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Chelsie Newman Dates: October 15 – October 22 Lesson Title: Viruses vs. Cells Standards to be Addressed: Readiness Standards: Supporting Standards: • 4.C: compare the structures of viruses to cells, describe viral • 4.A: compare and contrast prokaryotic and eukaryotic cells reproduction, and describe the role of viruses in causing diseases such as human immunodeficiency virus (HIV) and influenza Acquisition Students will know: Students will be able to: 4.C 4.C • Like cells, viruses store genetic information in the form of • Compare structures of viruses to cells.
nucleic acids. Unlike cells, viruses generally have DNA or • Describe the steps in viral reproduction.
RNA, but not both.
• Describe the role of viruses in causing diseases and • The DNA or RNA in a virus may be single-­‐ or double-­‐
conditions such as acquired immune deficiency syndrome stranded. The DNA in cells is generally double-­‐stranded, and and influenza.
the RNA in cells is generally single-­‐stranded.
• Demonstrate an understanding of the structure and • Whereas cells have a complex plasma membrane, viruses function of HIV as it relates to the immune system and its have only a relatively simple outer shell of protein (called a expression as AIDS in humans.
capsid). Some viruses obtain a portion of the plasma membrane, called an envelope, when they bud from their host cell. The viral envelope contains mostly viral, not cellular, glycoproteins, however.
• Viruses are pathogens that exhibit some of the essential processes of life but generally do not meet the requirements to be considered living.
• Viruses depend on cells for reproduction.
• Viral reproduction is detrimental to the cells that are forced to carry it out, and this is the underlying cause of viral diseases and conditions.
4.A 4.A • Cells can be divided into two broad categories based on • Compare and contrast prokaryotic and eukaryotic cells. their internal organization and complexity.
• Eukaryotic cells are characterized by a more complex internal organization, including organelles that have membranes.
Student Expectations The students will know: The students will be able to: What do we want to students to know? What do we want the students to be able to do? • Prokaryotes: • List similarities and differences between cells and viruses o “lack” nucleus and membrane-­‐bound organelles (structure) o First signs of life (pro) • Describe the lytic and lysogentic cycles • Eukaryotes: • Describe the role viruses play in causing HIV and Influenza o Contain nucleus and membrane-­‐bound organelles o HIV: attacks immune cells  lessons immune o After prokaryotes response • Viruses: o Influenza: respiratory cells  respiratory systems o Non-­‐living because they replicate but don’t • Describe when a vaccine or antibiotic should be used reproduce o Recognize the different structures of viruses o Viral reproduction  Lytic vs. Lysogenic cycles  Steps of lytic cycle  Lysogenic and evolution o Specificity of virus to host cell o Revisit characteristics of life and check off what Chelsie Newman Dates: October 15 – October 22 The students will know: The students will be able to: What do we want to students to know? What do we want the students to be able to do? • Prokaryotes: • List similarities and differences between cells and viruses o “lack” nucleus and membrane-­‐bound organelles (structure) o First signs of life (pro) • Describe the lytic and lysogentic cycles • Eukaryotes: • Describe the role viruses play in causing HIV and Influenza o Contain nucleus and membrane-­‐bound organelles o HIV: attacks immune cells  lessons immune o After prokaryotes response • Viruses: o Influenza: respiratory cells  respiratory systems o Non-­‐living because they replicate but don’t • Describe when a vaccine or antibiotic should be used reproduce o Recognize the different structures of viruses o Viral reproduction  Lytic vs. Lysogenic cycles  Steps of lytic cycle  Lysogenic and evolution o Specificity of virus to host cell o Revisit characteristics of life and check off what they have and don’t have o Vaccines o Capsid • Cell structures: o Identify which cells contain and lack a nucleus and membrane-­‐bound organelles • HIV o Specificity o Attacks the immune system cells (T-­‐cells) o The virus does evolve and mutates regularly • Influenza o Specificity o Respiratory system • Antivirals vs. Anticbacterials • Antigens/Antibodies Objective Day 1: Day 2: Day 3: • The students will summarize how the • The students will apply viral structure • The students will demonstrate their structure and function of virus affects and replication to the flu by understanding of viral structure and the way it is transmitted and demonstrating viral transmission. replication compared to cellular replicated by researching it and • The students will compare structure by analyzing various creating a poster of their findings. prokaryotic and eukaryotic cells to questions and scenarios and viruses by distinguishing similarities predicting the outcome. and differences between them. Agenda Day 1: Day 2: Day 3: 1. Warm-­‐up 1. Warm-­‐up: Lytic and Lysogenic Card 1. Warm-­‐up: Review 2. TED Talk – Virus Hunters Sort 2. Cougar races 3. Research a specific virus 2. Transmission of Viruses Demo. 3. Virus Assessment 4. Exit Ticket 3. How is the flu vaccine created? 4. Introduction to Biomolecules Homework: 4. Is a virus alive? • Lytic vs. Lysogenic Storyboard 5. Prokaryotes vs. Eukaryotes 6. Exit Ticket Purpose The purpose of this lesson is for the students to gain a real-­‐world understanding of viruses. In doing so, they will learn why viral structure and function are so crucial to viral replication, and why it is so important to understand viral replication to create treatment to combat viruses. Materials For the students: For the teacher: • Pen or pencil • 3 PowerPoint Presentations • Interactive Notebook (paper to write on) • Research a Virus Handout (copies) Chelsie Newman Dates: October 15 – October 22 Warm-­‐up Transition 1 Engage 1 Transition 2 Explore 1 – Guided Practice 1 Transition 3 Exit Ticket 1 Independent Practice 1 Introduction to Viruses: • The students will think about the following questions, and answer them in their interactive notebooks. (These questions build upon the homework that was assigned in the previous class.) 