VIRUS UNIT OF INSTRUCT ION - K KELLY
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VIRUSES By 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 assessstudent achievement. When students fully meet the above prescribed learning outcomes, then they will be able to: LEARNING CONTENT PROCESS HELPED LESSO INDICATORS GRAPH IC SUPPORTE TO N USED D BY VISUALIZE GRAPH IC THROUGH GRAPH IC #1 Introductory lesson Advance Organizer Awaken Prior Facts Knowledge #2 Identify criteria for classifying Direct Attention Direct Concepts organisms as living. Graphic Attention #3 Describe the basic structure of a Mental Model and Build Mental Facts virus. Near Transfer Models & Support Transfer of Learning #4 Define and give example of viral Procedure Steps to Procedure specificity - Part 1 Perform a Task. #5 Compare the lytic and lysogenic Memory Load and Minimize Process cycles, and identify the role of Far Transfer ( 2Memory Load the host cell. graphics) & Support Transfer of Learning & Accommodate Learner Differences #6 Define and give examples of viral - Concept (Build Build a mental Concept specificity - Part 2 mental models) model. #7 Define and give examples of viral Principles Displays Principles specificity- Part 3 scientific Principles #8 Describe the bodies basic lines Process Build Mental Process Models of how of defense. it works.
VIRUS UNIT OF INSTRUCT ION - K KELLY
Describe ways Describe the ways to reduced the spread of a viral disease.
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#10
Classify viruses as living or nonliving. Closure of Unit
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Factual
Direct Attention Advance Organizer
Support Transfer of Learning Memory Aid retrieval Direct Attention Awaken Know
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Facts
Concepts 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 coursesthat are required as pre-requisites for many college and university institutions. Those students that take this course will be more successful if they possessthe following characteristics:
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Cognitive – Medium - Strong skills in thinking, problem solving, concept understanding, and information processing are desirable. • Socia l – Medium - Strong skills in communicating with instructor as well as with peers. • Emotional – Medium – Strong skills in self (and peer) motivation, and selfregulation. 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.p df. 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, and o 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 accessto 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 classparticipants. 6. Introductory procedures: Lesson 1 will focus on getting started in the course. Pleaserefer 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 accessto view video clips and animations to help learn concepts. They will also be required to conduct some research (on the internet) on a viral diseaseof their choice. 8. Visuals: The visuals that will be used are described in the table above. The accessto 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
VIRUS UNIT OF INSTRUCT ION - K KELLY 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.
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