This Teacher's Guide contains five sections. Section two, Activity Guide for the Teacher, comprises four informational sections regarding transmission, symptoms, treatment, and prevention of Lyme disease. It also contains information regarding ticks and their proper removal. The other four sections are self-explanatory. We hope that by incorporating Lyme disease education into the school curriculum, student awareness of the disease will increase. These materials will teach students how to recognize and prevent the symptoms of Lyme disease.



A.What is Lyme disease and how can I get it?
B.How will I know if I have Lyme disease and how is it treated?
C. How can I keep from getting Lyme disease?
D. What should I do if I find a tick attached to my skin?

2. Activity Guide

A. WHAT IS LYME DISEASE and how can I get it?

Objectives--at the end of this section, students will be able to:

...describe the characteristics of the deer tick.

...describe the differences between the dog tick and the deer tick.

...describe how a person gets Lyme disease (the role of the tick), including the fact that not all deer ticks carry the Lyme bacteria.

...discuss the role of the white-footed mouse in transmission of Lyme disease.

...state that Lyme disease is particularly common in some parts of the northeast, the midwest and the west coast.

...state that people in the Northeast are more likely to get Lyme disease in the summer months.

...state that anyone can get Lyme disease, and that a person can get Lyme disease more than once.

...state that we cannot get Lyme disease from person-to-person contact.

In each part of the activity guide there are Discussion sections. The information in these sections can be presented in any manner that suits your classroom. There is also a "Quick Quiz" for each section. Found in the Materials Section, these quizzes summarize much of the information just learned. You will probably want to go over these short quizzes with the students, either as a class or after students have answered them individually for homework. There are Quick Quiz overheads in the teacher packet as well.

Discussion

Initiate a discussion focused on what students currently know about Lyme disease. Some suggested questions include:

2 What is Lyme disease?

2 Do any of you know anyone who has ever been diagnosed with

Lyme disease?

2 Have you ever been diagnosed with Lyme disease?

Questions like the ones above are designed to enable the teacher to learn what students already know about Lyme disease, as well as allow students to share their own personal experiences with the disease.

Discussion

Give a brief overview of Lyme disease. Include that Lyme disease was first recognized in Lyme, Connecticut in 1975. Inform the students that Lyme disease is caused by bacteria transmitted through the bite of an infected deer tick. Be sure to mention that not every deer tick carries the Lyme bacteria. Explain that Lyme disease is common in Connecticut and other states in the Northeast, but that it is also prevalent in other areas of the nation.

A. What is Lyme Disease and how can I get it? (con't)

Discussion

Discuss with students that summer is the most common season for the transmission of Lyme disease. Ask students why they think so many people get Lyme disease in the summer months. Also explain that a person can have Lyme disease more than once. Ask if students know of a disease that they can only get once (e.g., chickenpox). Be sure to tell students that anyone can get Lyme disease.

A. What is Lyme Disease and how can I get it? (con't)

Discussion

Discuss some other places where students may have seen ticks (e.g., on pets). Ask students to think about what ticks like to feed on. Give examples if necessary (e.g., dogs, cats humans). Be sure to mention that ticks pick up the Lyme bacteria by feeding on infected white-footed mice. Stress that mice tend to live in grassy wooded areas or in stone walls. For this reason, ticks are common in these areas.

Activity

On page 5 of the Teacher Refernce section, there is picture that illustrates a common dog tick and a deer tick. Have the students look for differences and similarities between the two ticks. Explain the color differences, and how deer ticks are usually smaller than dog ticks. Point out the special barbed mouth parts on the ticks. Mention that this is how the tick embeds itself into the host and is able to feed on the blood.

Activity

Bring in objects that are similar in size to Lyme ticks (e.g., sesame seed, pin head...). Use these objects to illustrate how small Lyme ticks are and that they are relatively difficult to find. Mention that a tick is usually not larger than a small freckle or mole on their face or arm.

Activity

Have students engage in a creative writing assignment about Lyme disease. Tell them they can be as creative as they wish, but that the assignment should include information about what Lyme disease is, how it is transmitted and information about ticks. Perhaps this assignment could be a story about what the world looks like from the perspective of a Lyme tick, a plan for preventing Lyme disease in young school-aged children, or maybe a newspaper story about an outbreak of Lyme disease. The purpose of this assignment is to get the students to address issues related to Lyme disease and have fun at the same time. The more creative this assignment is, the better!!

