Teacher Name: - Weebly
Teacher Name: Ann Schultz
Class and Grade Taught: 9th Grade Biology
Lesson Dates: October 24-25, 2011
Unit Topic: Bridge between units on Cells and Heredity
- Previous Lesson Topic: Viruses
Current Lesson Topic: Viruses and DNA Identification
- Next Lesson Topic: Conclude of Study of Viruses
Lesson Objectives:
- Students will be able to:
Describe what a virus is and how it infects its host
Explain the structure of a virus
Explain why it is important to be able to identify a virus
Explain how a DNA fingerprint is created via electrophoresis
Analyze simulated DNA fingerprints in order to identify a virus
- Standards Addressed:
B1.2C Develop an understanding of a scientific concept by accessing information from multiple sources. Evaluate the scientific accuracy and significance of the information.
B1.2D Evaluate scientific explanations in a peer review process or discussion format.
B2.4A Explain that living things can be classified based on structural, embryological, and molecular (relatedness of DNA sequence) evidence.
B2.4i Recognize that while viruses lack cellular structure, they have the genetic material to invade living cells.
B4.2h Recognize that genetic engineering techniques provide great potential and responsibilities.
- Students will demonstrate accomplishment of objectives by:
Responding to Impromptu prompts
Monday: Write a hypothesis for why some people get sick and some do not after exposure to the same virus.
Tuesday: Explain why it is important to be able to identify a virus
Answering questions related to videos about viruses
Identifying unknown viruses by comparing their simulated DNA sequences to those of three identified viruses
Materials Needed:
Internet access
White board and clicker for teacher
Paper for students to record their answers to Impromptu prompts
Copies of handouts with two questions for each of the videos about viruses
Sets of UPC barcode simulated DNA fingerprints
Copies of MI Flu Focus Report
Homework
Due 10/25: Students will read Problem-Solving Lab 13.3 on page 353 in Biology, The Dynamics of Life and answer the three Thinking Critically questions
Due 10/26: Students will complete Viruses and Bacteria worksheet
Due 10/27: Students will answer questions 1-5 on page 483
Due 11/2: Students will complete this week’s Cook E-Question on Ms. Cook’s page, which will be posted 10/26 - Explain why an individual’s DNA fingerprint is so unique if humans all have similar genes
MONDAY, October 24, 2011
Beginning of Class (5 minutes)
Teacher will provide paper and write Impromptu prompt on chalkboard for students to answer upon entering classroom: Write a hypothesis for why some people get sick and some do not after exposure to the same virus.
Teacher will take attendance while students are responding to Impromptu prompt
Lesson Activities (40 minutes)
Teacher will initiate discussion about how and why people become sick from exposure to viruses, and direct students to watch and listen for clues in video clips
Teacher will show NOVA’s ‘1918 Flu’ (12:33) (H1N1) (All periods)
Teacher will distribute handouts with two questions related to video
Students will answer two questions related video
Teacher will show NOVA’s ‘Pandemic Flu’ (6:02) (H5N1) (6th period)
Teacher will distribute handouts with two questions related to video
Students will answer two questions related video
End of Class Activities (10 minutes)
Teacher will ask the students why it is important to be able to identify a virus
Teacher will tell the students that tomorrow we will learn how viruses can be identified
Teachers will collect handouts
Teacher will explain Biology Notebook #17 Objectives, Focus Questions and Vocabulary Words
Teacher will explain homework assignments
TUESDAY, October 25, 2011
Beginning of Class (5 minutes)
Teacher will provide paper and write Impromptu prompt on chalkboard for students to answer upon entering classroom: Explain why it is important to be able to identify a virus
Teacher will take attendance while students are responding to Impromptu prompt
Lesson Activities (40 minutes)
Teacher will ask the students what they know or have heard about forensics and DNA fingerprinting, and explain about unique numbers of repeating noncoding sequences
Teacher will project NOVA animation to create DNA fingerprint on white board and click through simulation for class
Teacher will introduce group activity to identify unknown viruses by comparing their UPC barcode-simulated DNA fingerprints to those of known viruses
Students will work in pairs (3rd and 5th hours) or groups of 3 students (6th hour) to identify viruses by comparing their simulated DNA fingerprints to simulated DNA fingerprints of known viruses
Teacher will circulate among groups, helping as needed
End of Class Activities (10 minutes)
Teacher will bring the class together and ask the students if they were able identify some of the unknown viral fingerprints
Teacher will distribute MI Flu Focus report and tell the students about the flu trackers at CDC, NIH, FDA and WHO, and how they continuously survey medical reports in an effort to predict emerging infectious diseases around the world
Vocabulary:
Epidemic - occurs when many people in a given area are afflicted with the same disease at the same time
Host Cell – living cell in which a virus replicates
Pandemic - outbreak of a disease prevalent over a whole country or the world
Provirus – viral DNA that is integrated into a host cell’s chromosome and replicated each time the host cell replicates
Retrovirus – type of viral replication where a virus uses reverse transcriptase to make DNA from viral RNA; the retroviral DNA is then integrated into the host cell’s chromosome
Sources:
NOVA ‘1918 Flu’ (12:33)
NOVA ‘Pandemic Flu’ video (6:02)
Create a DNA Fingerprint
Secrets of the Dead: Identifying Viruses
Flu Trackers
MI Flu Focus Report
Summary of the ecology of influenza virus
[pic]
Influenza: WHO Fact Sheet
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