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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: 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. 11. 12. 13. 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 Page 3 of 15 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