Please find the videos, questions, and marking scheme below and carefully watch all videos to find answers to all questions. All students in group 5 must participate in the discussion and answer the Q1, Q2, and Q3 scheme on Quercus following the mark distribution, answer guideline, and marking scheme
Videos on Biological Hazards and Human Health
Video 1: The microbes that live with us from cradle to grave (3:54 min)
https://www.youtube.com/watch?v=c_ZRZkU-FEw
Video 2: How We Fight Off Infections | Secrets Of The Human Body | BBC Earth Science (only first 3 min)
https://www.youtube.com/watch?v=wjzppoUEfvw
Video 3: The Story of Cholera (4:28 min)
https://www.youtube.com/watch?v=jG1VNSCsP5Q&t=2s
Viewer discretion is advised: Animated scenes of diarrhea, and vomit. If it is not possible to watch consult the transcript on this link:
https://youtubetranscript.com/?v=jG1VNSCsP5Q&t=2
Video 4: Canada’s Water Crisis: Indigenous Families at Risk (4:29 min)
https://www.youtube.com/watch?v=Arnqpnm70Ng
Video 5: Pollution: a global public health crisis (only first 4 min)
https://www.youtube.com/watch?v=9jOpNF2uc2M&t
Questions on Biological Hazards and Human Health
Q1: What is the difference between organisms that live in our bodies with potential benefits to our health (e.g. microbiota) and those considered biohazards? Contrast the reactions of our immune system to both.
(2+2=4 marks and the guideline of answer length is max 2 to 3 lines)
Q2: What are the consequences of biohazards such as cholera (for Individuals, communities, and societies)? And how could they be prevented?
(2+2=4 marks and the guideline of answer length is max 2 to 3 lines)
Q3: Why are specific communities disproportionately affected by biohazards in Canada and around the world?
(2 marks and guideline of answer length is max 2 lines or bullet points)
Marking scheme
90 – 100%
Student must have to follow the mark distribution and instruction for the answers.
Student answers show they can critically think about the real-life implications associated with the supplementary material (following the instruction for the answer).
Student answers show they can extrapolate, analyze, and connect the main points and messages from the supplementary materials (following the instruction for the answer).
The academic tone is used in their written response.