Download The Fizz Virus

The Fizz Virus
Resource ID#: 35212
Primary Type: Lesson Plan
This document was generated on CPALMS - www.cpalms.org
This is a lesson on viruses and a simulation on how diseases can spread.
Subject(s): English Language Arts, Science
Grade Level(s): 6
Intended Audience: Educators
Suggested Technology: Computer for Presenter, Internet Connection, Speakers/Headphones
Instructional Time: 1 Hour(s) 30 Minute(s)
Freely Available: Yes
Keywords: pathogen, virus, disease, epidemic, carrier, vaccine, immune, infection
Instructional Component Type(s): Lesson Plan, Problem-Solving Task
Instructional Design Framework(s): Confirmation Inquiry (Level 1)
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
The Fizz VirusRev.doc
Teacher notes fizz virusRev.docx
LESSON CONTENT

Lesson Plan Template:
Confirmatory or Structured Inquiry

Learning Objectives: What will students know and be able to do as a result of this lesson?
Students will be able to:
1. Describe the relationship between pathogens and infectious disease.
2. Trace the disease to the first infected person using reasoning and evidence.

Prior Knowledge: What prior knowledge should students have for this lesson?
Students will be familiar with types of pathogens (virus, bacteria, fungus, protist)
Students do not need to know how viruses replicate.

Guiding Questions: What are the guiding questions for this lesson?
What diseases are caused by viruses? (common cold, flu)
Discuss the diseases and correct misconceptions about any that may be bacterial or fungal
How does the image of the virus differ from the images of other pathogens such as bacteria? (It has the
appearance of a dense mass, it has shapes like keys on the outside)
Is a virus living? (Discuss the parts of the virus)

Introduction: How will the teacher introduce the lesson to the students?
Students will watch the YouTube video and teacher will ask students to write the steps of virus replication.
Students will share the process from their white boards. The teacher will then correct any misconceptions.
Introduce vocabulary virus, capsid, host cell, protein coat,
The teacher will ask students to write the steps of viral replication in their notes.
This step is a matter of preference and time. A teacher can do any of the following:
1. Drawing the steps of viral replication on the board and ask students to copy.
2. Refer to steps in text if available.
3. Download a worksheet with steps and diagrams.

Investigate: What question(s) will students be investigating? What process will students
follow to collect information that can be used to answer the question(s)?
Tell the students that they are investigating the spread of a communicable disease known as the 'Fizz Virus'.
They will be exchanging fluids with other students while keeping track of who they exchange with and the
order of the exchange. Please see attached teacher notes and handout.

Analyze: How will students organize and interpret the data collected during the
investigation?
Students that have been infected will be identified. List their names on the board. Under each name list the
students they exchanged fluids with in order. Ask the class to create a diagram tracing the disease back to the
first infected person. The teacher may allow them to work together. After they have predicted the first person
infected they should write an explanation of the progression of the disease for their assessment.

Closure: What will the teacher do to bring the lesson to a close? How will the students
make sense of the investigation?
After students have completed their prediction and explanation the teacher should make a Venn diagram on the
board tracing the disease from the infected student to all students that are infected.

Summative Assessment
Students will formulate a hypothesis of who was first infected with the virus and how it spread to their
classmates. Students will create a diagram mapping the transmission of the fizz virus. They will write an
explanation of their diagram.

Formative Assessment
Start the class by showing the following video from YouTube or something similar that simulates how viruses
may enter the human body. The video is an interview from npr with a man that created the simulation.
Flu Attack! How a Virus Invades Your Body
http://www.youtube.com/watch?v=Rpj0emEGShQ
After the video ask students sequence how the virus entered the cell and reproduced. Ask students to write the
steps on their white board. After students have finished approximately 5-7 minutes later, ask a few groups to
share their boards. Correct any misconceptions and encourage the class to recall important steps of viral
replication.
Ask if there are any other ways a virus can enter your body? (Students might say through a cut, or another
opening)If they do not mention food, ask if you can ingest a virus. (Discuss sharing food and drink, and other
body contact such as hugging, sharing make-up etc.)
ACCOMMODATIONS & RECOMMENDATIONS

Accommodations:
Students that cannot move around the room, should have students to go to their table.
Students that have difficulty processing should be given a blank Venn diagram to help them to process and
organize.
Students can be given the diagram and asked to write the steps of viral replication or given a worksheet with
blanks.

Extensions:
Ask students to research an epidemic in history such as small pox, and document efforts to create a vaccine.


Suggested Technology: Computer for Presenter, Internet Connection, Speakers/Headphones
Special Materials Needed:
Hydrogen Peroxide (over the counter strength)
Bleach
Water
Clear cups small (approx. 250 ml or 8 oz.)
dropper
white boards

Further Recommendations:
Other resources
National Institute of Health http://www.nih.gov
Web MD http://www.webmd.com
Center for Disease Control http://www.cdc.gov
SOURCE AND ACCESS INFORMATION
Contributed by: Jasmine SeeramOwens
Name of Author/Source: Jasmine SeeramOwens
District/Organization of Contributor(s): Seminole
Is this Resource freely Available? Yes
License: CPALMS License - no distribution - non commercial
Related Standards
Name
SC.6.L.14.6:
LAFS.68.RST.1.3:
Description
Compare and contrast types of infectious agents that may infect the
human body, including viruses, bacteria, fungi, and parasites.
Remarks/Examples:
Integrate HE.6.C.1.8. Explain how body systems are impacted
by hereditary factors and infectious agents.
Follow precisely a multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks.
Attached Resources
Video/Audio/Animation
Name
Description
Scientists who are working to discover new medicines often use
robots to prepare samples of cells, allowing them to test chemicals
to identify those that might be used to treat diseases. Students will
meet a scientist who works to identify new medicines. She created
free software that "looks" at images of cells and determines which
images show cells that have responded to the potential medicines.
Students will learn about how this technology is currently enabling
research to identify new antibiotics to treat tuberculosis. Students
will complete hands-on activities that demonstrate how new
MIT BLOSSOMS medicines can be discovered using robots and computer software,
Discovering Medicines, Using starring the student as "the computer." In the process, the students
Robots and Computers:
learn about experimental design, including positive and negative
controls. Students should have some introductory knowledge about
the following topics: (1) biology: students should have a basic
understanding of infection and good hygiene, they should know
what bacteria and cells are; (2) chemistry: the students should know
what a chemical compound (molecule) is. They should have an
understanding that medicines, also called "drugs", are chemical
compounds; (3) basic experimental design: students should
understand the terms "samples" and "testing". All hand-outs
necessary for this video lesson can be downloaded below.