What to do
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
You are going to work in pairs to create a presentation that shows the relationship between a pathogenic microorganism and the human body.
Your work will be part of a class exhibition for the community to learn about diseases. Diseases could include measles, mumps, rubella, chicken pox, whooping cough, tuberculosis, meningitis, influenza, COVID-19, hepatitis B, and the common cold.
The presentation needs to:
- describe a life process of the pathogenic microorganism
- describe an abiotic or biotic factor of the human body environment that affects a life process of the microorganism
- explain how a change in an abiotic or biotic factor of the human body environment can affect the life process of the microorganism
- analyse how the life process of the microorganism affects an abiotic or biotic factor of the human body environment.
You need to support your description of the abiotic or biotic factor within an interconnected environment with observations. Examples of observations may include primary data or secondary data. Your observations can come from practical activities that you’ve carried out in class. Practical activities could include:
- using Aspergillus cultured on agar, below 25 degrees Celsius, to model growth of pathogenic microorganisms in response to a range of antiseptics
- analysing data on the use of PPE (personal protective equipment) or physical distancing to reduce spread of the pathogen
- analysing data on the efficacy of handwashing or hand steriliser use, supported by agar plate testing using soil bacterial cultures
- investigating response of pathogens to rongoā or other treatments such as antibiotics.
You are going to work in pairs to create a presentation that shows the relationship between a pathogenic microorganism and the human body.
Your work will be part of a class exhibition for the community to learn about diseases. Diseases could include measles, mumps, rubella, chicken pox, whooping cough, tuberculosis, meningitis, influenza, COVID-19, hepatitis B, and the common cold.
The presentation needs to:
- describe a life process of the pathogenic microorganism
- describe an abiotic or biotic factor of the human body environment that affects a life process of the microorganism
- explain how a change in an abiotic or biotic factor of the human body environment can affect the life process of the microorganism
- analyse how the life process of the microorganism affects an abiotic or biotic factor of the human body environment.
You need to support your description of the abiotic or biotic factor within an interconnected environment with observations. Examples of observations may include primary data or secondary data. Your observations can come from practical activities that you’ve carried out in class. Practical activities could include:
- using Aspergillus cultured on agar, below 25 degrees Celsius, to model growth of pathogenic microorganisms in response to a range of antiseptics
- analysing data on the use of PPE (personal protective equipment) or physical distancing to reduce spread of the pathogen
- analysing data on the efficacy of handwashing or hand steriliser use, supported by agar plate testing using soil bacterial cultures
- investigating response of pathogens to rongoā or other treatments such as antibiotics.
How to present your learning
Your findings could be presented in a variety of ways that are suitable to be shared with your community as part of an expo, such as:
- a digital or physical poster that may include detailed annotations alongside diagrams or pictures (up to 750-800 words)
- an oral presentation or quiz (three to four minutes), which may be a video or voice recording, or presented in person at the expo
- a pamphlet or information sheet with concise information for whānau.
Practical activities, the recording of observations, and the final presentation may be done as a member of a pair, but your kaiako will assess your evidence for assessment individually.
Your findings could be presented in a variety of ways that are suitable to be shared with your community as part of an expo, such as:
- a digital or physical poster that may include detailed annotations alongside diagrams or pictures (up to 750-800 words)
- an oral presentation or quiz (three to four minutes), which may be a video or voice recording, or presented in person at the expo
- a pamphlet or information sheet with concise information for whānau.
Practical activities, the recording of observations, and the final presentation may be done as a member of a pair, but your kaiako will assess your evidence for assessment individually.
Timeframe
Your Assessment Activity should take approximately four hours of class time to complete.
Checkpoints will occur (dates will be provided by your kaiako) for your kaiako to check your progress on:
- selecting relevant information recorded as observations from research to use in your presentation
- developing your presentation.
Your Assessment Activity should take approximately four hours of class time to complete.
Checkpoints will occur (dates will be provided by your kaiako) for your kaiako to check your progress on:
- selecting relevant information recorded as observations from research to use in your presentation
- developing your presentation.
Getting started
Before you get started, you could engage in activities that allow you to explore the relationship between a pathogenic microorganism and the human body environment.
You could record observations when you:
- listen to experts tell you about rongoā, kōrero tuku iho, or the nature and history of infections and pandemics
- research a pathogen and how it carries out a life process and infects hosts to make a person sick
- hear from community health experts about exposure or viral load, why we get sick, and ways to stop the spread of infections
- search databases for information about the spread of disease
- search databases to find links between societal and personal practice and outcomes. For example, antibiotic use, personal protection equipment (PPE) use, vaccination use, and isolation as a strategy to minimise infection rates.
You are going to work in a pair, or on your own, to gather observations and create a visual presentation that provides information to the community about a microorganism that causes disease.
Your presentation can include photographs and drawings as observations of microscopic yeast or bacteria or cultures on agar plates, on cooked potato slices, or on other media. Observations could be made from secondary sources, such as kaiako demonstrations, video recordings, texts, or online publications. Practical work is not assessed, rather, your description, explanation, and recorded observations will be used to show your understanding.
