Performance Tasks
1. Virus Article
Overview of the Assessment
The purpose of this formative assessment is to elicit students ideas about the relationship between structure and function of viruses. Students will research different types of viruses in Africa; West Nile virus, Yellow fever virus, Ebola virus and HIV. Students will then articulate their findings by writing a Time Magazine article. This assessment will be given after Benchmark lessons about virus structure, reproduction and transmission. The information will be used by the teacher in order to determine whether or not to move on to mutation/natural selection, or reinforce viruses by using different viral strains as an example in mutation lesson.
Target Objectives
This assessment target the following objectives:
Alignment with Texas Essential Knowledge and Skills (TEKS)
This assessment is aligned with following TEKS:
Biology
Overview of the Assessment
The purpose of this formative assessment is to elicit students ideas about the relationship between structure and function of viruses. Students will research different types of viruses in Africa; West Nile virus, Yellow fever virus, Ebola virus and HIV. Students will then articulate their findings by writing a Time Magazine article. This assessment will be given after Benchmark lessons about virus structure, reproduction and transmission. The information will be used by the teacher in order to determine whether or not to move on to mutation/natural selection, or reinforce viruses by using different viral strains as an example in mutation lesson.
Target Objectives
This assessment target the following objectives:
- Demonstrate their comprehension by being able to label the shape and structure of virus proteins.
- Distinguish differences and similarities between animal cells, plant cell, bacterial cells and viruses by making a Venn diagram.
- Predict the modes of viral infections or disease transmission by its structure
Alignment with Texas Essential Knowledge and Skills (TEKS)
This assessment is aligned with following TEKS:
Biology
- 4C- compare the structures of viruses to cells, describe viral reproduction, and describe the role of viruses in causing diseases such as human immunodeficiency virus (HIV) and influenza
- 15 A- write an analytical essay of sufficient length that includes: Effective introductory and concluding paragraphs and a variety of sentence structures; Rhetorical devices, and transitions between paragraphs; A controlling idea or thesis; An organizing structure appropriate to purpose, audience, and context; and Relevant information and valid inferences;
- 5 A- analyze how the character of a place is related to its political, economic, social, and cultural elements
- 5 B- interpret political, economic, social, and demographic indicators (gross domestic product per capita, life expectancy, literacy, and infant mortality) to determine the level of development and standard of living in nations using the terms Human Development Index, less developed, newly industrialized, and more developed
rubric.pdf | |
File Size: | 45 kb |
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2. Mutation Article
Overview of the Assessment
The purpose of this formative assessment is to elicit students ideas and tackle misconception about mutations by researching and writing an informative article about different types of mutations. This assessment about mutation will follow structure, reproduction and transmission of virus benchmark lessons. Students will use prior knowledge about viruses to make connections and articulate to the “Time Magazine” readers how different viral strains mutate. The article artifact will be used by the teacher to determine whether or not to move on to phylogeny lesson or review how natural selection acts on mutation.
Target Objectives
This assessment target the following objectives:
Alignment with Texas Essential Knowledge and Skills (TEKS)
This assessment is aligned with following TEKS:
Biology
Overview of the Assessment
The purpose of this formative assessment is to elicit students ideas and tackle misconception about mutations by researching and writing an informative article about different types of mutations. This assessment about mutation will follow structure, reproduction and transmission of virus benchmark lessons. Students will use prior knowledge about viruses to make connections and articulate to the “Time Magazine” readers how different viral strains mutate. The article artifact will be used by the teacher to determine whether or not to move on to phylogeny lesson or review how natural selection acts on mutation.
Target Objectives
This assessment target the following objectives:
- create an infographic about different types of mutations: nonsense, frameshift, substitution, deletion, etc,
- students will also explain how mutations are not all deleterious by demonstrating translation, and transcriptio
- research how bovine insulin supplemented human insulin for diabetics in the past.