1. Where do viruses come from? 2. How do viruses get transmitted to a host? 3. How do you think the structure of a virus affects the way that it replicates? • The students will share ideas with their should partner, and make any necessary revisions. • The students will participate in a discussion that address how the structure of viruses directly affects the ways in which they replicate. The students will discover that a virus must be transmitted to a host before it can be replicated. • The teacher will explain that the following video clip is a TED Talk by Nathan Wolfe entitled The Jungle Search For Viruses that addresses viral transmission, specifically viral jump. TED Talk – Virus Hunters: • The teacher will ask the students to consider the following questions while watching the video. 1. What is viral chatter? What might viral chatter allow scientists to accomplish? 2. What do virus hunters need to know to help prevent viral jump (transmission of viruses to humans)? 3. What is one of the significant findings that Nathan Wolfe and his team discovered? • The teacher will play the video clip and monitor students’ engagement (redirecting when necessary). • The students will independently write the answers to the questions during the TED talk. • The teacher will remind the students to actively listen to their partners since students will be randomly selected to share their partner’s comments. • The students will share their insight and answers to the questions with their shoulder partner. • The teacher will facilitate a discussion to address the topics addressed in the TED Talk by randomly selecting several students to share their partner’s answers to the questions. • The teacher will randomly select other students to revise or expand upon the comments made by their classmates. • The teacher will chime in when necessary to clear up any misunderstandings or misconceptions. • The teacher will explain to the students that they will now act as virus hunters to learn more about a particular virus. Research a Virus: • The students will work with their shoulder partners. • Each pair of students will randomly select a virus. • The students will use the computers to research the following information regarding their virus: o What is the scientific name of the virus? o Where did the virus originate? o What organisms serve as the hosts for this virus? o When did the virus make the viral jump to humans? o How is the virus transmitted? o What is the structure of this virus? o How does the structure of the virus aid in its ability to replicate? o How does the virus replicate? o Is there a vaccine that protects humans from this virus? If so, how does it work? o Is there a treatment that works to combat the virus once is has been transmitted to humans? If so, how does it work? • The students will make a poster displaying the critical information about their virus. • The students will hang their posters in the hall. • The teacher will explain to the students that there are two main forms of viral replication: the lytic and the lysogenic cycle. • The students will complete the exit ticket interpreting the relationship between viral structure and function. o Can the rhinovirus (common cold) infect any type of cell? Explain why or why not. Lytic vs. Lysogenic Cycle • The student will create one storyboard depicting the steps of the lytic cycle and one depicting the steps of the lysogenic cycle. Chelsie Newman Dates: October 15 – October 22 The student will draw a picture of each step and write a brief description describing what is occurring in each step. Day 2 Warm-­‐up: Guided Practice 2 Lytic vs. Lysogenic Card Sort: • The student will complete the card sort by matching pictures representing phases of the lytic cycle or lysogenic cycle with the corresponding descriptions. • The student will check their answer with their shoulder partner. • The student will make revisions to their homework if necessary, or copy the steps of the lytic cycle into their Interactive Notebooks. Transition 1 • The students will analyze the posters to find one virus that replicates using the lytic cycle and one that represents using the lysogenic cycle and explain their reasoning. • The teacher will ask the students to explain if the flu replicates using the lytic cycle or lysogenic cycle and why. • The teacher will explain that we are about to demonstrate viral transmission as a class. Engage 2 Transmission of Viruses Demonstration: • The students will receive a small transparent medicine cup filled with water. However, one student’s medicine cup will be filled with a dilute sodium hydroxide (NaOH) solution – representing the presence of a virus (flu). • The students will have the opportunity to take turns pouring their liquid into each other’s cups. It is important that the student’s not trade with more than 3 people, however they can chose to not exchange their solution with anyone. • The teacher will add a drop of phenolphthalein indicator to each student’s medicine cup, and the student’s solutions that contain the “virus” will turn pink. The students whose solutions turn pink are those who have received any fluids from the original carrier of the virus. • The teacher will ask the students to brainstorm and write down how this activity represents the exponential spread of viruses from host to host. In doing so, the students will be asked to consider the following: 1. How does a vaccine protect individuals from developing the symptoms of the virus? 2. How is the flu vaccine is developed and manufactured? 3. How does the structure of a virus affects the way that it replicates? • The students will share their answers with their shoulder partner. • The teacher will remind the students to actively listen to their partner’s answers because they will be asked at random to share their partner’s responses with the class. Transition 2 • The teacher will explain that the following video clip shows how the flu vaccine is created? •