Growing microorganism cultures is dangerous. Unwanted pathogens can easily be cultured, cause disease, or affect the health of others. For this reason, kaiako supervision is essential.
Before you get started, you could engage in activities that allow you to explore the relationship between a pathogenic microorganism and the human body environment.
You could record observations when you:
- listen to experts tell you about rongoā, kōrero tuku iho, or the nature and history of infections and pandemics
- research a pathogen and how it carries out a life process and infects hosts to make a person sick
- hear from community health experts about exposure or viral load, why we get sick, and ways to stop the spread of infections
- search databases for information about the spread of disease
- search databases to find links between societal and personal practice and outcomes. For example, antibiotic use, personal protection equipment (PPE) use, vaccination use, and isolation as a strategy to minimise infection rates.
You are going to work in a pair, or on your own, to gather observations and create a visual presentation that provides information to the community about a microorganism that causes disease.
Your presentation can include photographs and drawings as observations of microscopic yeast or bacteria or cultures on agar plates, on cooked potato slices, or on other media. Observations could be made from secondary sources, such as kaiako demonstrations, video recordings, texts, or online publications. Practical work is not assessed, rather, your description, explanation, and recorded observations will be used to show your understanding.
Growing microorganism cultures is dangerous. Unwanted pathogens can easily be cultured, cause disease, or affect the health of others. For this reason, kaiako supervision is essential.
Student resources
Resources that can help you gain background knowledge about microorganisms can be found on the Science Learning Hub website. For example:
- Explore human body systems by looking at Body systems (Science Learning Hub).
- Explore how the body fights infection by looking at Fighting infection (Science Learning Hub).
- Learn how our immune system protects against virus by watching An Inside Look: The Flu (YouTube).
- Read about the use of rongoā and Pacific health knowledges for holistic treatment of infection. Your kaiako may have a copy of the Rongoā publication provided to schools, or you can use The science of rongoā (Science Learning Hub).
Resources that can help you gain background knowledge about microorganisms can be found on the Science Learning Hub website. For example:
- Explore human body systems by looking at Body systems (Science Learning Hub).
- Explore how the body fights infection by looking at Fighting infection (Science Learning Hub).
- Learn how our immune system protects against virus by watching An Inside Look: The Flu (YouTube).
- Read about the use of rongoā and Pacific health knowledges for holistic treatment of infection. Your kaiako may have a copy of the Rongoā publication provided to schools, or you can use The science of rongoā (Science Learning Hub).
What to do
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
You are going to work in pairs to create a presentation that shows the relationship between a pathogenic microorganism and the human body.
Your work will be part of a class exhibition for the community to learn about diseases. Diseases could include measles, mumps, rubella, chicken pox, whooping cough, tuberculosis, meningitis, influenza, COVID-19, hepatitis B, and the common cold.
The presentation needs to:
- describe a life process of the pathogenic microorganism
- describe an abiotic or biotic factor of the human body environment that affects a life process of the microorganism
- explain how a change in an abiotic or biotic factor of the human body environment can affect the life process of the microorganism
- analyse how the life process of the microorganism affects an abiotic or biotic factor of the human body environment.
You need to support your description of the abiotic or biotic factor within an interconnected environment with observations. Examples of observations may include primary data or secondary data. Your observations can come from practical activities that you’ve carried out in class. Practical activities could include:
- using Aspergillus cultured on agar, below 25 degrees Celsius, to model growth of pathogenic microorganisms in response to a range of antiseptics
- analysing data on the use of PPE (personal protective equipment) or physical distancing to reduce spread of the pathogen
- analysing data on the efficacy of handwashing or hand steriliser use, supported by agar plate testing using soil bacterial cultures
- investigating response of pathogens to rongoā or other treatments such as antibiotics.
You are going to work in pairs to create a presentation that shows the relationship between a pathogenic microorganism and the human body.
Your work will be part of a class exhibition for the community to learn about diseases. Diseases could include measles, mumps, rubella, chicken pox, whooping cough, tuberculosis, meningitis, influenza, COVID-19, hepatitis B, and the common cold.
The presentation needs to:
- describe a life process of the pathogenic microorganism
- describe an abiotic or biotic factor of the human body environment that affects a life process of the microorganism
- explain how a change in an abiotic or biotic factor of the human body environment can affect the life process of the microorganism
- analyse how the life process of the microorganism affects an abiotic or biotic factor of the human body environment.
You need to support your description of the abiotic or biotic factor within an interconnected environment with observations. Examples of observations may include primary data or secondary data. Your observations can come from practical activities that you’ve carried out in class. Practical activities could include:
- using Aspergillus cultured on agar, below 25 degrees Celsius, to model growth of pathogenic microorganisms in response to a range of antiseptics
- analysing data on the use of PPE (personal protective equipment) or physical distancing to reduce spread of the pathogen
- analysing data on the efficacy of handwashing or hand steriliser use, supported by agar plate testing using soil bacterial cultures
- investigating response of pathogens to rongoā or other treatments such as antibiotics.
