Day 12

Bacteria and Viruses Unit

Ken Bateman, Sue Bros, and Becky Lederman

Introduction

Students will complete their understanding of the anatomy of a virus through the completion of their 3D model. In order for students to gain an understanding as to how a virus replicates they will first brainstorm in their cohort groups how they think viruses do so and be able to defend their ideas. To further show their understanding of virus replication, they will in the fourth week present a picture storybook to elementary age students. Each group will present and defend their ideas. The teacher will help bring more meaning and understanding about viruses by discussing the common cold, which is something that all students can relate to.

The teacher should be available for help and answer questions when needed. It will be important for the teacher to maintain large group management during the beginning and end of the lesson and to act as a filter when discussion ensues about the common cold so that students remain on topic. An important part of this lesson is for students to provide each other with feedback.

Name Ken Bateman, Sue Bros, and Becky Lederman	Bacteria and Viruses Unit
Class 9^th and 10^th Grade Biology	Day 12

Topic: Viral replication and the common cold

Reference to MA Science Framework and/or NSES:

Inquiry

Critique and defend findings and revise explanations of the differences between a virus and a bacterium.

The structure and function of cells

Differentiate between prokaryotic cells and eukaryotic cell, in terms of their general structure and degrees of complexity.

Global and Curricular objectives for students:

To synthesize ideas about the structure and life of a virus.
To work together effectively in groups.
To allow students to defend and adjust hypotheses based on information given to them by other students and the teacher.

Brief description of lesson (include start, middle, and end)

Students will start and finish working on their 3D virus model
When students have completed their model, in their own words, they need to also write a paragraph on how a virus replicates. With this information they will also need to make a simple picture book that shows how a virus replicates for presentation to the elementary school students at the end of this unit.
Teacher initiates topic of the common cold, Rhinovirus. What is a common cold? Students are to come up with their own conclusions based on information presented and shared as whole class discussion ensues. They will need to write what they thought the common cold was in their journal after discussion ends. To be continued tomorrow.
Teacher will then explain the final project about viruses to the students. Part A of the final project consists of the analysis of an article about their virus (which will be drawn from a hat) and present it as either a heroic, declarative, politically correct or discovery story and why that is so. Students will also compare and contrast the information presented in class and through research vs. the information from the article they chose. Part B is to orally present information about the virus they chose.
Two copies of each virus name will be put on two separate pieces of paper and all placed into a container for students to pick one.

Homework	Finish working on the storybook to be collected tomorrow. Research the virus picked
Lesson evaluation (Identify successful management, learning, enjoyment and the evidence of it. Refer to objectives. Areas for development.)	Successful learning will be evident: If students present and defend their ideas appropriately If students can modify their model based on the suggestions given by other groups If students actively participate in the lecture Successful management will be evident: If students work in groups and as a class to achieve goals Class works together to create one list of traits for a virus
Student assessment (Knowledge, skills, and understanding)	Students will be assessed on their ability to demonstrate their knowledge and understanding by sharing ideas and participating in groups and classroom discussions and activities. And through their response in the journal.
New targets	Wrap up learning about the common cold and learn about other viruses and their ≥strength≤

Adjustments for special needs students:

Special needs students should be monitored to ensure that they remain on-task during the inquiry activity. Additionally, care should be taken to ensure that special needs students are given space to participate in the group discussion. Students should also be given simple resources about viruses, websites on viruses and simplified worksheets and information about the common cold.

Materials, equipment and supplies:

Chalk, markers, scissors, glue, construction paper, books and other resources about the common cold.

Students need to have their own materials for the 3D model.

Safety concerns:

Group dynamics.

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