Weekly Checkpoint Guide

Transcription

1 Weekly Checkpoint Guide Students will research and submit evidence of learning, read a case study, and create a containment plan presentation. Weekly checkpoints will ensure progress in the SB 149 IGC project. Student Task Week 1 1 Create a Triple Venn Diagram comparing and contrasting, prokaryote, eukaryote, and a virus. 2 Explain homeostasis and how the body maintains homeostasis at the cellular level when exposed to a virus. 3 Create a flow-map of both the lytic and lysogenic cycles of how a virus infects a host cell. 4 Write a paragraph explaining how the virus overtakes the replication process of the DNA. Week 2 5 Identify an RNA virus and a DNA virus. Explain why some vaccines are given once in your lifetime and why some vaccines need to be renewed periodically. 6 Explain how organisms evolve to avoid elimination. 7 Create a flow chart starting at the organismal level describing interactions that occur within three organ systems. Incorporate a feedback mechanism into at least one system that would restore homeostasis. Week 3 8 Describe a specific biome to include flora, fauna, and adaptations to the biome. Create a food web from that same biome. 9 Questions from the case study should be compiled and turned in. Week 4 10 Containment Plan - Graphic Organizer/Thinking Map Including: a description of the scenario concerns to the community, response and the containment of the viral outbreak. 11 Containment Plan - demonstrates understanding of the CDC s role in the scenario, conveys a realistic plan for dealing with the situation, and has interactions to impact decreasing the spread of the virus 12 Containment Plan - reflects how scientists analyze and interpret evidence to make decisions to solve problems. Week 5 13 Written summary includes an introduction - -Detailed description of the scenario 14 Written summary includes details about the virus - -Compare the structures of viruses to cells, describe viral reproduction and describe the role of viruses in causing diseases Page 1 of 7

2 15 Written summary includes details about the virus - -Compare the structures of viruses to cells, describe viral reproduction and describe the role of viruses in causing diseases 16 - Describe the interactions that occur among systems that perform the functions of regulations defense from injury or illness. 17 Written summary includes the effect of a viral outbreak on community 18 Written Summary Methodology -Probable methodology to contain the outbreak is presented and is well supported by research Week 6 19 Final Product Containment Plan Written Summary Presentation -Information will be form of a power point, multimedia or science board. Page 2 of 7

3 Presentation Assignment The student will provide a viral containment plan for a specific scenario that includes the virus and the situation that must be addressed. Essential Questions: How do viruses replicate and kill their host cells? How can we prevent the spread of disease? How is evidence used to solve problems and make decisions? Resources: Hunting the Ebola Reservoir Host Document McGraw Hill Biology textbook Internet Assignment: CDC website Read the case study Hunting the Ebola Reservoir Host ( 665). Use the 8 step AVID Reading Instructions Strategy to annotate the article. 1. Number the paragraphs 2. Underline the author s claims 3. Circle key words and key phrases 4. Annotate in margins (relate to something personally; clarify, etc) 5. Put a star where something seems important to you 6. Put a question mark by anything you have questions about 7. Summarize the article 8. Come up with three higher-level questions related to the article Answer the questions at the end of each reading section. Answers will be due in week 3. Based on the included information a final product will be created. The presentation can either be a power point, multimedia or science board. Grading will be based on the attached rubric. Use information found in the Ebola case study and the newly introduced scenario to develop a containment plan for a specific population (see below - Viral Scenario) by taking on the role of a Centers for Disease Control (CDC) Page 3 of 7

4 specialist. Research the virus in the Viral Scenario and determine all of the individuals and agencies that may be involved in dealing with the situation how to contain the virus, and evidence to support procedural decision-making. Small non-living particles, such as viruses, can have a global impact affecting individuals, populations, health care services, and governments (Why and how do viruses spread and kill with such speed?). Scientists analyze and interpret evidence to solve problems and make decisions. Scientists gather, classify, sequence, and interpret information and visual data to recognize how organisms, places and events shape our world. Page 4 of 7

5 Viral Scenario: Ebola: A businessman who has traveled internationally for the past two weeks comes home and becomes very ill about a week after he returns. Requirements: Create a containment plan, in the form of a thinking map or graphic organizer, for how the viral outbreak will be controlled including: a description of the scenario, concerns to the community, response and the conclusion of the viral outbreak. The plan needs to demonstrate an understanding of the CDC s role in the scenario, convey a realistic plan for dealing with the situation, and include interactions with other roles within the scenario Containment plan must reflect how scientists analyze and interpret evidence to make decisions to solve problems. Include a written summary/report of the methodology used to contain the viral outbreak. Report should include: Introduction to the virus and a detailed description of the scenario Important details about the virus o o Compare the structures of viruses to cells, describe viral reproduction and describe the role of viruses in causing diseases Describe the interactions that occur among systems that perform the functions of regulations defense from injury or illness. Effect of the viral outbreak on the community Probable methodology, supported by research, to contain the outbreak Page 5 of 7

6 Scoring Rubric TEKS Student Task Scoring* Week 1 Biol 4.A Student Task Biol 4.B Student Task Biol 6.B Student Task Biol 6.E Student Task Week 2 Biol 7.C Student Task Biol 7.E Student Task Biol 10.A Student Task Biol 11.A Biol 12.B Biol 12.C OVERALL SCORE (>50 is the passing standard) * Shows nearly Shows some complete understanding of understanding of the required the required Shows complete understanding of the required completely addressed all the Week 3 Student Task Student Task Week 4 Student Task Student Task Student Task Week 5 Student Task Student Task Student Task Student Task Student Task Student Task Week 6 Student Task Professional Representation Produces creative and innovative containment plan Demonstrates high standards for quality and neatness addresses almost all the addresses some, but not all the Shows limited understanding of the required addresses none of the Page 6 of 7

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