Download File - Peter Litsas

Step 2: Inquiry-based Lesson Design in Science
1. Title of Lesson: Who’s who, Virus or Bacteria
2. UFTeach students’ Names: Peter Litsas
3. Teaching Date and Time: March 14th and 15th 2:30-3:30
4. Length of Lesson: Two 50min Periods
5. Grade / Topic: 7th Grade Life Science / Compare and Contrast Viruses and Bacteria
6. Source of the Lesson:
Parts of this lesson have been adapted from “It’s Alive!! (or is it)” from the Scientific Teaching
Institutehttp://smi.cmsdev.ucr.edu/summerinstitute/demolessonplans2008/sciencepresentation.pdf
Part of this lesson adapted from High School Transformation Project Unit 6 Are viruses Alive?
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CEcQFjAC&url=htt
p%3A%2F%2Fmsed.iit.edu%2Fids%2Fcurriculum%2Fbiology%2Fmodel_lessons%2F10%2520Bio%2520Cohort%25201%2C2%2C3%2FQ4%2520Biology%2FUnit_6_AreVirusesAlive.
doc&ei=LLAvUeWhC4G69QTu4YGYCA&usg=AFQjCNEZpJ6QaBwGqANhib5OFli5QpV0A&sig2=taZUMYk_uOG5t4EjDJT7og&bvm=bv.43148975,d.eWU&
cad=rja
Appropriateness for Middle School Students: This lesson uses an activity to prepare the
students for learning about infectious disease and how the immune system works. To understand
those broad, important, and interesting topics the students need a large amount of prior knowledge,
and understanding the structure and function of viruses and bacteria as infectious agents and how
they are similar and how they differ are crucial. Also, according to research done during a
Curriculum Topic Study students at the middle school level are ready to be instructed on the
different types of “germs” that make them sick. Students can use knowledge from this topic to
understand why it is important to use proper sanitation and food handling practices in their daily lives
to keep from getting sick.
7. Concepts
Viruses
“The virus is either the simplest living system or the most complex nonliving one, depending on your
definitions.” A virus is nothing more than a nucleic acid wrapping in a protein shell. If a virus
manages to trick a cell into accepting it, the virus hijacks the cells structures and tells the cells to
produce more viruses. After the cells resources have been depleted the cell dies and the new
viruses are released.
There are viruses called retroviruses that can convert their RNA into DNA and insert it into a cell’s
genetic code. This can mess up how the cell works and threaten the animal infected. AIDS is a virus
like this.
Viral DNA and RNA have the ability to mutate rapidly because unlike cellular DNA they do not have
check and repair faculties operating during their copying. (Science For All Americans)
Bacteria
Bacteria are responsible for a number of diseases, but they are also responsible for many
antibiotics.
Anaerobic bacteria survive without oxygen, and they get energy from fermentation. There are many
types of plankton that are considered bacteria. Cyanobacteria produce much of the world’s oxygen,
they are also known as blue-green algae. (Science For All Americans)
A virus is a non-living infectious agent that is encapsulated in a protein shell called a capsid. It is not
a cell, but it does have DNA/RNA. They use an infected cell’s mechanisms to reproduce their own
genetic material and capsid proteins. They are treated with anti-viral medicines and vaccines. A
virus is much small than a bacteria.
(http://www.brighthub.com/science/medical/articles/114065.aspx)
Bacteria are living, single celled microorganisms that can be beneficial or detrimental to health.
Bacteria are treated with antibiotics. They infect organisms in different ways than viruses and have
the ability to reproduce on their own through a process caused fission.
(http://www.brighthub.com/science/medical/articles/114065.aspx)
(http://sciencewithspence.weebly.com/uploads/1/3/3/9/13393716/venn_diagram_archaea_bacteria_
viruses.pdf)
Page 2 of 15
8. Florida State Standards:
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9.
Benchmark Number: SC.6.L.14.6
Benchmark Description:
Compare and contrast types of infectious agents that may
infect the human body, including viruses, bacteria, fungi, and parasites.
o Grade 6, Cognitive Complexity level 2 (moderate), Big Idea 14 Organization and
Development of Living Organisms
Performance Objectives:
Students will be able to:
 compare and contrast reproductive cycle of viruses and bacteria
 compare and contrast physical and behavioral features of viruses and bacteria
10.
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Materials List and Student Handouts
One set of cards for each group
Textbook for each group
One Is it alive worksheet for each student
Directions for explore (to be projected on screen)
Popsicle sticks with each students name and one cup with an inner cup
Advance Preparations
Organize the cards so they can be easily distributed to each group
Print off worksheets
Safety
No significant safety concerns
5E Lesson Templates
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ENGAGEMENT
What the Teacher Will Do
Ask the students a few
questions about what causes
being sick
Time: ____5min_____
Teacher Instructions
and Probing Questions
Has anyone ever
thought about why we
get the flu, or how do
we get strep throat?
Have you ever thought
about what the different
kinds of germs are?
Student Responses and
Potential Misconceptions
We get sick from germs
Can you think of some
different names for
viruses?
[HIV, cold, flu, small pox, bird
flu, swine flu, H1N1, hepatitis,
herpes, westnile]
What about bacteria?
Are they the same
thing? Are they
different?
Today we are going to
explore some of the
characteristics of
viruses and bacteria,
how they differ and how
they are alike.
Page 4 of 15
[viruses, bacteria, parasites,
and fungus]
EXPLORATION
What the Teacher Will
Do
Go over the directions
for the activity
Time: ___30-40 min______
Teacher Instructions
Probing/Eliciting Questions
Today we will be doing an activity to
learn more about viruses and
bacteria. In groups of two you will
be given cards that have traits on
them. Using your textbook you will
research each trait and decide if the
trait belongs to a virus or bacteria. I
want to warn you that some traits
may be exclusive to one or the
other, but some traits may be
shared by both. So you are going to
organize these cards based on the
characteristics described on them.
When you are done we are going to
discuss it all together. While you’re
are doing this activity you need to
be able to show me evidence for
why you made each decision. I have
include a handout with a table that
has space for you to do this.
Student Responses and
Misconceptions
Can we pick our own
groups? [no]
When you finish that, individually
write a summary comparing viruses
and bacteria. How are they alike?
How are they different?
What do you mean show
you our evidence? (show
me where you found your
answer, why did you pick
where each card belongs)
What questions do you have?
Assign groups
Pass out materials
Go around the room
asking probing
questions and keeping
students on task
Groups will be assigned by who is
sitting close to each other.
How are you determining where
each trait belongs?
What evidence do you have that this
is an exclusive trait of
bacteria/virus?
Do you think a virus is alive? Why
not?
Have the students write
a summary comparing
viruses and bacteria
(Address class as a whole) Now
that we have all sorted our cards I
want you to take out a piece of
Page 5 of 15
[by researching in the
book]
It said so in the book
[I don’t know, how do you
define life, no, because it
cannot reproduce on its
own]
paper and each of you write a short
summary that compares viruses and
bacteria. I want you to show me
what you learned. You have until
the bell to complete this
assignment. I expect at least four or
five sentences.
This concludes day one
Keep your tables that you made
today because we will be going over
them tomorrow.
Page 6 of 15
EXPLANATION
What the Teacher Will
Do
Begin day two
Have students do a
warm up
Guide a discussion
comparing virus and
bacteria.
(You can use the
Venn Diagram as a
guide)
Time: __15-20mins_______
Teacher Instructions
Probing/Eliciting Questions
How does a virus reproduce?
How does a bacteria reproduce?
How do viruses reproduce?
What is the process of replication?
(it will help to draw this on the
board for the students while talking
about it with them)
How does a bacteria reproduce?
Student Responses and
Misconceptions
[replication]
[fission]
[Replication]
[virus inserts genetic
material into cell
(DNA/RNA), DNA
combines with cell DNA,
cell replicates the viruses
DNA, new viruses are
formed, viruses break out
of cell destroying it in
process]
[Fission]
What is the process of fission?
In fission the genetic material of a
cell is copied, and then the cell
splits into two forming a new cell.
(draw this on the board)
[students are not
expected to know this, it
is not in the book]
I want everyone to get out their
tables from yesterday so we can
talk about them.
What characteristics did you all put
for bacteria?
For viruses?
Which ones were characteristics of
both?
(draw a Venn Diagram on the board
to organize this information for the
students)
Page 7 of 15
[Bacteria: fix nitrogen,
produces, consumers,
helpful or harmful
Viruses: harmful to cells,
non living, chicken pox,
protein coat, use living
cells to reproduce, can’t
grow and respond
Both: microscopic, copy
genetic material, have
material that surrounds
and protects, vaccines
can be effective
How do you know?
The book said so
[people have observed
viruses and bacteria and
found them to have these
traits and life cycles]
[students should be able
to find explanations from
the book and put them in
their own words]
Page 8 of 15
ELABORATION
What the Teacher Will Do
The students will be split
up into groups of three
and given a handout out
describing what it means
to be alive. The students
will have to come up with
a stance on whether they
think viruses are alive or
not.
Students will develop an
argument for their
position and defend their
argument in a class
discussion
Time: ___35mins______
Teacher Instructions
Probing/Eliciting Questions
For this activity you are going
to work together as in groups
to come up with an argument
for whether or not a virus is
living or non-living. Each
student needs to fill out their
own paper to get credit. Be
sure to answer all questions
and include your reasoning to
get full credit.
Before we start we need to
discuss what an argument is.
Take out a sheet of paper.
Write down on a sheet of paper
what you think an argument is.