Activity

In the Materials Section there is another page you can use as a handout. This page is a "Quick Quiz." It contains some comprehensive questions dealing with this lesson (What is Lyme Disease and how can I get it?). You can distribute these questions as a homework assignment or you can use them as discussion questions after the conclusion of the lecture.

Suggest to students that they watch the news, listen to the radio and read the newspaper looking for articles pertaining to Lyme disease. This will give students discussion topics to share with the class as well as get them thinking about Lyme disease outside of the classroom.

Have the students tell their friends and family members about Lyme disease. Having the students explain what they have learned about Lyme disease to other people can increase their comprehension of the lecture material as well as spread the news about Lyme disease to other members of the community.

B. How will I know if I have Lyme disease and how is it treated?

Objectives -- at the end of this section, students will be able to:

...list the major symptoms of Lyme disease and its many effects on the human body.

...discuss why Lyme disease is a serious illness.

...look for a) ticks on their bodies and b) symptoms of Lyme disease when they have been bitten.

...state that Lyme disease is a treatable illness (with antibiotics from a doctor).

Discussion

Ask any student who has had Lyme disease or personally knows someone who has had Lyme disease to share with the class how that person felt and what symptoms they experienced. Discuss the early symptoms as well as the more advanced symptoms and effects of Lyme disease on the body. Make sure to describe a typical rash, and its resemblance to a bull's eye. Ask students how Lyme disease (with all of its symptoms) would affect their lives. This will help students learn that Lyme disease can be very serious.

Discussion

Emphasize to students that they should always check themselves for ticks. If they find that they are being bitten by a tick, explain the procedure for removing a tick. Make sure to tell them to use tweezers to remove the tick, and not to force the tick out with an external substance (e.g., petroleum jelly or alcohol). Stress the importance of watching for symptoms of Lyme disease. Early treatment can prevent future complications.

Discussion

Ask students if they know how Lyme disease is treated, especially those who have had it or know someone who has had it. Discuss with students that Lyme disease is usually treated with oral antibiotics, but if it advances to a later stage, Lyme disease may need to be treated with shots. Also, you should mention that occasionally a person very sick from Lyme disease may have to be hospitalized.

Activity

Have students either draw or write about how symptoms (e.g., stiff joints, skin rash) look or how they make an infected person feel. Have them personalize this assignment. This may help make them aware of the severity of Lyme disease and the crippling effect it has on a person's life.

Activity

Have students put on a skit about a person who has Lyme disease. Students can work in groups and be as creative as possible to illustrate the symptoms and treatment of Lyme disease.

Activity

In the Materials Section, there is a quick quiz you can use as a handout. This page contains some comprehensive questions dealing with this lesson ( How will I know if I have Lyme disease and how is it treated?). You can distribute these questions as a homework assignment or you can use them as discussion questions after the conclusion of the lecture.

Have a health professional (e.g., doctor, nurse, pharmacist) come in and talk to your class about how people are tested and treated for Lyme disease, and what kind of medication is given. This could be a short lesson in taking medicine properly (never taking someone else's medicine, following instructions, etc.).

Have students explain symptoms to family members and friends. Getting students to spread the word to other people may help in early diagnosis of Lyme disease in the future.

C. How can I keep from getting Lyme disease?

Objectives--at the end of this section, students will be able to:

...state that Lyme disease can be prevented.

...discuss ways to prevent themselves from getting Lyme disease.

...spray themselves and their clothes with repellent before going near wooded or grassy areas.

...tuck their pants into their socks and wear long sleeved shirts when in wooded or grassy areas.

...change their clothes and put them in the wash when returning indoors.

...wash repellent off skin when returning indoors.

...put flea and tick collars on pets.

...explain why it is important to wear light colored clothing when in wooded or grassy areas.

...check themselves over for ticks frequently while outside.

...take precautions against Lyme disease!

Discussion

Ask students if they feel that Lyme disease is preventable. Tell them that it is possible to take precautions to prevent Lyme disease. Explain to students that ticks can't jump or fly. Ticks grab onto a person (or animal) as he or she brushes past. From there ticks crawl to a spot on bare skin to start feeding.

Discussion

Review the ways in which students can guard against tick bites. Emphasize the importance of dressing properly in, or near wooded and grassy areas. Explain the benifits and risks of insect repellents. You may also wish to differentiate between repellents and pesticides. Tell students what to look for in aerosol based tick repellents and pesticides. Remind them to always follow instructions on the label.

