Brief Description

Scientific thought is dependent on the power of observation. What kinds of materials can be observed to obtain information about scientific issues? While the list is long, this lesson focuses on using photographs to obtain information about an Ebola outbreak. How can photographs be used as a source of information about scientific issues? Students will observe an online gallery of seven photographs documenting a 2001 Ebola outbreak and first person comments written by the photographer to describe what an outbreak is and how photographs can be used to obtain information about scientific issues.

Standards and Frameworks

Technology Standards

• 1T-P1. Use the appropriate technology device to complete a task
• 4T-P2. Manage and communicate personal and professional information utilizing technology tools and resources

• 2SC-P1. Identify and describe key factors (e.g., technology, competitiveness, world events, personalities, societal views) that affect the development and acceptance of scientific thought

Academic and Technological

As a result of using Internet primary source materials (in the form of an online gallery of photographs), students will describe the use of photographs as a source of scientific information. This will be evidenced in writing by students who score at least a level 3 on a 4-point rubric.

Pre-Requisite Technology Skills

Students should be familiar with using the Internet

Materials

• Computer lab with Internet access
• Copies of Describing an Outbreak Using Photographs and rubric
• Copies of Final Reflection and rubric

1. After viewing the online gallery of outbreak photographs, students can search for other photographs that could be used to help tell the story of an outbreak. They could search for other Ebola outbreak images or look for pictures of outbreaks of other diseases (SARS, flu, hantavirus, etc.). They could even search for images that would tell the story of outbreaks from different time periods (the 1918 flu pandemic, smallpox, the black plague, etc.) If students chose to look for images of an outbreak like the black plague, they could search for artwork from that time period rather than photographs.
2. Students do not need to view all seven photographs. Have students who need more time or have difficulties with language focus on pictures 1, 2, 4, and 7.
3. Ask students who are having difficulty more specific questions to get them thinking about what information can be pulled from a picture. Student aides or assistants could be used to ask students leading questions.
4. Have students complete a timeline of Ebola outbreaks. When and where have the different outbreaks occurred? These could be marked on a world map.
5. The man speaking to the crowd in picture #5 in the online gallery is Dr. Matthew Lukwiya. As a result of his dedication to the care of Ebola patients during this outbreak, he contracted the virus himself and died. Have students find out more about who he was and what he stood for. What kinds of personality traits might someone who works with Ebola patients have? Some good “Dr. Matthew” sites include Dr. Matthew’s Passion (http://www.nytimes.com/library/magazine/home/20010218mag-ebola.html), A Hero Dies Fighting (http://f.about.com/z/js/spr08sm.htm), the Death of Dr. Matthew (http://www.guardian.co.uk/Print/0,3858,4111387,00.html), and/or Ugandan doctor who had been leading Ebola fight dies of virus (http://www.cnn.com/2000/WORLD/africa/12/05/health.uganda.ebola.reut/).
6. Throughout history there have been outbreaks of disease. What determines the presence of an outbreak? Have students generate a list of features that are common to most outbreaks.
7. Have students describe a scientific idea or event of their choosing with photographs. They could take the pictures themselves using a digital camera or they could collect photographs taken by other people.

Before using the Internet, make sure that students and parents have signed the district’s Electronic User Agreement (http://www.amphi.com/~technology/aupstu.html).

 
1. This lesson will take approximately two 50 minute or one 90 minute class period to complete.

2. Before going to the computer lab, introduce the activity to students. Ask students to describe what is meant by the term ‘outbreak.’ What kinds of outbreaks have they heard about? Have any outbreaks been in the news recently? How do we get information about outbreaks? Tell them that they will be using an online site containing primary source material from a photographer who documented a 2001 Ebola outbreak in Uganda. Pairs of students will share a computer to complete this activity. Their task is to determine as much about this outbreak as possible by using the material provided by the photographer. Pass out and discuss the ‘Describing an Outbreak Using Photographs’ handout students will be using to complete the activity. Each student can be given a handout to complete or students can complete one chart with their partner. Share the criteria that will be used to assess these charts with students.

3. Ask them what they think can be learned about a scientific event like an outbreak as a result of looking at photographs. After discussing this, students should respond to the two ‘Before viewing the photographs…’ items on the handout.

4. Once in the computer lab, have students go to the introductory page for the online photo gallery (http://www.nationalgeographic.com/adventure/0105/photo.html). Read through this page as a group. What is the source of this material? Who is the photographer? Where and when were the pictures taken?

5. Have students hit the ‘Enter the gallery’ link on the right side of the page. This will take them to the first (http://www.nationalgeographic.com/adventure/0105/first.html) of seven photographs. Students should use the scroll bar to position the page so that they can look at the picture but not the photographer’s comments. Discuss the picture as a large group. Solicit responses from students for sections 1, 2, and 3 of the chart. Have students fill in these sections of the chart as they are discussed. When done, have students scroll down so that they can read the photographer’s comments about his picture. After reading the comments, part 4 of the chart can be discussed and completed.

The following is an example of how the chart might look after viewing the first picture.
 
 

Pictures	1. Observations about the photograph (Ideas- What stands out? What’s in the background? Describe expressions and body language.)	2. What questions do you have as a result of looking at this picture?	3. What are you reminded of as you look at this picture?	4. Compare/contrast your comments to photographer’s comments (Are his comments similar to or different from any of yours? Does he answer any of your questions?)
Picture 1 (man by door)	-Looks like he’s wearing a spacesuit -He’s completely covered- no exposed skin -He does not look happy -He might be a scientist of some sort	-What does the sign on the door say? -What is in the room behind him?	-Reminds me of the movie ‘Outbreak’ and the book Hot Zone	-The picture is of a scientist testing the Ebola virus (behind him is a lab)  -He works for the CDC -The photographer also is reminded of a movie scene -He tells us what the door says (Do not enter-very dangerous virus)

   
6. When done discussing the picture, students can scroll down to the ‘Next’ link to go to the second picture in the gallery. Have students complete the chart for pictures 2-7 with their partner. As students are working on their charts, wander around the room and monitor student progress. Ask questions to jump start the thinking of groups that are having trouble generating ideas for their charts.

7. When students are done with the chart, have them respond to the two ‘After viewing the photographs…’ items on the handout. These are the same as the ‘Before viewing…’ items. Instruct students to read their ‘Before viewing…’ responses and then think about how those responses can be adjusted as a result of viewing the outbreak photographs.

8. After returning to the classroom, conduct a discussion about students’ ‘Before viewing…’ and ‘After viewing…’ responses. How did they change? What kinds of information can be determined about an event, such as an outbreak, as a result of studying photographs? What kind of information is more effectively shared through photographs than other printed material? Which of the photographs portrayed the most information about the outbreak? Which photographs were harder to interpret?

9. As a final reflection, have students individually respond to the following questions:
If a person who knew nothing about the Ebola virus looked at these pictures, what predictions might they make about it? What predictions could NOT be made about the Ebola virus as a result of looking at these photographs? (Final Reflection) Before they write their responses, share with them the criteria that will be used to assess their responses.

10. Next step ideas:

a) Some of the ideas in the ‘Accommodation’ section can be used with the entire class to learn more about the Ebola virus.
b) The Nova series of videos has an episode titled ‘Plague Fighters’ which describes the Ebola virus and what it is like to work around the virus during an outbreak.
c) Ebola outbreaks are not frequent. Where does the virus go between outbreaks? National Geographic news has an online article which addresses this subject (http://news.nationalgeographic.com/news/2003/02/0219_030219_ebolaorigin.html).

• Rubric for the Online Photo Gallery Chart
• Rubric for the Final Reflection