Now write down what you think
an argument is in the world of
science.
Who would like to share?
What does analytical mean?
Does it sound like something
else?
(at this point break the
students up into groups of two
or three based on where they
are sitting)
Page 9 of 15
Student Responses and
Misconceptions
An argument is a fight
between two people.
A scientific argument is a
logical analytical
discussion on a topic of
controversy.
Analyze. Break apart our
“argument” in an
organized way
EVALUATION
What the Teacher Will Do
Use popsicle stick activity
to assess the level of
understanding in the class
Have each students’ name
on a popsicle stick in a
cup. Ask a question and
pick a popsicle stick from
the cup. The student
should then respond to the
answer. Make sure each
student understands that
they may have to answer
any question. If needed
you may have an inner cup
with students you want to
call on intentionally
without the students
knowing you have done
this.
Have students copy down
a sign off for the day
Time: ___10-15mins______
Formative Questions
For each of the following traits
have the student respond
whether it is a virus, bacteria
or both.
Virus, Bacteria, or both?
Producer, decomposer and or
parasite, helpful or harmful,
classified by shape,
microorganism, reproduce
through binary fission, single
celled, no nucleus,
microscopic, copy genetic
material, have material that
surrounds and protects, can
cause illness, vaccines are
used to fight them, non-living,
genetic material inside capsid,
protective protein coat or
capsid, harms host cells, use
living cells to reproduce,
cannot grow or respond, cause
flu, small pox, cold, and AIDS.
Although viruses and bacteria
are both very small they differ
in some significant ways which
include: reproduction, living
vs. nonliving, their structure,
and how they affect the body.
Page 10 of 15
Correct Responses
Name: ____________________________ Date: ________ Period: _____
Work Sheet: Are Viruses Alive?
Directions: In your group develop an argument for whether or not you think that a virus is a living organism or
not. There are arguments for both sides of this argument. Use the statements questions below to guide your
thinking. Respond to each statement.
1.) Living things have an orderly structure.
Many scientists say that all living things are made up of cells. Other scientists say that all
living things have an orderly structure. Do you think viruses satisfy this requirement? Do
viruses have an orderly structure? Explain and draw a picture to support your answer.
2.) Living things produce offspring.
Do viruses produce offspring? Why or why not? Explain your ideas using what you learned
about how viruses spread.
3.) Living things grow and develop.
Viruses have a life cycle that involves infecting a cell, inserting its genetic material into a
cell’s nucleus, and using the cell’s systems to make copies of itself. Do viruses grow and
develop? Why or why not?
Page 11 of 15
4.) Living things adjust to changes in their environment.
Viruses remain dormant when they are not inside the body of a host, but once they infect a
body and come into contact with a compatible cell they enter the cell and use the cell’s
internal mechanisms to copy themselves. When they do this are they reacting to their
environment? Do viruses adjust to changes in their environment? Are there other examples
you can think of to support your argument?
5.) Living things evolve.
Viruses change their genetic material through mutations during the copying of their genes.
What does it mean to evolve? Do viruses evolve? What supports your argument?
6.) Today, many scientists think viruses are alive while many scientists think viruses are not
alive. Why are there different opinions? What would you do to convince someone who
disagreed with your ideas about whether viruses were alive or not?
Page 12 of 15
Fix Nitrogen
No Nucleus
Non-Living
Harm Host
Cells
Can be
producers,
decomposers,
or parasites
Microscopic
Genetic
Material in
Capsid
Cannot Grow
or Respond
Can be
helpful or
harmful
Classified by
shape
Reproduce
through
fission
Copy Genetic
Material
Protective
Cause Flu,
Protein Coat, Cold, Chicken
Capsid
Pox
Have Material
that
Surrounds
and Protects
Use Living
Cells to
Reproduce
(Replication)
Can Cause
Illness
Vaccine can
be Effective in
Prevention
Page 13 of 15
Bacteria
Virus
Name:________________________________ Date:______________ Period:__________
Directions: Use this table to organize the information you learn and support
your choices made during the card sort with evidence. Include page number of
where you found the information.
Trait
Virus,
Bacteria,
or Both
How do you know?
(Evidence)
Protective
Protein Coat
Fix Nitrogen
No Nucleus
Non-Living
Harm Host
Cells
Cannot Grow
or Respond
Genetic
Material in
Capsid
Microscopic
Can be
producers,
decomposers,
or parasites
Page 14 of 15
Trait
Virus,
Bacteria,
or Both
How do you know?
(Evidence)
Can be helpful
or harmful
Copy Genetic
Material
Cause Flu,
Cold, Chicken
Pox
Classified by
shape
Have Material
that Surrounds
and Protects
Use Living
Cells to
Reproduce
Vaccine can
be Effective in
Prevention
Can Cause
Illness
Microorganism
Page 15 of 15