Download 10.4 Don`t Bug Me - Texarkana Independent School District

Focus Plan
Texarkana Independent School District
GRADING
PERIOD:
WRITER:
Biology & Chemistry – 4th six
weeks
L. Petty
PLAN CODE:
COURSE/SUBJECT:
10th grade science
GRADE(S):
10th
TIME ALLOTTED
FOR INSTRUCTION:
3 – 4 days
TITLE:
Don’t Bug Me
LESSON TOPIC:
Helpful and harmful viruses and bacteria
TAKS OBJECTIVE:
Objective 3
The student will demonstrate an understanding of the interdependence of
organisms and the environment.
10.4 The student knows that cells are the basic structures of all living things
and have specialized parts that perform specific functions, and that
viruses are different from cells and have different properties and
functions. The student is expected to:
(C) compare the structures and functions of viruses to cells and describe
the role of viruses in causing diseases and conditions such as acquired
immune deficiency syndrome common colds, smallpox, influenza,
and warts.
(D) identify and describe the role of bacteria in maintaining health such as
in digestion and in causing diseases such as in streptococcus
infections and diphtheria.
FOCUS TEKS AND STUDENT
EXPECTATION:
SUPPORTING TEKS AND
STUDENT EXPECTATIONS:
CONCEPTS
Microorganisms
ENDURING UNDERSTANDINGS/GENERALIZATIONS/PRINCIPLES
The student will understand that
Microorganisms exist everywhere in the world around us.
Classification
Some microorganisms are viruses and some are bacteria.
Role
Some microorganisms are harmful and some are helpful.
Parts
Viruses and bacteria are composed of different parts.
Symptoms
When a virus or bacteria invades a body, they often cause symptoms in their host.
I.
SEQUENCE OF ACTIVITIES (INSTRUCTIONAL STRATEGIES)
A.
Focus/connections/anticipatory set
When students get into class, fake a loud sneeze into a Kleenex. Wipe your nose and tell the students “I must
have caught a cold. I sure hope I don’t get all of you sick.” Pause dramatically while you act like you’re
ready to sneeze again.
Throw away the Kleenex and tell that students that they will be learning about bacteria and viruses for the
next couple of class periods.
B.
Instructional activities
(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art,
music, modeling, discussion, reading, listening, viewing, etc.)
Show “Viruses”, or “Ebola” or a similar video on viruses and the diseases they cause.
C.
Guided activity or strategy
Have a tray of numbered cups prepared (Dixie cups or small plastic cups work fine.) The number should be
on the side where students can find it easily. All cups should contain the same amount of a liquid (about half)
where all cups contain water except one, which contains sodium hydroxide solution. The cup containing the
sodium hydroxide should be somewhere within the first 10 cups to make sure it is used every class period.
Put just enough cups on the tray so that each student gets one. There should not be any extra. Tell the
students that they are going to simulate virus or bacterial transmission. Each student is given a cup. They are
given the Introductory Worksheet – Viral and Bacterial Transmission. Instruct each student to “exchange
fluids” with four other students by dumping some of their fluid into the other person’s cup and having them
dump half of the fluid in their cup back. They need to record the cup number from each “fluid exchange”.
When each student has swapped their fluids four times, they should return to their seat.
Take a dropper bottle of phenolphthalein to each student and dump a couple of drops into each cup. Tell
students that they are “infected” if the liquid in their cup turns pink.
Tell students that an epidemic can occur at any time, in any country and with little warning. The hard part
about working with diseases is that the person who started the epidemic must be traced. This is often the job
of the health department for localized infections of the Center For Disease Control for larger situations.
Instruct the students that their job is to identify the original transmitter of the disease. Put students in groups
of 4-6 with a student requiring enrichment in charge. They may send representatives to other groups to
clarify transmission within groups, but each group should have to identify the transmitter on their own. Give
students about 15-20 minutes to try to identify the cup number that contained the original infected fluid.
