Achoo! Cold Season Is Here - Author(s): Tracy Clark - Grade Level: 7 - Subject Area: Science - Handshake activity: 1 student is chosen anonymously as having a disease. Students shake hands with 3 other students. The class then shows by raise of hands how many people were infected. Follow-up with mathematical references to multiplication factors.

Planning Guide

Creating Learner-Focused Schools

* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.

LU Title: Achoo! Cold Season is Here	Author(s): Tracy Clark
Grade Level: 7	School Address: Holland Patent Middle School
Subject Area: Science	School Phone/Fax (315)865-8152 / (315)865-7243

CONTENT KNOWLEDGE

Declarative	Procedural
Morphology of viruses.	Classify viruses.
Diseases caused by viruses.	Compare living cells and viruses.
Ways diseases are spread.	Conduct an on-line experiment.
Ways to prevent viral diseases.	Conduct Internet research.
Viral reproduction.	Create a Powerpoint presentation.

ESSENTIAL QUESTIONS

What effect do viruses have on your everyday life?
How does scientific advertising affect your health?

INITIATING ACTIVITY

Handshake activity: 1 student is chosen anonymously as having a disease. Students shake hands with 3 other students. The class then shows by raise of hands how many people were infected. Follow-up with mathematical references to multiplication factors.

Connection to State Learning Standards

Content Area: Science

Level: Intermediate

Benchmarks

Use appropriate references to help formulate questions about everyday observations

Construct explanations for natural phenomena.

Present proposed explanations to others for feedback.

Evaluate explanations proposed by others.

Know observations can be affected by bias.

Benchmarks:

Know that animals and plants have a great variety of both plans and internal structures that serve specific functions for survival.

Understand the functioning of the major human organ systems and their interactions.

Standard:1 - Scientific Inquiry

1.The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

2. Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.

Standard: 4 - The Living Environment

Living things are both similar to and different from each other and nonliving things.

Learning Experiences

Declarative Knowledge

What declarative knowledge should students be in the process of acquiring & integrating? As a result of the unit, the student will know or understand…	What experiences or activities will be used to help students acquire & integrate this knowledge?	What strategies will be used to help students construct meaning, organize and/or store the knowledge?	Describe what will be done.
Disease transmission	Tracking Transmission Lab http://school.discovery.com/fall97/programs/understandingviruses/ Visit website www.flu-alert.com National tracking of the flu virus.	Use of data tables and analysis of results. Discuss reasons for tracking viral diseases. Create class chart for NY statistics, to be revisited throughout the unit.	Students will simulate the spread of a disease and the way epidemiologists track diseases. Students will visit website and use information for discussion.
Virus morphology - structure, function	Visit websites with integrated graphic organizer Virus background information - easy to understand - http://library.advanced.org/13373/intro/intro.htm Big Picture book of viruses - detailed info of viruses includes photos - http://www.tulane.edu/~dmsander/Big_Virology/BVHomePage.html	Use of graphic organizer to identify viral morphology Use of data table and analysis of results	Students will visit websites to complete a graphic organizer on virus morphology. With a comparison to plant/animal cells
Microscopic size	Cells Alive, specifically site on size. On-line video www.cellsalive.com Complete on-line lab "How Big is a Bug?" http://www~micro.msb.le.uk/LabWork/bug/bug1.htm	Make a model showing representative sizes of : animal cell, bacterial cell, and virus Discuss differences between electron and light microscope images.	View on-line video and then complete on-line lab
Where are viruses found?	Read newspaper articles of local instances of viruses (previously collected)	Chart viruses and who affected	Students will read and record types of viruses that effect them daily and the local environment.
Diseases caused by viruses	Visit websites Virus Background Information - http://library.advanced.org/13373/main/main.htm http://library.advanced.org/13373/intro/intro.htm http://hyperion.advanced.org/23054/basics/index.html Centers for disease control - http://www.cdc.gov/nip/vacsafe/	Internet research	Visit websites to find 5 viral diseases (other than AIDS) and vaccines if available.
Reproduction of viruses	Visit websites Cells Alive Site: My E. coil has a virus www.CellsAlive.com On-line virus reproduction lab http://www.micro.msb.le.ac.uk/LabWork/grow/grow1.htm	Create a model/diagram which accurately shows the steps of viral reproduction	Visit websites to view process of viral reproduction Students will explain the way in which a virus is able to reproduce and cause disease in a host.
Ways to prevent disease	Anticipatory activity - using balloons to teach immune system http://www.scienceXchange.com/aai/educating/using.htm Visit websites FDA site vaccines http://www.fda.gov/oc/opacom/kids/html/vaccines.htm View websites on immunology and the immune system http://www.mayohealth.org/mayo/9502/htm/immunesy.htm#retotop http://library.advanced.org/10348/find/content/immune.html On-line quiz of immune system - http://library.advanced.org/10348/gather/cgi-bin/quiz/immune/start_quiz.html On-line virtual lab testing antibodies http://www.hhmi.org/grants/lectures/vlab1/frames.html	Compare immunization records using a class chart. Problem-solving on-line activity identifying a viral disease. On-line role playing / problem solving	Students will compare their immunization records and chart comparisons of when inoculated. Then research vaccines on the Internet. Take an on-line tour of the immune system. Doctor for a Day on-line
Compare and contrast the historical work of virologists and relate to future discoveries	Visit biographical websites Jonas Salk profile http://www.achievement.org/autodoc/page/sal0bio-1 Edward Jenner bio http://comptons2.aol.com/encyclopedia/ARTICLES/1313517_P.html Write a summary / response	Discussion of historical viral research and practices. Use of graphic organizer to compare/contrast works.	Students will read the on-line biographies to compare and contrast the work of Edward Jenner and Jonas Salk. How can the triumphs of these two virologists set an example for modern scientists researching new threats?
Unit Review	Visit website Online virology tutorial http://www~micro.msb.le.ac.uk/default.html	View on-line tutorial	Using on-line tutorial students will review viral reproduction using the example of how yellow fever was discovered
Evaluate scientific advertisements which purport to prevent viral diseases	View video 20/20 "What you know may not be so." Visit Website The Common Cold - On-line Health http://onhealth.com/ch1/resource/conditions/fulltext/item.275.asp	Discussion of scientific practices to question. Analyze ads for scientific evidence.	Students will view video with discussion. Students will visit website Common colds myths and truths. Students will collect cold ads from magazines or TV. In an essay evaluate the advertisement for scientific accuracy and present to class

