National Agricultural Literacy Curriculum Matrix
Outbreak Alert - Shigella (6-8th Grade)
6 - 8
Students will analyze a real-life foodborne illness outbreak. They will assume the role of FBI (FoodBorne Illness) investigators to plot out the steps and identify the questions to ask in order to get to the source of the outbreak. Students will discuss and compare their investigative approaches to the actual public health investigation.
- Food safety portfolios (for each student)
- Dr. X and the Quest for Food Safety video, Module 5 — Outbreak and Future Technology
- For background information on outbreaks, read about the following in the Food Safety A to Z Reference Guide:
- Pulse-Field Gel Electrophoresis
- PulseNet (also see the step-by-step process for tracing a food implicated in a foodborne illness outbreak)
- Make one copy of the attached, Here’s What the Public Health Officials Did handout for each team.
Essential Files (maps, charts, pictures, or documents)
shigella: a bacteria closely related to salmonella that can cause foodborne illness
Background Agricultural Connections
Interest Approach – Engagement
- Motivate your students with this scenario: You’re sitting in your office. All of a sudden, red lights are flashing! You hear, “ring,” “ring,” “ring” all around you. What’s going on? Then finally you realize that this flutter of red lights and constant ringing is your telephone — it’s ringing off the hook. Could it be . . . an outbreak?
- Continue to engage the students by telling them that they are FBI (FoodBorne Illness) investigators in Suffolk County, New York. They’ve just received notice that 21 people in the county have become ill with similar symptoms (nausea, vomiting, diarrhea, cramps, and fever). The illnesses occurred over a 1-month period — from November 8 to December 8. The sick persons have tested positive for the Shigella bacterium. Ask, "How would you investigate this case to find out how the outbreak got started?"
- Divide the students into 3 or 4 groups.
- Inform students that as FBI (FoodBorne Illness) investigators, it’s their job to work with their colleagues to identify the steps they would take to investigate this outbreak.
- Ask students, "What do you know about this case?" Have them analyze the existing data and record it in their food safety portfolio in the form of the 5 “Ws” (“Who,” “What,” “Where,” “When,” and “Why,” plus “How”). Note: 4 of the “Ws” were given in the Interest Approach activity.
- Who – 21 people who became ill
- What – Shigella bacterium
- Where – Suffolk County, New York
- When – November 8 to December 8
- Why – ?
- Challenge each team to discover more details about the case. They should come up with more specifics on each “W,” then solve the “Why” and “How” of this case. For example:
- What is Shigella?
- How is Shigella transmitted?
- Where in Suffolk County could this outbreak have occurred?
- Ask students, "What do you need to find out first?" To help them along the way, students can conduct research about outbreaks and Shigella (Refer students to the websites listed below). From time to time, you can also give them clues (see box at right for clues and the answers), but first allow the students to formulate their own strategies.
- Alphabetical Listing of Foodborne, Waterborne, and Environmental Diseases and Links
- CDC Food Safety Initiative
- Foodborne Illnesses: What You Need to Know/FDA
- Foodborne Illnesses: What You Should Know About Government Response to Foodborne Illness Outbreaks/FDA
- Food Recalls and Alerts
- Pathogen Tracker Game/Cornell University
- PulseNet - The National Molecular Subtyping Network for Foodborne Illness Surveillance/CDC
- USDA Food Recalls
- Have the teams write up their steps. Make sure they number each step.
- Then, have each group share their investigation steps and their conclusions with the class.
- Discuss and compile a class list of what would be the most probable conclusions as to where the outbreak occurred, who or what transmitted the Shigella bacterium, and why the outbreak occurred. Then ask, "What would you do to correct the problem?"
- After you have compiled the class list, review the real-life, step-by-step process that Public Health Officials in Suffolk County, New York, conducted (see attachment in Essential Files). Compare the class approach and conclusions with the actual investigation. Are there similarities? Differences?
- Note: It’s okay if the students do not come up with the exact steps or conclusions as the actual investigation. The important thing is for them to arrive at a conclusion that’s based on logical, scientific questioning and a step-by-step process.
- Now it’s time to meet scientists who will share some of the tools they have for investigating FBI outbreaks. Watch for what they have to say about:
- The connection between PulseNet and DNA
- Pulse-Field Gel Electrophoresis (PFGE)
- How the Internet aids in outbreak investigations
- Show video Module 5 — Outbreak and Future Technology. Stop the video right after Dr. Paul’s segment (Time: 3 minutes). The rest of the video module is shown at the end of the Beef Blasters activity.
Concept Elaboration and Evaluation
Use the following questions to review and summarize the lesson:
- How could this outbreak have been prevented? (The restaurant manager should not have come to work if he was sick. The appropriate handwashing supplies should have been provided in the kitchen and employee and customer restrooms. The manager should have washed his hands properly.)
- Why is it important for public health officials to investigate foodborne illness outbreaks? (Early detection of an outbreak helps determine the possible source of that outbreak and prevents additional people from getting sick or dying from consuming harmful foodborne bacteria. Also, what public health officials learn from these outbreaks can help prevent future outbreaks.)
- Why is it important to wash hands even when you don’t feel sick? (Even though you may not feel sick, you could be a carrier of a foodborne bacterium without experiencing the symptoms. Therefore, if you don’t properly wash your hands, you could spread the bacterium from your hands to foods. For example, the store manager in the Shigella outbreak was a carrier of the bacterium when the French fries were contaminated, but he didn’t experience the symptoms until several days later. Proper handwashing is of extreme importance at all times.)
- What can you do to make sure your food is safe when you eat at fast-food restaurants? (When you go out to eat, always wash your hands properly before eating food. Also, observe the restaurant’s surroundings. If it’s not up to your cleanliness standards, you might want to eat somewhere else.)
One person, working in a foodservice establishment, can infect multiple people if he or she doesn’t follow safe food handling practices, especially proper handwashing. Proper handwashing is one of the most important precautions in preventing bacteria from spreading from hands to foods. Everyone plays a role in keeping our food safe from harmful bacteria, including farmers, ranchers, distributors, manufacturers, foodservice managers, employees, and customers.
We welcome your feedback! Please take a minute to tell us how to make this lesson better or to give us a few gold stars!
Check out CDC’s Food Safety Website to see what foodborne pathogens have been involved in any recent foodborne illness outbreaks.
Write your own outbreak case and solution. Then, act out the case and have the class investigate and solve it.
In the Dr. X and the Quest for Food Safety video, you learned about PulseNet, a national network of local laboratories that performs DNA “fingerprinting” to better detect a foodborne outbreak in multiple states. Investigate the PulseNet website and prepare a report, including the following:
- What is PulseNet?
- How does DNA “fingerprinting” by PFGE work?
- How has DNA “fingerprinting” been used to prevent foodborne illness?
- Is PulseNet currently tracking your foodborne pathogen?
- How do you think PulseNet will change in the next 10 years? 20 years? 30 years?
Suggested Companion Resources
- Beef Blasters (Activity)
- Lose a Million Bacteria The Game (Activity)
- The 12 Most Unwanted Bacteria (Activity)
- How Safe is Your Salad? (Multimedia)
- Virtual Food Safety Labs (Multimedia)
- Fight Bac! Food Safety Education (Website)
- Food Safety A to Z Reference Guide (Website)
Agricultural Literacy Outcomes
Food, Health, and Lifestyle
- Identify forms and sources of food contamination relative to personal health and safety (T3.6-8.h)
Education Content Standards
Food Products and Processing Systems Career Pathway
FPP.02.03Apply principles of human behavior to develop food products to provide a safe, wholesome and nutritious food supply for local and global food systems.
FPP.03.01Implement selection, evaluation and inspection techniques to ensure safe and quality food products.
FPP.03.03Create food distribution plans and procedures to ensure safe delivery of food products.
FPP.04.03Identify and explain the purpose of industry organizations, groups and regulatory agencies that influence the local and global food systems.
Health Standard 1: Comprehend concepts related to health promotion and disease prevention to enhance health.
1.8.1Analyze the relationship between healthy behaviors and personal health.
1.8.3Analyze how the environment affects personal health.
Health Standard 6: Demonstrate the ability to use goal-setting skills to enhance health.
6.8.1Assess personal health practices.
Health Standard 7: Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
Common Core Connections
Speaking and Listening: Anchor Standards
CCSS.ELA-LITERACY.CCRA.SL.1Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Language: Anchor Standards
CCSS.ELA-LITERACY.CCRA.L.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
CCSS.ELA-LITERACY.CCRA.L.6Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.