Alignment with Texas Essential Knowledge and Skills (TEKS)
This assessment is aligned with following TEKS:
Biology
- 7C- analyze and evaluate how natural selection produces change in populations, not individuals
- 7E- analyze and evaluate the relationship of natural selection to adaptation and to the development of diversity in and among species
- 7F- analyze and evaluate the effects of other evolutionary mechanisms, including genetic drift, gene flow, mutation, and recombination
- 15 A- write an analytical essay of sufficient length that includes: Effective introductory and concluding paragraphs and a variety of sentence structures; Rhetorical devices, and transitions between paragraphs; A controlling idea or thesis; An organizing structure appropriate to purpose, audience, and context; and Relevant information and valid inferences
- 7 D- examine benefits and challenges of globalization, including connectivity, standard of living, pandemics, and loss of local culture
rubric.pdf | |
File Size: | 45 kb |
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3. Phylogeny Article
Overview of the Assessment
The purpose of this assessment is to prompt students to use prior knowledge about viruses, mutations and natural selection to create a phylogenetic tree illustrating the relationship between different HIV viral strains. After the phylogenetic tree benchmark lessons, students will be able to construct their own phylogenetic tree about HIV viral strains in Africa. Students will use it as evidence to absolve Bulgarian medics of infecting 400 childrens with HIV. They will articulate their argument by writing a mock “Time Magazine” article. Teachers will use this assessment to evaluate whether or not to move on, or review creating phylogenetic tree by using different organisms.
Target Objectives
This assessment target the following objectives:
This assessment is aligned with following TEKS:
Biology
Overview of the Assessment
The purpose of this assessment is to prompt students to use prior knowledge about viruses, mutations and natural selection to create a phylogenetic tree illustrating the relationship between different HIV viral strains. After the phylogenetic tree benchmark lessons, students will be able to construct their own phylogenetic tree about HIV viral strains in Africa. Students will use it as evidence to absolve Bulgarian medics of infecting 400 childrens with HIV. They will articulate their argument by writing a mock “Time Magazine” article. Teachers will use this assessment to evaluate whether or not to move on, or review creating phylogenetic tree by using different organisms.
Target Objectives
This assessment target the following objectives:
- Research information on the Benghazi HIV trial
- Student will use prior knowledge to come up with ways to support/refute Bulgarian medics innocence
- Create phylogenetic tree diagram showing relationships between HIV strains.
- Understand the significance of phylogeny to evolution by creating phylogeny tree of relationship between different viral strains on the computer using mind map apps.
This assessment is aligned with following TEKS:
Biology
- 7C- analyze and evaluate how natural selection produces change in populations, not individuals
- 7E- analyze and evaluate the relationship of natural selection to adaptation and to the development of diversity in and among species
- 7F- analyze and evaluate the effects of other evolutionary mechanisms, including genetic drift, gene flow, mutation, and recombination
- 15 A- write an analytical essay of sufficient length that includes: Effective introductory and concluding paragraphs and a variety of sentence structures; Rhetorical devices, and transitions between paragraphs; A controlling idea or thesis; An organizing structure appropriate to purpose, audience, and context; and Relevant information and valid inferences
- 7 D- examine benefits and challenges of globalization, including connectivity, standard of living, pandemics, and loss of local culture
rubric.pdf | |
File Size: | 45 kb |
File Type: |
Formative Assessment
Bell Ringer #2
Q1) Circle the best answer choice from the 4 answer choices provided. Cold sores are caused by the herpes simplex virus type 1. A company that wants to develop antiviral drugs would ask a research immunologist to study -- A the mechanism used by the virus to infect cell B how closely related the virus is to cold viruses C the metabolism of the virus D meiosis in the virus Q2) Next to the “wrong” answer choices explain in complete sentences why you did not choose that answer choice. |
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Exit Ticket #2
Q1) Typically, viruses form _______________ around their nucleic acid. A. an envelope B. a cell wall C. a capsid D. a cell membrane E. a capsule Q2) Next to the “wrong” answer choices explain in complete sentences why you did not choose that answer choice. |
Bell Ringer #4
Q1) The viral enzyme, _________, causes the host cell to synthesize a double strand of DNA complementary to the viral RNA. A. reverse transcriptase B. chemokinase C. virase D. replicase E. antiscriptase Q2) Next to the “wrong” answer choices explain in complete sentences why you did not choose that answer choice. |
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Exit Ticket #4
Q1) A person infected with the human immunodeficiency virus (HIV) may not have any symptoms for a period of time. During this period the virus affects the body by doing which of the following? A The virus produces toxins that weaken immune cells and prevent them from reproducing. B The virus damages immune cells while using their machinery to produce copies of itself. C The virus uses nutrients meant for immune cells to fuel its own cellular respiration D The virus changes the identity of the nucleotides of immune cells to prevent the immune system from functioning normally. Q2) Next to the “wrong” answer choices explain in complete sentences why you did not choose that answer choice. Q3) Why is it difficult to create a vaccine for viruses? |
