Pathogen categories
Compare bacteria, viruses, fungi, and parasites so you can reason about what might cause an outbreak.
Four-row pathogen comparison table (bacteria, viruses, fungi, parasites) with size, cell status, example disease, treatment, and distinguishing feature columns.
- 1Do thisCompare bacteria, viruses, fungi, and parasites so you can reason about what might cause an outbreak.
- 2Use this resource
- 3Submit thisData table: Four-row pathogen comparison table (bacteria, viruses, fungi, parasites) with size, cell status, example disease, treatment, and distinguishing feature columns.
- 4Submit it here
- 1CMSD website. Go to clevelandmetroschools.org and click the Clever button.
- 2Clever. Clever opens. Sign in if it asks.
- 3Microsoft (district) login. Use your district Microsoft account (the one for school).
- 4Schoology. Open Schoology, then your class, then Assignments, and find the file named below.
The file to submit is named: Genetics of Disease (Medical Interventions) › Outbreak investigation, symptom clusters, pathogen categories, evidence maps. Monday debate: isolation vs. autonomy. › Data tableOpen Schoology
- CER:
- Claim, Evidence, Reasoning — make a claim, back it with evidence, explain your reasoning.
- SOP:
- Standard Operating Procedure — the exact steps to follow (especially in a lab).
- Tracker:
- Your PLTW progress log where you record completed evidence.
- myPLTW:
- The PLTW course site where you do the online activities — you open it through Schoology.
Minute-by-minute · 80-minute block
💡 Big idea: Why does identifying the type of pathogen matter before a doctor prescribes any treatment?
- 0-10 minQuick review: share your signs-and-symptoms prediction from Tuesday; does the class agree?
- 10-30 minBuild four-row comparison table: pathogen type, size, cell or not, example disease, typical treatment
- 30-45 minAdd the distinguishing-feature column; highlight one feature per row
- 45-60 minMatch each of Tuesday's outbreak clues to the pathogen type it best fits
- 60-72 minWrite one sentence naming the leading suspect category and the clues that point to it
- 72-80 minClass share: which categories got the most votes and what feature tipped the decision?
- • Giving an antibiotic for a virus is not just useless; it actively contributes to the resistance crisis threatening modern medicine.
- • The four pathogen categories are the foundation of every outbreak investigation: you can't hunt what you can't name.
- • Today you build the comparison table you will reference throughout this unit and all of Unit 1.
- • Exit goal: a complete four-row pathogen table with a leading-suspect sentence tied to Tuesday's clues.
- 1Make a four-row table for bacteria, viruses, fungi, and parasites.
- 2For each, fill in size, whether it is a cell, and one example disease using the online resource.
- 3Add a column for how each is typically treated (note that antibiotics target bacteria, not viruses).
- 4Highlight one feature that helps you tell each pathogen type apart.
- 5Match each of your earlier outbreak clues to the pathogen type it best fits.
- 6Write one sentence naming your leading suspect category and why.
- • You will be able to compare the four major pathogen categories.
- • You will be able to match a disease example to its pathogen type.
- • You will be able to explain why treatment depends on pathogen category.
- • Bacteria are single-celled prokaryotes; viruses are not cells at all; fungi are eukaryotes; parasites range from single-celled to multicellular.
- • Antibiotics kill or inhibit bacteria by targeting structures human cells lack; they have no effect on viruses.
- • Correct pathogen classification is required before any treatment can be chosen, which is why diagnosis precedes prescription.
Your PLTW work today
Outbreak investigation, symptom clusters, pathogen categories, evidence maps. Monday debate: isolation vs. autonomy. · Pathogen categories
Day 3 of this lesson. Open this exact section in myPLTW (reached through Schoology), then do the work below.
Do this: Continue in Activity 1.1.2 Investigating an Outbreak and build the four-row pathogen comparison table using the case resources in myPLTW.
Complete the pathogen comparison table with your leading-suspect sentence.
Signs/symptoms chart should be done (Tuesday); pathogen table due today.
Completed four-row pathogen comparison table in notebook.
All PLTW activities are completed inside the PLTW course environment — this page only gives direction. Submit producibles on Schoology.
Today's PLTW tracker
Check things off as you work, then submit. This tells Mr. Mendoza how you're doing so he can help the class. It does not replace turning in your producible on Schoology.
Use the code Mr. Mendoza gave you, not your name. Saved on this device.
