Platanus racemosa

Western Sycamore

photo by Charles Webber

Salix exigua

sand bar willow

photo by Charles Webber

When students think of viruses, they generally think of colds and the flu, and may have some understanding of the AIDS virus. The purpose of this unit is to give students a deeper understanding of viruses, so that they will be able to prevent disease in themselves and their families

Subject: Life Science
Topic: 
Grade Level: 9-12
Student Lesson name and URL: ctap295.ctaponline.org/~ihoey/student/ Viruses: Tiny Monsters

1. The fundamental life processes of plants and animals depends on a variety of chemical reactions that occur in specialized areas of an organism's cells. As a basis for understanding this concept:

       c) Students will know how prokaryotic, eukaryotic cells and viruses differ in complexity and general structure

Physiology

10. Organisms have a variety of mechanisms to combat disease as a basis for understanding the human immune response: 

a) Students will know the role of antibodies in the body's response to infection 
b) Students will know how vaccination protects an individual from infectious disease.

By the end of this lesson: 

1) Students will be able to distinguish between eukaryotic cells, prokaryotic cells and viruses based on visual and functional characteristics with 75% accuracy. 

2) Students will be able to correctly describe how a virus enters and infects a cell.  

3) Students will identify the mode of infection, symptoms, treatment and prevention for three different viral  diseases.

4) Students will list immunizations currently required and the timetables for their administration. 

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2) In class, students will all draw a plant. They will describe and label specific characteristics that will be used for plant identification.

2) Students will go to an electronic dichotomous key and use the data that they collected to identify their plant and the plants of the other students in their group.  

3) Students will return to the creek and take a census of the population distribution of their chosen species. They will compare and contrast the biotic and abiotic factors in areas supporting densely and sparsely populated areas.

4) Students will search the internet for research and information on the distribution of their species in other areas.

2) Students will publish a summary of their findings on the internet.

Insert your grading rubric for the culminating activity or a link to your rubric or test document file.

Introductory Activity
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Enabling Activity
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Culminating Activity
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Everett Alvarez High School
1900 Independence Blvd.