EDUC 5312 Curriculum and Instructional Design

Instructional Project 5 - LESSON PLAN

OMER DOGAN
Date: March 31, 2016
Teacher(s) Name: Omer DOGAN
Grade: 9, Pre AP Biology
Lesson: The structure of virus and effects on organism
Lesson Plan Type: Discussion and Direct Instruction
Content Area: Biology-Viruses
Description/Abstract of Lesson: Students will learn the major differences between bacterial
and viral foodborne agents. They will identify the important routes and agents of foodborne
transmission.
Timeline of Lesson: 90 minutes 1 block time. It will be a tutorial time after school for extra help
needed students.
TEKS:
1-Compare and contrast prokaryotic and eukaryotic cells.[4A]
2-Compare the structures of viruses to cells, describe viral reproduction, and describe the role of
viruses in causing diseases such as human immunodeficiency virus (HIV) and influenza.[4C]
Objectives: Upon successful completion of this lesson, students will be able to:
A- Discuss the major differences between bacterial and viral foodborne
agents.
B- Identify the important routes and agents of foodborne transmission.
C- Identify the important foodborne viruses.
D- Discuss the control of viral foodborne illness.
Modifications/Differentiated Instruction:
Extra Activities(hands-on activity and short biology videos) for slow learners and visual
students

Differentiating Instruction:
Adaptation:
Have students work in groups to research viruses that have been used to control plant
epidemics. Each group can write a report describing the outcome of such a program and the
safeguards that were employed
Key Vocabulary:
Bacteriophage: a virus that infects bacteria
Capsid: a protein sheath that surrounds the nucleic acid core in a virus
Capsule: in mosses, the part that contains spores; in bacteria, a protective layer of
polysaccharides around the cell wall
Envelope: a membranelike layer that covers the capsids of some viruses
Glycoprotein: a protein to which carbohydrate molecules are attached
HIV: human immunodeficiency virus, the virus that causes AIDS
Lysogenic Cycle: describes viral replication in which a viral genome is replicated as a provirus
without destroying the host cell
Lytic Cycle: describes viral replication that results in the destruction of a host cell and the release
of many new virus particles
Prion: an infectious particle that consists only of a protein and that does not contain DNA or
Provirus: viral DNA that has attached to a host cell's chromosome and that is replicated with the
chromosome's DNA
Retrovirus: a virus that contains singlestranded RNA and produces a reverse transcriptase,
which converts RNA to DNA
Reverse Transcriptase : an enzyme that catalyzes the formation of DNA from an RNA template
Toxin: a substance that is produced by one organism and that is poisonous to other organisms
Virulent: describes a microorganism or virus that causes disease and that is highly infectious
Virus: a nonliving, infectious particle composed of a nucleic acid and a protein coat; it can
invade and destroy a cell
Materials/Resources:

The Textbook
Chromebook
Power Point Presentation
A virus Model
Computer with Internet access
Research materials on viruses
Research materials on local plants in your area

Anticipatory Set: Hook/Prior Knowledge/Focus:

Discussion Questions
1. Explain the way in which a virus is able to reproduce and cause disease in a host.
2. Explain how World War I contributed to the flu pandemic of 1914. If there were no war, what
probably would have happened to the flu strain? Give supporting statements to back your
explanation.
3. Compare and contrast the work of Edward Jenner to that of Jonas Salk. How can the triumphs
of these two virologists set an example for modern scientists researching new threats?
4. How might viruses help cure genetic diseases?
5. Describe two instances from the documentary in which disease was used as a weapon. How
effective were the weapons? Is this practice still in use today? What are some of the potential
consequences of using viruses in this manner?
6. How might the destruction of rain forests help spread new viral diseases?
Lesson Components:
a-Introduction of Viruses
b-Lytic cycle of a virus
c-Lysogenic cycle of a virus
d-comparing virus to bacteria
e-Diseases of viruses
Background:
Discovery of Viruses:
Viruses were discovered in 1897 by Dutch Scientist Martinus Bijerinck. He suggested that tiny
particles caused diseases in tobacco plants. He named the particles viruses, which means poison
in Latin.
What Are Viruses?
Viruses are defined as non living particles that have the ability to infect living cells. Viruses are
incredibly small and can only be viewed using electron microscopes. There are different
variations of viruses in terms of size and structure.
The Structure of Viruses:
In simple terms viruses are composed of a strand of genetic material and protein coat called a
capsid. Some viruses, including the influenza virus, have an additional membrane outside of the
capsid. Either RNA or DNA is found inside the capsid that is used for reproduction once inside a
host cell. Nucleic acids, proteins, and sometimes lipids make up the structure of viruses.
How Viruses Infect Host Cells?

