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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.