Module Title:

Bacteria and Viruses: Friend or Foe

 School: Rockford East High, 2929 Charles St., Rockford, Illinois  61108 (815-229-2100)

Developed by: 

Barb Penn and Verneen Rufino

Timelines for Implementation:  3 TO 4 weeks

Brief Description of Module: 

This module is to be used to introduce the students to the role of bacteria and/or viruses in their everyday life. Viruses and bacteria play important roles in the continuation of life and in the change of life on earth.

Purpose and Rationale of Module: 

The students will be able to show an understanding of the role of helpful bacteria and viruses in the production of foods, starting of illness, production of medicines, making of dyes for clothing and for making biological weapons of war. It is important to raise the level of awareness of the students about how these organisms reproduce and spread among the world’s population. This module also combines the loose ends of Biology by using the terms and concepts learned by the students in cell biology, biochemistry and genetics. 

Related State and District Learning Standards:

1C. Comprehend a broad range of reading materials.

3B. Compose well-organized and coherent writing for specific pur­poses and audiences.

6B. Investigate, represent and solve problems using number facts, operations (addition, subtraction, multiplication, division) and their properties, algorithms and relationships.

T4-4. The Cultural, Social, Economic, and Political Effects of Technology.

11.B: Understand the processes of scientific inquiry and technological design.

12.B: Know and apply concepts that describe how living things how living things interact with each other and with their environment.

13.B: Know and apply concepts that describe the interaction between science, technology and society.

Interdisciplinary Content Areas Involved in Module:

Science, Math, English and Technology

Industrial Partnership Activities:

Dean Foods, Kilburn Ave. Site for Cottage Cheese- Mr. Terry Fairfield, Q.A.

Rockford Police Dept. – Bioterrorism Unit and Bomb Squad- Detective Marc Walsh

Winnebago County Health Department—Lee Sanderson-Eads

Specialized References, Vendors, or Equipment:  None

Teaching Models

Memory/Mnemonics

Graphic Organizers

11

Inquiry

Progressive Part Method

Concept Attainment

2

Simulations

1

Advance Organizer

1

Concept Formation

Jurisprudential

2

Lecture

2

Concept Presentation

1

Direct Instruction

Reciprocal Teaching

Conceptualization

Training Model

5

Mastery Learning

Inductive Thinking

Synectics

Cooperative Learning

Deductive

Layered Curriculum

Psychomotor

Metaphorical

5

Other:  Role Playing

Model of Curricular Integration

Technology Utilization

(Check all that apply)

Pre-Identified Web Sites

Fragmented

x

Word Processing

Look in Lesson #2,8,10,18

Connected

Spreadsheets

Virtual tour of viruses at http://library.thinkquest.org/13373/main/main.htm

fig.cox.miami.edu/Faculty/Dana/monera.html           

hna.ffh.vic.gov.au/phb/hprot/food/fhpp/fp1.html

m.cfsan.fda.gov/~mow/intro.html

http://www.foodsafety.vic.gov.au/poisoning.ht#top

http://www.cellsalive.com/cells/3dcell.htm/

http://www-cyanosite.bio.purdue.edu/images/images.html

Nested

x

Presentation Software (e.g. Powerpoint)

Sequenced

x

E-Communications

Shared

Imaging (cameras, scanners etc.)

Level’s of Bloom’ Taxonomy

Webbed

x

Web Searches

6

Knowledge

x

Threaded

x

Multimedia

5

Comprehension

x

Integrated

Desktop Publishing

8

Application

Immersed

x

Video

10

Analysis

Networked

x

CAD

8

Synthesis

Webquest

1

Evaluation

x

Other (explain)

Opportunities for further curricula integration:

 The bilingual Spanish classes will be invited to participate in the implementation of this module. We will network with Maria Almaraz, bilingual science teacher.

Performance Tasks:

Students will have to draw a bin of a grain elevator and figure out how much of the three types of corn with be shipped by train, allowing only 3% damage. The students will use the CAD to draw the bin and will use their math skills as a team to solve the problem. (See Lesson #24)

Rubrics:  yes

Pre-Post Test in Module:    ___X_ Yes   ____No

Examples of Student Lessons:

Lesson Topic: 1- #1    Outbreak

Students will learn the characteristics of the virus and also about Virus Transmission and teaming in action. This video is about virus transmission caused by “a smuggled African monkey who spits on someone who kisses someone else who sneezes on a bunch of people, thus initiating the spread of a highly infectious mystery disease in a northern California ‘burb’. Dustin Hoffman leads a team of scientist in a search for the anti-serum, but it’s a secret government plot to exterminate the victims that literally send Hoffman and crew into action.” (Video Hound’s Golden Movie Retriever 1996) 

Anticipatory Set (Hook): What would you do if you were told to destroy the city of Rockford to save the rest of the world’s population? Do you think that you would have the courage or the right to do such a thing? Look at this video and then decide.

Daily Lesson Activities and Procedures: Day 1- The students will record things that are questionable as to being morally, ethically or legally right. Day 2 – The students need to write a defense for the destroying of the village and annihilating all life forms

For each activity, indicate which teaching model(s) you will use and which level of Bloom’s Taxonomy the students will achieve.

TM = Convergent Thinking

Blooms =Application, Synthesis,

Student Products: Written Report, Written Report, Other (Explain):Video