Name: Molly Hartzler
Title of lesson: Viruses
Date of lesson:Length of lesson: one 50 minute class period
Name of course: Biology
Grade level: 9th
Honors or regular: either
Source of the lesson: Prentice Hall Biology and Molly HartzlerTEKS addressed:
(c) Knowledge and skills.
(3) Scientific processes. The student uses critical thinking and scientific problem
solving to make informed decisions. The student is expected to:
(A) analyze, review, and critique scientific explanations, including hypotheses
and theories, as to their strengths and weaknesses using scientific evidence and
information;
4) Science concepts. 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; and
Overview : In this lesson students will learn what viruses are, what they are
made of and how they are similar to and different from living organisms. They
will also learn how viruses cause disease and examples of these diseases.
II. Performance or learner outcomes
SWBAT:
- Explain what a virus is and what it is made of
- Describe the two types of infections that viruses can cause
- Differentiate between retroviruses and regular viruses
-Explain how viruses cause infection in humans
III. Resources, materials and supplies needed
- Prentice Hall Biology (1 per student), pp 478-489
IV. Supplementary materials, handouts.
- Question sheet (1 per student, included at end of lesson)
Engage:
Learning Experience(s) Critical questions that will establish prior knowledge
and create a need to know Expected Student
Responses/Misconceptions
Students will look at pictures of viruses (should be available in overhead form
in the ancillary materials of PH text) What do you think you are looking at?
Is it a cell? Justify your answer.
Some students will already know that it is a virus, others may think they are
looking at a drawing of some kind of machine or a drawing of nothing that is real.
Even the students who know that the pictures are viruses will probably not know
if it is considered a cell or not, some may just guess yes or no.
Teacher will discuss student answers to the above questions, letting students
debate briefly, if necessary, then tell them that they are about to learn what
they are looking at. Students will volunteer their answers to the warm up/discuss
them as a group.
Five-E Organization
Teacher Does Probing Questions Student Does
Explore:
Teacher will divide students in to groups of three and instruct them to each get
out their text. Students move to groups, get out books, and wait for further instruction.
Teacher will pass out the sheet of questions and direct the students to the appropriate
page in their text book.
The teacher will then tell the students that they are to answer the questions
on the sheet collaboratively and emphasize that they should read and talk to one
anther, not just work silently nor copy each other’s answers. Students will
work through the sheet, reading and discussing each question before deciding on
an answer.
Explain:
After the students finish answering the questions, the teacher will take them
through the answers, having the students tell the answers to each question. After
each answer the teacher will ask for agreement or disagreement from the class.
Students will volunteer their answers to all of the questions. If other students
disagree with the answer that was just stated, they will say what they think the
answer is and support it with evidence. After the sheet has been reviewed, they
will turn it in for a grade.
Elaboration: As an elaboration, the teacher can ask the students to research vaccines
and then write a short paper on immunization and what they think the cultural
implications of this technology are.
Evaluation: Evaluation of this lesson will be through grading the papers and the
paper on immunization.
VIRUSES!
1. What is a virus? Name the parts and tell what a capsid is.2. How do viruses
get inside of cells? What do they do once they are there?
3. What kinds of cells can viruses infect? How does this diversity give viruses
an evolutionary advantage?4. What are the two types of viral infection? What are
advantages and disadvantages for the virus to cause each type of infection?5.
What is a retrovirus? How does it work inside a host cell? What is an example
of a retrovirus?6. Are viruses alive? List evidence that indicates they it are
alive and evidence that indicates that they are not alive. What does your group
think?7. Did viruses evolve before or after other life forms? What is the evidence
for both sides? 8. How do viruses cause disease in humans? How can we treat viral
diseases? How can we prevent them?