~30-45 minutes
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This lesson is designed to follow the elicitation, Lesson 1-1.
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View the Teacher Keys for this lesson here:
Directions:
- Distribute the student handout or reproduce as an overhead for referral during the lesson and lead students through a basic discussion about malaria infection and major factors driving infection.
- Ask students the following questions upon completion of this basic life cycle on the student handout:
- Knowing what you do now, suggest some simple preventative measures that could be used to reduce the risk of malaria infection.
- Examples: sleeping in an area where there are not many mosquitoes, getting rid of standing water where mosquitoes breed, sleeping under a bed net, using insect repellent, some students may also know that there are preventative drugs that can be taken before going to a malaria zone, etc.
- Why do you think is it difficult for many people in the hardest hit areas of the world to access these simple methods of prevention?
- Examples: limited access to health care in general, limited resources to purchase and/or maintain bed nets, medication too costly, poor health system infrastructure due to conflict/emergencies, proximity to health center or clinic, etc.
3. Distribute copies of Student Handout 2 – Detailed Life Cycle of Plasmodium or use one as an overhead or for discussion to work through a more detailed life cycle for Plamodium.
These Lessons Provided by UNICEF
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The following are optional, but REALLY COOL Video-Clip Resources that will really enhance this lesson (provided by the Center for Infectious Disease Research in Seattle):
- Video 1: Sporozoites (in red) are being injected by a mosquito to the ear of a mouse and viewed by a fluorescent microscope. Each time the mosquito probes, it is trying to damage small blood vessels in order to generate a pool of blood to suck. When the mosquito is infected with malaria, it spits out 10-100 sporozoites with each probe. The sporzoites then crawl around (traverse) through multiple cells in search of a blood vessel they can break into in order to be carried away to the liver.
- Video 2: Same as 1 but different less advanced imaging.
- Video 3: Once in the liver, the sporozoite is whisked around the liver sinusoids (think little lagoons of blood flow) where it again traverses a bunch of cells in search of the right one to infect.
- Video 4: Same process as 3
- Video 5: If the parasite reaches the end of the liver stage, the tens of thousands of RBC-infectious "merozoites" are oozed out in bags called “merosomes”.
- Video 6: Out in the blood, the merozoites infect RBCs and replicate to form 12-16 new merozoites which are released and then go to immediately infect more RBCs.
- Video 7: Same as 6.
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Have students look back at their first handout, the Life Cycle of the Malaria Infection.
- Looking at the cycle of infection, put an X on the part of the cycle where you think it would be easiest to stop the disease.
- Give two examples of how you could stop the disease at the location you marked.
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