Learning Experiences

Procedural Knowledge

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:	What will be done to help students construct models, shape & internalize the knowledge?	Describe what will be done.
Classification of viruses	Review of scientific classification, living, and non-living Model use of Venn diagram or graphic organizer for comparison	Students will use prior knowledge to complete comparison of viruses to living things. Think-pair-share
Conduct an on-line experiment	Visit web sites. Demonstrate and/or explain materials and procedures used in experiment.	Students will conduct an on-line experiment. Students will print and analyze their results. Students will write a summary of their experience. Including problem hypothesis procedure, materials, results and analysis.
Conduct Internet research	Examples will be given of appropriate search techniques. Discussion and modeling of website evaluation. Modeling of proper website citation.	Students will conduct topic appropriate on-line research throughout the unit.
Create a Powerpoint presentation	Modeling by teacher	Teacher will display various presentations, pointing out positives and negatives. Students will produce a Powerpoint presentation that will include slide transition, sound effects, appropriate clip art, and logical order of slides. Students will complete a self-assessment of their Powerpoint project using the Rubric and also incluing a personal reflection of the unit.

Learning Experiences

Extending and Refining

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…	What reasoning process will they be using?	Describe what will be done.
Cell Structure	Comparing	Students will diagram an animal cell and a virus. Label the diagrams. List the similarities and differences between the two.
Microscopic size	Comparing	Create a model comparing the relative sizes of a human cell, a bacterial cell and a virus.
Disease transmission	Deductive reasoning	Students will complete lab Tracking transmission to simulate the spread of disease and the way epidemiologists track disease transmission
Scientific advertisement	Analyzing perspectives	Students will analyze 2 cold or flu ads for scientific accuracy.
Role play Doctor for a Day	Decision Making Problem Solving	Students will role-play and problem solve using on-line interactive activity.
Planning Guide Week 1: Initiating activity Tracking transmission Lab Classification of viruses Week 2: Virus morphology Relevance of viruses Week 3: Diseases caused by viruses Reproduction of viruses Week 4 Ways to prevent viral diseases Immunology Week 5 Review Scientific advertising Week 6 Culminating activity			Unit: Achoo! Cold Season is Here.

Culminating Activity

Step 1	Step 2	Step 3
*What knowledge* will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to...........**	What reasoning process will they be using?	Describe student's products and performances and the criteria for evaluation.
Viral morphology. Disease transmission and prevention Scientific advertising analysis	[x] Investigation (resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something)	Products/Performances Create an infomercial using Powerpoint. Audience: Younger student Purpose: To educate them about a common viral disease and how to prevent it. Presentation should include: Cause of disease Picture of the virus Is there only one, or many? Ways to prevent the disease List inoculations, if any exist. If not why? List treatments for viral disease Include possible relief treatments for symptoms Simply explain how the virus overtakes the cell
		Criteria for evaluation Correctly identifies cause of disease. Presents at least 3 ways to prevent disease. Presents explanation of viral reproduction. Powerpoint presentation includes slide transition, sound effects, appropriate clipart, and logical order of slides.

Rubric:

Key Questions:

What are the key elements, traits, or dimensions that will be evaluated?

Are the identified elements of equal importance or will they be weighed differently?

	Element #1	Element #2	Element #3	Element #4
Elements Scale	Cause of disease	Ways to prevent disease - Ways disease is spread	Explanation of virus reproduction	Powerpoint presentation
4	Correctly identified cause as viral, provided an accurate photo of virus, reference to mutations was made	Clearly explained 4 ways the disease is spread, and provided 4 ways to prevent disease	Clearly explains viral reproduction, includes excellent diagrams showing all steps	Presentation includes slide transition, sound effects, appropriate clip art, logical order of info
3	Correctly identified cause as viral, provided an accurate photo of virus, no reference to mutations	Provided 4 ways disease is spread and 4 ways to prevent disease , explanation not clearly presented or clearly explained 3 of each	Includes all steps in diagram, explanation not clear	Presentation is lacking 1 element
2	No or inaccurate photo, no reference to mutation	Clearly explained 2 of each or not clear on explanation of 3 each	Omits 1 step of process	Presentation is lacking 2 elements
1	Incorrectly identified cause, no or inaccurate photo, no reference to mutation	Provides only 1 explanation for each	Omits 2 or more steps of process	Presentation is lacking 3 or more elements

NOTE: Rubric or other performance assessment instruments may be used.

Have You Considered These Yet?

Learn to Learn Skills: Listen, read and think with critical minds (Complex Thinker); Communicate effectively - orally and in writing (Effective communicator); Organizing skills / graphic organizer (Self-directed Learner); Critically analyze information (Critical thinker).

Assessment Modifications:

Unit Schedule/Time Plan: This unit will take approximately 6 weeks to complete. Times may vary depending on computer access and student familiarity with Powerpoint.

Written Overview: This Internet based unit addresses viruses and immunology. Students will increase their awareness and knowledge of viruses, immunology and scientific advertising.