See if any group has identified the infected cup. If not, inform students of the identity of the infected cup.
Tell students that only one cup started out infected and that they had to actually have contact with a carrier in
order to be infected. Liken this type of transmission to that of HIV where body fluids actually have to come
in contact. Explain that “X” number of students were infected in class by one cup in about 5 minutes.
Imagine how fast a disease could spread through the air, especially if the person didn’t even know he/she was
sick for about a week. Imagine how many people could be infected if they went to a public building or
traveled and everyone they came in contact with got infected. This is a major concern of the government with
how mobile our society is and how crowded we are. Tell students that they will be learning about different
types of diseases.
D.
Accommodations/modifications
Students requiring accommodations will need to work with a peer tutor for the identification of the original
transmitter.
E.
Enrichment
Students requiring enrichment should serve as peer tutors.
II.
STUDENT PERFORMANCE
A.
Description
Complete a presentation over their assigned organism following the grading rubric.
B.
Accommodations/modifications
Students requiring accommodations may be assigned a peer tutor.
C.
Enrichment
Students requiring enrichment may be assigned as a peer tutor.
III.
ASSESSMENT OF ACTIVITIES
A.
Description
Complete grading rubric for each team of students.
B.
Rubrics/grading criteria
Grading rubric enclosed separately with lesson plan. Bonus points may be added for teams who correctly
guessed the original carrier during the guided activity simulation.
C.
Accommodations/modifications
Students requiring accommodations may be graded on a more lenient curve if necessary. Being able to work
with a peer tutor should negate this necessity.
D.
Enrichment
Students requiring enrichment may be assigned an additional organism to complete on their own.
E.
IV.
Sample discussion questions
1. Why do viruses not have a scientific name? They are not technically alive, so they cannot be classified by
living classification systems.
2. What are the parts of a virus? Genetic material carried in a shell called a viral coat or capsid which is
made up of proteins. Some have an additional layer around this coat called an envelope.
3. What makes viruses hard to treat? They are found inside the cell when they are vulnerable and they mutate
easily.
4. Name one bacteria that can be good or bad, depending on its location. E. coli – helps your body get
vitamins but can make you sick if you eat it.
5. Why are viruses not technically alive? They only exhibit signs of life when they are inside a cell and
cannot perform many functions required of living things (metabolism, etc.)
TAKS PREPARATION
A.
Transition to TAKS context
1. A student contrasts a cell with a virus. Which statement provides the most accurate overview of the
contrasts that she discovers?
(a) A cell is the smallest structure that can perform all life functions independently, while a virus depends
on infecting the cells of another living organism in order to reproduce.
(b) A cell and a virus can both perform all life functions independently, while only a virus is able to
replicate by infecting living cells.
(c) A cell is the smallest structure that can perform all life functions independently, while a virus can
perform all life functions except respiration.
(d) A cell has its genetic material contained within a protein capsid, while a virus has its genetic material
contained within a nucleus.
2. A science teacher is contrasting the characteristics of viruses and cells. What important difference should
she emphasize?
(a) Cells are able to perform all life functions independently, while the life functions of viruses operate at a
slower rate until they are able to enter a hose cell.
(b) Cells are able to perform all life functions independently, while viruses are inert unless they are able to
enter a host cell.
(c) Cells are able to perform all life functions independently, while viruses are inert unless they are
dissolved in water.
(d) The genetic material in all cells in DNA while the genetic material in all viruses is RNA.
3. Each cell has numerous organelles to perform life functions. A virus is a simpler structure. What are the
major components of all viruses?
(a) an icosahedron and a nucleic acid
(b) a nucleic acid and a bacteriophage
(c) a protein coat and a nucleic acid
(d) an icosahedron and a protein coat
4. Most people think of disease when discussing bacteria. What helpful role do bacteria serve in the human
body?
(a) Bacteria circulate in the blood as part of the immune system and serve as the first line of defense
against viral infections.
(b) Symbiotic bacteria help promote the breakdown of undigested food in the large intestine.
(c) Chemoautotrophic bacteria neutralize waste products produced by the metabolic process.
(d) Symbiotic bacteria produce enzymes necessary for the replication of DNA.
5. The majority of people associate bacteria with disease. Bacteria also perform many important functions.
Which of the following is an important function of bacteria in the human body?
(a) Chemoautotrophic bacteria neutralize waste products produced by the metabolic process.
(b) Symbiotic bacteria produce enzymes necessary for the replication of DNA.
(c) Bacteria in the large intestine produce vitamin K and other vitamins.
(d) Bacteria circulate in the blood as part of the immune system and serve as the first line of defense
against viral infections.
6. A few species of bacteria cause serious health problems for those who become infected. How do bacteria
attack the body?
(a) Bacteria that enter the body take over the life functions of healthy cells in order to reproduce.
(b) Bacteria that enter the body destroy healthy cells as they insert themselves into the cytoplasm and
damage organelles.
(c) Bacteria that enter the body modify the DNA of healthy cells to make toxins that are released into the
bloodstream.
(d) Bacteria that enter the body release toxins or attack healthy cells.
B.
Sample TAKS questions
Spring 2003
1. All of the following symptoms are likely associated with bacterial infection except _____.
(a) skin rashes or lesions
(b) elevated body temperature
(c) swollen glands or tissues
(d) increased red blood cell count
2. Which organism lives in the human intestine and aids in the digestive process?
(a) The bacterium Escherichia coli
(b) The fungus Trichophyton rubrum
(c) The protozoan Entamoeba coli
(d) The algae Fucus vesiculosus
Spring 2004
3.
4. What is the most common threat to a host organism posed by an invading virus?
(a) Production of viral fluids in the bloodstream
(b) Fermentation of acids in the digestive system
(c) Destruction of cells by viral reproduction
(d) Stimulation of muscle tone in the heart
5. Some antibiotics cause patients to exhibit digestive side effects. These side effects are most often the result
of ____.
(a) bacteria being killed in the digestive tract
(b) the antibiotics being converted into stomach acids
(c) too much water being drawn into the digestive tract
(d) the stomach wall being torn
V.
KEY VOCABULARY
bacteria
capsid
DNA
prokaryote
protein coat
RNA
virus
VI.
VII.
RESOURCES
A.
Textbook - none needed
B.
Supplementary materials/equipment
Background information on bacteria and viruses
Summary Worksheet – Don’t Bug Me
Instructor’s Copy – Don’t Bug Me
Don’t Bug Me Grading Rubric
C.
Technology
http://library.thinkquest.org/23054/gather/index.shtm/
FOLLOW UP ACTIVITIES
(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)
A. Next lesson in sequence
Biology – 5A: Compare cells from different parts of plants and animals including roots, stems, leaves, epithelia,
muscles, and bones to show specialization of structure and function.
IPC and Chemistry – 8C: Identify characteristics of kingdoms including monerans, protests, fungi, plants, and
animals.
VIII.
TEACHER NOTES
A. Guided Activity
1. Have cups pre-assembled and ready to go.
2. All cups may be dumped down the drain after the activity since sodium hydroxide is the main ingredient
in many commercial drain cleaners. Flush with plenty of water.
3. Cups may be reused and location of the sodium hydroxide switched provided the cups are washed out
in between classes.
B. Before Activity
1. Get any videos to be shown pre-approved through administration.
2. Book at least one day in the library.
3. Have copies of the rubric to give to students to show them how their grades will be determined.
4. Decide how organism assignment will be determined. If it is to be random, possibly make pieces of paper
with the organisms so that students may chose their own.
5. Decide the order of presentation so students are aware when their project needs to be completed.
C. During Activity
1. Monitor students in the library for internet sites, and to make sure they are completing their work.