Bell Ringer #6
Q1) The significance of frameshift mutation is that A. A different amino acid sequence results which is likely to affect the functioning of the final protein product. B. A different amino acid sequence results which is not likely to affect the functioning of the final protein product. C. No protein product will be produced. D. The protein product is unaffected. Q2) Next to the “wrong” answer choices explain in complete sentences why you did not choose that answer choice. |
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Exit Ticket #6
Q1) Circle the correct answer. A mutation is least likely to affect a cell when the mutation — A reverses the order of bases in a DNA strand B allows the total number of bases in a DNA sequence to remain the same C replaces a base with its complementary base D produces a triplet that codes for the same amino acid as the original triplet Q2) Next to each answer choice name the mutation type. Q3) Next to the “wrong” answer choices in question #1 state in a complete sentences why you did not choose that answer choice. |
Bell Ringer #10
Q1) A phylogenetic tree that is ʺrootedʺ is one A. that extends back to the origin of life on Earth. B. at whose base is located the common ancestor of all taxa depicted on that tree. C. that illustrates the rampant gene swapping that occurred early in lifeʹs history. D. that indicates our uncertainty about the evolutionary relationships of the taxa depicted on the tree. Q2) Next to the “wrong” answer choices explain in complete sentences why you did not choose that answer choice. |
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Exit Ticket #10
Q1) Circle the best answer choice from the 4 provided below. Having a standard taxonomic system benefits the scientific community by allowing scientists from all over the world to do which of the following? A. Have a common system for the classification of locations containing fossils B. Use a similar system to classify the impact of removing species from ecosystems C. Have a common understanding in the classification of organisms D. Understand how other scientists classify predator–prey relationships Q2) Next to the “wrong” answer choices explain in complete sentences why you did not choose that answer choice. |
Summative Assessment
Documentary
Overview of the Assessment
Students will create a documentary based on the three articles they have written on structure of virus/virus reproduction, mutation/natural selection and phylogeny. Students will work in groups of four. There will be four segments in the documentary. First segment will compare and contrast HIV virus and another virus; West Nile Virus, Yellow Fever Virus, or Ebola Virus. Second segment will be about how not all mutations are deleterious or beneficial but neutral. Third Segment will be about the phylogeny of the Benghazi HIV.
Target Objectives
This assessment target the following objectives:
Alignment with Texas Essential Knowledge and Skills (TEKS)
This assessment is aligned with following TEKS:
World Geography
Overview of the Assessment
Students will create a documentary based on the three articles they have written on structure of virus/virus reproduction, mutation/natural selection and phylogeny. Students will work in groups of four. There will be four segments in the documentary. First segment will compare and contrast HIV virus and another virus; West Nile Virus, Yellow Fever Virus, or Ebola Virus. Second segment will be about how not all mutations are deleterious or beneficial but neutral. Third Segment will be about the phylogeny of the Benghazi HIV.
Target Objectives
This assessment target the following objectives:
- Research information on the Benghazi HIV trial and write a pseudo-script documentary based on the trial
- Student will use prior knowledge to come up with ways to prove Bulgarian medics innocence
- Students will work in group of 4 to create, edit and film a documentary as their final artifact
Alignment with Texas Essential Knowledge and Skills (TEKS)
This assessment is aligned with following TEKS:
World Geography
- 5 A- analyze how the character of a place is related to its political, economic, social, and cultural elements
- 5 B- interpret political, economic, social, and demographic indicators (gross domestic product per capita, life expectancy, literacy, and infant mortality) to determine the level of development and standard of living in nations using the terms Human Development Index, less developed, newly industrialized, and more developed
- 7 B- explain how political, economic, social, and environmental push and pull factors and physical geography affect the routes and flows of human migration
- 7 D- examine benefits and challenges of globalization, including connectivity, standard of living, pandemics, and loss of local culture
- 6B -analyze script and storyboard development processes for a successful production;
- 6C- identify and participate in the team roles required for completion of a production;
- 6D- identify equipment, crew, and cast requirements for a scripted production; and
- 9D- apply knowledge of audio and video script production;
- 9G- demonstrate various videography techniques, including picture composition, video composition, audio composition, editing, and delivery;
- 9K- format digital information for effective communication for a defined audience with the use of appropriate camera perspectives, color techniques, and content selection.
documentaryrubric.pdf | |
File Size: | 54 kb |
File Type: |