Application Transition 3 Elaborate Transition 4 Explain How is the flu vaccine created? Video Clip: • The students will watch a short video clip that shows how the flu vaccine is created. • The students will revisit the questions that they answered prior to viewing the video clip, and discuss their thoughts with their shoulder partner. • The students will revise their answers to the questions they answered prior to viewing the video clip. • The teacher will ask the students to consider the possibility that a virus is alive. Is a Virus Alive? Video Clip: • The teacher will pose the question: Is a virus alive? • The students will write their prediction in their interactive notebooks, and provide an explanation of their reasoning. • The students will view the video clip. • The students will revise their original prediction. • The students will share their predication with their shoulder partners. • The teacher will state that all living things are composed of cells, so it is important to understand the different types of cell structures if we are going to determine whether or not a virus is living or non-­‐living. Prokaryotes vs. Eukaryotes Video Clip: • The teacher will explain to the students that they are about to watch a video clip that reviews the similarities and differences between prokaryotic and eukaryotic cells. • The students will draw a Venn diagram in their interactive notebooks and label one circle Chelsie Newman Dates: October 15 – October 22 Explain Guided Practice 3 Transition 5 Exit Ticket 2 Warm-­‐up Transition 1 Guided Practice 4 Transition 2 Evaluation Independent Practice Reading Writing Speaking Listening Day 1: Warm-­‐up Day 1: Transition 1 Day 1: Guided Practice 1 Day 1: Exit Ticket Day 2: Guided Practice 2 Day 2: Engage 2 Day 2: Guided Practice 3 Prokaryotes vs. Eukaryotes Video Clip: • The teacher will explain to the students that they are about to watch a video clip that reviews the similarities and differences between prokaryotic and eukaryotic cells. • The students will draw a Venn diagram in their interactive notebooks and label one circle “prokaryotes” and the other circle “eukaryotes.” • The teacher will briefly remind the students how to complete a Venn diagram. The students will complete the Venn diagram while watching the video clip. • The students will label a diagram of a prokaryotic and eukaryotic cell. • The students will develop an analogy to help them remember the function of each of the organelles, and what type of cell contains the organelle. • The teacher will ask the students to determine what the learning target for the day was, and to consider if they have achieved it. • The students will complete the exit ticket that address viral replication and the differences between viruses and cells. Day 3 Review Exit Tickets: • The teacher will distribute the students’ exit tickets over energy flow and symbiosis. • The students will review the teacher’s feedback. • If the students are still uncertain about the feedback, they will ask three of their classmates before asking the teacher. • The teacher will review any remaining uncertainties or misunderstandings with the class. • The teacher will explain that we are about to do a review game to give the students some more practice before they take the test. Cougar Races: • The teacher will explain the objective and guidelines of Cougar Races to the students. • The students will work with their group to answer the questions/scenarios as a team. • The students will write the answer on their group’s dry-­‐erase board • The students will elect one group representative to bring the question/scenario and answer to the teacher to determine if their answer was correct. • If the answer is correct, the teacher will move the group’s cougar over one space. • If the answer is incorrect, the group must come back to the questions until it is answered correctly. • The teacher will ask the students to return to their seats and remove everything from their desks. Summative Assessment: • The teacher will give the students post-­‐assessment directions. o The students will turn in the assessment to “The Box.” o The students will pick up a copy of the homework. o The students will silently work to complete the homework assignment. • The teacher will review the assessment expectations. • The teacher will distribute the assessments. • The teacher will monitor the students while they complete the assessment. Introduction to Biomolecules: • The students will complete the homework assignment. Literacy Components • The students will research a virus online. • The students will answer thought-­‐provoking questions. • The students will create a poster. • The students will share their ideas with their shoulder partner. • The students will listen to their shoulder partner’s insight. • The students will watch a video clip while listening for key information. Opportunities to Check for Understanding • The teacher will walk around the room to monitor the students’ understanding. • The teacher will monitor the students’ answers to check for understanding. • The teacher will monitor the students’ research and the creation of their posters. • The teacher will review each student’s exit ticket and provide him or her with feedback. • The teacher will walk around the room to monitor the students’ understanding. • The teacher will monitor the students; answers to check for understanding. • The teacher will walk around the room to monitor the students’ understanding. Chelsie Newman Dates: October 15 – October 22 Day 2: Exit Ticket 2 Day 3: Warm-­‐up Day 3: Guided Practice 4 •
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The teacher will review each student’s exit ticket and provide him or her with feedback. The teacher will walk around the room to monitor the students’ understanding. The teacher will monitor the students’ answers to check for understanding and to see if there are any misconceptions that span across multiple groups. Planned Differentiation Students who have an above-­‐average understanding of this topic should finish their card sorts first. I will then have them circulate and help other students that are struggling. Resources Mrs. Miller and Ms. Paris: Lytic Cycle Card Sort Post-­‐Lesson Reflection •
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