VIRUS UNIT OF INSTRUCTION - K KELLY 1

VIRUSESVIRUSESBy Karen Kelly

EdTech 506; Section 4172

1. Unit Goals: This Biology 11 unit has been taken from the mandated curriculum at: http://www.bced.gov.bc.ca/irp/bio1112_06.pdf. It is a part of the Microbiology Unit (Viruses and Bacteria), and is 1 of 8 Key Elements that make up the foundation of the course. The virus unit has 2 Prescribed Learning Outcomes:

a) Evaluate the evidence used to classify viruses as living or non living, and b) Evaluate the effects of viruses on human health.

2. Specific ways to relate goal(s) to curriculum: The following set of indicators will be used to assess student achievement. When students fully meet the above prescribed learning outcomes, then they will be able to:

LESSON INDICATORS GRAPHIC USED

LEARNING PROCESS

SUPPORTED BY GRAPHIC

CONTENT HELPED TO VISUALIZE THROUGH GRAPHIC

#1 Introductory lesson Advance Organizer Awaken Prior Knowledge

Facts

#2 Identify criteria for classifying organisms as living.

Direct Attention Graphic

Direct Attention

Concepts

#3 Describe the basic structure of a virus.

Mental Model and Near Transfer

Build Mental Models & Support Transfer of Learning

Facts

#4 Define and give example of viral specificity - Part 1

Procedure Steps to Perform a Task.

Procedure

#5 Compare the lytic and lysogenic cycles, and identify the role of the host cell.

Memory Load and Far Transfer ( 2- graphics)

Minimize Memory Load & Support Transfer of Learning & Accommodate Learner Differences

Process

#6 Define and give examples of viral specificity - Part 2

- Concept (Build mental models)

Build a mental model.

Concept

#7 Define and give examples of viral specificity- Part 3

Principles Displays scientific Principles

Principles

#8 Describe the bodies basic lines

of defense.

Process Build Mental Models of how it works.

Process

#9 Describe waysDescribe the ways to reduced

Support Transfer of Facts

the spread of a viral disease. Factual Learning Memory Aid retrieval

#10 Classify viruses as living or nonliving.

Direct Attention Direct Attention

Concepts

#11 Closure of Unit Advance Organizer Awaken Know Facts

3. Characteristics of the students for whom this unit is intended: This unit supports an academic Biology 11 course, and is part of the Science 11 academic stream of courses that are required as pre-requisites for many college and university institutions. Those students that take this course will be more successful if they possess the following characteristics:

Cognitive – Medium - Strong skills in thinking, problem solving, concept understanding, and information processing are desirable.

Social – Medium - Strong skills in communicating with instructor as well as with peers.

Emotional – Medium – Strong skills in self (and peer) motivation, and self-regulation. Empathetic towards peers.

Physical – Able to use a keyboard, and telephone.For more on general characteristics of teenagers, please refer to http://www.projectwheelbarrow.org/Documents/Characteristicsof14_16YearOlds.pdf.

For ideas of Assistive Technology, please refer here.

4. Student’s Present Level of Performance and Knowledge:

Students are required to have successfully completed Science 10 (min C+), and

Students must have the ability:o To type on a keyboard,o To use the internet to search and retrieve information, o To use a word processing package and a printer, ando To communicate via email

5. Classroom Layout and grouping of students: This unit will be prepared as a fully online unit. Each student needs to have access to a computer with Internet, and a method of emailing. Students will primarily work individually on the unit, however they will be required to communicate with fellow class participants.6. Introductory procedures: Lesson 1 will focus on getting started in the course. Please refer to it for the introductory procedures.7. Materials and media: I will use information that I create, information that I have collected on the internet and readings from the text. Students will have access to view video clips and animations to help learn concepts. They will also be required to conduct some research (on the internet) on a viral disease of their choice.8. Visuals: The visuals that will be used are described in the table above. The access to Defining the Visual Context is at the top of this unit page.9. Assessment and evaluation of learner understanding: The learner will be required to hand in a number of assignments to check for understanding (~ 60%). I will also be encouraging collaboration and discussion and have (~ 25%) of the units grade allocated to this. I will be asking the students to do a week -long virus project ,which will be (~ 15 %) of the unit.10. Relate assessment instruments to the outcomes stated in the goals: I will create rubrics to evaluate the work.