How to present your learning
Your findings could be presented in a variety of ways that are suitable to be shared with your community as part of an expo, such as:
- a digital or physical poster that may include detailed annotations alongside diagrams or pictures (up to 750-800 words)
- an oral presentation or quiz (three to four minutes), which may be a video or voice recording, or presented in person at the expo
- a pamphlet or information sheet with concise information for whānau.
Practical activities, the recording of observations, and the final presentation may be done as a member of a pair, but your kaiako will assess your evidence for assessment individually.
Your findings could be presented in a variety of ways that are suitable to be shared with your community as part of an expo, such as:
- a digital or physical poster that may include detailed annotations alongside diagrams or pictures (up to 750-800 words)
- an oral presentation or quiz (three to four minutes), which may be a video or voice recording, or presented in person at the expo
- a pamphlet or information sheet with concise information for whānau.
Practical activities, the recording of observations, and the final presentation may be done as a member of a pair, but your kaiako will assess your evidence for assessment individually.
Timeframe
Your Assessment Activity should take approximately four hours of class time to complete.
Checkpoints will occur (dates will be provided by your kaiako) for your kaiako to check your progress on:
- selecting relevant information recorded as observations from research to use in your presentation
- developing your presentation.
Your Assessment Activity should take approximately four hours of class time to complete.
Checkpoints will occur (dates will be provided by your kaiako) for your kaiako to check your progress on:
- selecting relevant information recorded as observations from research to use in your presentation
- developing your presentation.
Getting started
Before you get started, you could engage in activities that allow you to explore the relationship between a pathogenic microorganism and the human body environment.
You could record observations when you:
- listen to experts tell you about rongoā, kōrero tuku iho, or the nature and history of infections and pandemics
- research a pathogen and how it carries out a life process and infects hosts to make a person sick
- hear from community health experts about exposure or viral load, why we get sick, and ways to stop the spread of infections
- search databases for information about the spread of disease
- search databases to find links between societal and personal practice and outcomes. For example, antibiotic use, personal protection equipment (PPE) use, vaccination use, and isolation as a strategy to minimise infection rates.
You are going to work in a pair, or on your own, to gather observations and create a visual presentation that provides information to the community about a microorganism that causes disease.
Your presentation can include photographs and drawings as observations of microscopic yeast or bacteria or cultures on agar plates, on cooked potato slices, or on other media. Observations could be made from secondary sources, such as kaiako demonstrations, video recordings, texts, or online publications. Practical work is not assessed, rather, your description, explanation, and recorded observations will be used to show your understanding.
Growing microorganism cultures is dangerous. Unwanted pathogens can easily be cultured, cause disease, or affect the health of others. For this reason, kaiako supervision is essential.
Before you get started, you could engage in activities that allow you to explore the relationship between a pathogenic microorganism and the human body environment.
You could record observations when you:
- listen to experts tell you about rongoā, kōrero tuku iho, or the nature and history of infections and pandemics
- research a pathogen and how it carries out a life process and infects hosts to make a person sick
- hear from community health experts about exposure or viral load, why we get sick, and ways to stop the spread of infections
- search databases for information about the spread of disease
- search databases to find links between societal and personal practice and outcomes. For example, antibiotic use, personal protection equipment (PPE) use, vaccination use, and isolation as a strategy to minimise infection rates.
You are going to work in a pair, or on your own, to gather observations and create a visual presentation that provides information to the community about a microorganism that causes disease.
Your presentation can include photographs and drawings as observations of microscopic yeast or bacteria or cultures on agar plates, on cooked potato slices, or on other media. Observations could be made from secondary sources, such as kaiako demonstrations, video recordings, texts, or online publications. Practical work is not assessed, rather, your description, explanation, and recorded observations will be used to show your understanding.
Growing microorganism cultures is dangerous. Unwanted pathogens can easily be cultured, cause disease, or affect the health of others. For this reason, kaiako supervision is essential.
Student resources
Resources that can help you gain background knowledge about microorganisms can be found on the Science Learning Hub website. For example:
- Explore human body systems by looking at Body systems (Science Learning Hub).
- Explore how the body fights infection by looking at Fighting infection (Science Learning Hub).
- Learn how our immune system protects against virus by watching An Inside Look: The Flu (YouTube).
- Read about the use of rongoā and Pacific health knowledges for holistic treatment of infection. Your kaiako may have a copy of the Rongoā publication provided to schools, or you can use The science of rongoā (Science Learning Hub).
Resources that can help you gain background knowledge about microorganisms can be found on the Science Learning Hub website. For example:
- Explore human body systems by looking at Body systems (Science Learning Hub).
- Explore how the body fights infection by looking at Fighting infection (Science Learning Hub).
- Learn how our immune system protects against virus by watching An Inside Look: The Flu (YouTube).
- Read about the use of rongoā and Pacific health knowledges for holistic treatment of infection. Your kaiako may have a copy of the Rongoā publication provided to schools, or you can use The science of rongoā (Science Learning Hub).