Discussion

Demonstrate to students the proper way to check for ticks when returning indoors. Inform students that ticks tend to hide in places where they can easily go unnoticed, such as the hair and scalp region. Tell students that they should help check for ticks on their younger brothers and sisters as well.

Activity

Have students brainstorm about precautions they can take to prevent Lyme disease. Guide students to think about ways to prevent ticks from coming into contact with their skin. Inform the students of some of the more obvious precautions, such as tucking in their pants. The suggested precautions are listed in your reference section.

Activity

Have students design a comic strip about Lyme disease. Tell them the cartoons must be creative, catchy and informational. Suggest that students that they emphasize the need to take precautions against Lyme disease. Perhaps the best cartoons can even be printed in the school newspaper. A blank comic strip is provided for you in the Materials Section.

Activity

In the Materials Section there is a word scramble, reviewing many of the key terms discussed up to this point. You may choose to use this activity as an in class handout, or it can be distributed for homework.

Activity

In the Materials Section, there is aquick quiz you can use as a handout. This page contains some comprehensive questions dealing with this lesson ( How can I keep from getting Lyme disease?). You can distribute these questions as a homework assignment or you can use them as discussion questions after the conclusion of the lecture.

Have students find out what kinds of symptoms animals infected with Lyme disease have. Tell students that it is also very important to routinely check pets for ticks, and to watch for symptoms that their pets may be exhibiting. Checking pets is especially important during the summer months.

Remind students to share this information with their family members. Suggest that conducting the tick check may be a good job for a little brother or sister to help with!!

D. What should I do if I find a tick attached to my skin?

Objectives--at the end of this section, students should be able to:

... report to the school nurse or parent as soon as possible if they find a tick attached to their skin,

... demonstrate the correct procedure for removing ticks from their skin.

... demonstrate the proper disposal of ticks.

... identify symptoms to watch for in the event they have been infected with Lyme disease.

Discussion

Explain to students that they should always go to a parent, school nurse, etc. if they find a tick attached to their skin. This will help make sure the tick is removed properly and that there will be someone to help them watch for symptoms.

Discussion

Demonstrate the correct procedure for removing a tick. This can be done by using a sesame seed (since it is about the size of an adult deer tick) stuck to two-sided tape. Stick a piece of tape to a solid surface (e.g., desk top), and place the sesame seed on the up-side of the tape. Using tweezers, remove the "tick" using the proper procedure (see page 9). Explain to students that it is important to remove the entire tick and not to leave any pieces behind. The tick should not be squeezed or twisted when removing it.

Discussion

Once the tick has been removed, it is important for students to know how to dispose of it properly. It is suggested that the tick be saved in a sealed container filled with alcohol. Tell students that it is a good idea to document the time and place where they acquired the tick. This information will be useful to a physician if symptoms of Lyme disease develop.

Activity

Allow students to practice "tick" removal with the materials you used in your demonstration. Perhaps having them remove a pin from the rind of an orange would also simulate correct "tick" removal procedures. Be creative!

Activity

In the Materials Section, there is a quick quiz you can use as a handout. This page contains some comprehensive questions dealing with this lesson (What should I do if I find a tick attached to my skin?). You can distribute these questions as a homework assignment or you can use them as discussion questions after the conclusion of the lecture.

Activity

Have students watch the Lyme disease video Curse of the Blood Suckers developed at the University of Connecticut. The video will serve as a review to bring together all of the information presented and learned in the unit. The class can then discuss what they liked or disliked about the video, favorite parts, interesting aspects, etc.

Activity

In the materials section is a crossword puzzle, clues and answer key. This puzzle contains much of the information in this teacher's guide. Have students complete the crossword as an in-class activity or even for homework. It is a fun way to review the important points of your lectures!

Activity

Play the review game for the end of the unit. There are "question / answer cards" in the Materials Section, which can be cut and used for the first part. There are also "drawing cards" for the second part. You can divide the class into teams if you choose. Each team gets a question at each turn and may receive one point for an appropriate answer. You may also want to offer an incorrectly answered question to another team for possible points. When all of the question / answer cards have been used, the game can continue with the drawing cards.

Activity

In the materials section is a pamphlet you can copy and distribute to the students. The pamphlet summarizes important information about Lyme disease. The students can take this pamphlet home to share with parents and siblings.