A virus can only reproduce inside of a host cell. Proteins on the surface of the virus gain access
into cells by fitting into receptors on the cell membrane enabling the virus to pass into the cell's
cytoplasm. Once a virus enters a cell, they use their genetic information in the form of either
RNA or DNA to make multiple copies of themselves. Some viruses do this immediately while
other viruses are inactive for a certain amount of time.

Procedures:
1.Review with your students what they know about viruses. Be sure they understand that viruses
occur in plants, as well as animals. (You might cite the tobacco mosaic virus, which kills tobacco
plants.)
2.Tell your students that they are going to work on a project in which they will suggest a useful
purpose for a virus, but first they need to know more about how viruses work.
3.Have students use print research materials and the Internet to add to their knowledge about
viruses. (See Vocabulary and Links.) Students should understand the following before they
continue with the activity:
A virus is an infectious organism that reproduces within the cells of an infected host.
A virus is not alive until it enters the cells of a living plant or animal.
A virus contains genetic information wrapped in a protein coat.
A virus that mutates ensures its own survival by making itself unrecognizable to immune
systems and vaccines.
4.Divide your class into groups. Ask group members to imagine that they are part of a team of
scientists assigned to stop a local plant epidemic by genetically engineering a virus that will
target a local pest plant, or plant.
5.Discuss with the class how such a way of using a virus, while useful in some ways, could
create dangers to the environment. Challenge students to suggest ways of safeguarding against
such dangers.
6.Allow time for students to research the names and characteristics of local plants, if necessary.
7.Instruct groups to perform the following tasks to complete their assignment:
Make a sketch of the target plant.
Make a sketch of how the virus will look.
Make a series of sketches showing the stages in the virus's life cycle and the end result of its
infection.
Describe safeguards you would take to keep the virus localized, make sure it isn't harmful to
animals or nontarget plants, and ensure that it doesn't persist in the environment once the plants
are gone.
Make a display of your invention and post it in the classroom.

Evaluation:
You can evaluate your students on their projects using the following three-point rubric:
Three points: all sketches carefully executed and labeled; suggested safeguards reasonably
realistic; safeguards clearly explained
Two points: sketches adequately executed and labeled; suggested safeguards reasonably realistic;
explanation of safeguards lacks clarity
One point: sketches inadequate; suggested safeguards unrealistic; vague explanation of
safeguards
You can ask your students to contribute to the assessment rubric by determining a minimum
number of sketches for the display.

Homework:
Name:
Class: Pre Ap Biology A4

Date: 04/01/2016
Ch20 Section 1 Assessment
(Textbook pg. 441)

Q1: Compare the properties of viruses with the properties of cells.

A1:___________________________________________________________________________
______________________________________________________________________________
Q2: Describe Stanleys experiment with the tobacco mosaic virus.
A2:___________________________________________________________________________
______________________________________________________________________________
Q3: Name the parts of a virus.
A3:___________________________________________________________________________
______________________________________________________________________________
Q4: List the steps by which viruses replicate.
A4:___________________________________________________________________________
______________________________________________________________________________
Q5: Describe how HIV causes AIDS.
A5:___________________________________________________________________________
______________________________________________________________________________
Q6: Critical Thinking Evaluate the argument that emerging viruses are new viruses.
A6:___________________________________________________________________________
______________________________________________________________________________

Due : 04-07-2016

Points:

Name:
Class: Pre Ap Biology A4

Date: 04/01/2016
Ch20 Section 2 Assessment
(Textbook pg. 450)

Q1: Construct a table that lists the seven ways bacteria differ from eukaryotic cells.
A1:___________________________________________________________________________
__________________________________________________________________
Q2: List the structures found in E. coli.
A2:___________________________________________________________________________
__________________________________________________________________
Q3: Identify the relationship between photosynthesis, heterotrophic metabolism, and
chemoautotrophic metabolism.
A3:___________________________________________________________________________
_________________________________________________________________
Q4: Describe the relationship between metabolism, toxins, bacteria, and disease.
A4:___________________________________________________________________________
__________________________________________________________________
Q5: List three ways bacteria are helpful.
A5:___________________________________________________________________________
__________________________________________________________________
Q6: Critical Thinking Defending a Theory How does the growth of antibiotic resistance in
bacteria support the theory of evolution by natural selection?
A5:___________________________________________________________________________
__________________________________________________________________

Due : 04-07-2016

Points: