – A CLIL ApproachMaria Vittoria Barbarulo,
Joanne Cartisano, Carmen ColaLyceum Montale - Room 35, December 2014 - January 2015
Slide42Thank
You
Teaching Sciences through English – A CLIL ApproachMaria Vittoria Barbarulo, Joanne Cartisano, Carmen ColaLyceum Montale - Room 35, December 2014 –
Januar
2015