Outbreak investigation, symptom clusters, pathogen categories, evidence maps. Monday debate: isolation vs. autonomy. · Pathogen categories
Continue in Activity 1.1.2 Investigating an Outbreak and build the four-row pathogen comparison table using the case resources in myPLTW.
Signs/symptoms chart should be done (Tuesday); pathogen table due today.
This is how Mr. Mendoza sees the class keeping pace with PLTW. Be honest, it only helps if it is accurate.
🎯 Compare bacteria, viruses, fungi, and parasites so you can reason about what might cause an outbreak.
- Make a four-row table for bacteria, viruses, fungi, and parasites.
- For each, fill in size, whether it is a cell, and one example disease using the online resource.
- Add a column for how each is typically treated (note that antibiotics target bacteria, not viruses).
- Highlight one feature that helps you tell each pathogen type apart.
- Match each of your earlier outbreak clues to the pathogen type it best fits.
- Write one sentence naming your leading suspect category and why.
Data table: Four-row pathogen comparison table (bacteria, viruses, fungi, parasites) with size, cell status, example disease, treatment, and distinguishing feature columns.
Submit on SchoologyUpload by 11:29 PM for full credit.
| Task | Who |
|---|---|
| Make a four-row table for bacteria, viruses, fungi, and parasites. | _______ |
| For each, fill in size, whether it is a cell, and one example disease using the online resource. | _______ |
| Add a column for how each is typically treated (note that antibiotics target bacteria, not viruses). | _______ |
| Highlight one feature that helps you tell each pathogen type apart. | _______ |
| Match each of your earlier outbreak clues to the pathogen type it best fits. | _______ |
| Write one sentence naming your leading suspect category and why. | _______ |
Working solo? Put your own name in "Who" for every row.
- You will be able to compare the four major pathogen categories.
- You will be able to match a disease example to its pathogen type.
- You will be able to explain why treatment depends on pathogen category.
Teacher-posted resources
Classroom documents for this lesson. Ones marked “Open the file” open right here; the rest are posted in Schoology. Use the label on each card to choose the right move.
Use this if you were absent, got stuck, or need another pass before you submit the lesson artifact.
Placement rationale
Matched Outbreak investigation and case framing by path:Medical-Interventions/Unit-1_How-to-Fight-Infection/1.1_The-Mystery-Infection; keywords:outbreak, pathogen. Score 142. Visibility: student-schoology (student-facing resource; link through Schoology rather than local path).
Use this if you were absent, got stuck, or need another pass before you submit the lesson artifact.
Placement rationale
Matched Outbreak investigation and case framing by path:Medical-Interventions/Unit-1_How-to-Fight-Infection/1.1_The-Mystery-Infection; keywords:outbreak, case. Score 138. Visibility: student-schoology (student-facing resource; link through Schoology rather than local path).
Use this after the required lesson work when you are ready for a harder application or a deeper connection.
Placement rationale
Matched Outbreak investigation and case framing by path:Medical-Interventions/Unit-1_How-to-Fight-Infection/00_Unit-Overview; keywords:outbreak, pathogen. Score 134. Visibility: student-schoology (student-facing resource; link through Schoology rather than local path).
How to get there: open the CMSD website, click Clever, sign in with your Microsoft (district) account, then open Schoology from Clever.
WebXam practice
Cumulative WebXam review
A quick mixed-review pulling questions from earlier units plus today, so the WebXam material stays fresh.
Where this leads — careers
What today's skills lead to. These are real health-science careers this course builds toward. Tap one to see, on the US Department of Labor's O*NET site, what the job actually involves, what it pays, and how fast it is growing.
What to do if you were absent
Today is individual PLTW work, so do exactly what we did in class, from home: complete the same PLTW target above, then submit your Data table.
Open Schoology (CMSD) and keep goingHow to get there: open the CMSD website, click Clever, sign in with your Microsoft (district) account, then open Schoology from Clever.
Class still runs. Complete the online activity above (it's self-guided). Need the concept taught without a teacher? Use this authoritative explainer:
CDC — Principles of Epidemiology (self-study)- CompleteEvery required part of the artifact is present, nothing left blank.
- AccurateThe science and the data are correct and match the evidence.
- Scientific reasoningYou explain your claim with evidence and reasoning (CER), not just an answer.
- Professional communicationClear, organized, labeled, and written the way a clinician or scientist would.
- SubmittedTurned in the right way (Schoology for routine work) and confirmed.
Drop your Tue, Sep 1, 2026 · Pathogen categories here. Use a clear file name (your initials + project). Routine work still goes to Schoology (via the CMSD portal).
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