An investigation is when students have "the opportunity to use scientific inquiry and develop the ability to think and act in ways associated with inquiry, including asking questions, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, constructing and analyzing alternative explanations, and communicating scientific arguments" (NRC 1996, p. 105).
A benchmark lesson is where the teacher chooses the content to be covered through an interactive lecture. An interactive lecture is a "method of conveying concepts, ideas, facts, and information that invites- and sometimes demands- active learning by students" (Trimarchi 2002).
Day 1 & 2) Launch Event + Structure of Virus
Overview
Students will learn the structure of a virus by looking at a different examples. Students will create a rough sketch of the examples and then complete their sketch by doing research on the computer. Animal cell, bacterial cell, plant cell, and viral cell slides/pictures will also be available for students to compare and contrast difference between different types of cells and a virus. Objectives Students will be able to:
This lesson addresses the following TEKS:
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Schedule
5mins- Bell Ringer #1 10mins- Launch Event: Time Magazine letter and Anchor Video 10mins-“What do we need to know?” chart 25mins-Structure of Virus Lesson+ Activity 5mins- Exit Ticket #1 |
virusbenchmark.pdf | |
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Day 2) Virus Reproduction Lesson
Overview
Students will finish up the structure of virus lesson and activity. Students will then hypothesize how viruses replicate by its structure. Students will participate in team polling about virus structure and reproduction. Team polling question will give insight about student thinking and tackle misconceptions. Team poll questions In general, what is the relationship between the number of helper T cells and the viral concentration in the blood? How is viral reproduction different from animal cell reproduction? What is the relationship between viral structure and its function? |
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Schedule
5mins- Bell Ringer #2 10mins- Continue Structure of Virus 10mins- Virus Structure Discussion 25mins-Virus Reproduction Benchmark Lesson+ Team Polling 5mins- Exit Ticket #2 |
Day 3 & 4) Investigation: Modes of Transmission
Overview of the investigation
Students will be able to note multiple modes of transmission of a virus. Students will be broken up into groups and be presented with different case studies were they have to diagnose their patient and how each patient contracted their virus/disease. Objectives Students will be able to:
Alignment with Texas Essential Knowledge and Skills (TEKS) This investigation addresses the following TEKS:
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Schedule
Day 3: 5mins- Bell Ringer #3 10mins-Introducing investigation “How does structure and function related to viral transmission?” 40mins-Group Research Day 4: 20mins- Wrap up research 20mins- Students will create an infographic 10mins- Students will write a brief summary accompanying the infographic 5mins- Exit Ticket #3 |
Day 5) 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. Objectives Students will be able to:
Alignment with Texas Essential Knowledge and Skills (TEKS) This investigation addresses the following TEKS:
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Schedule
5mins- Handout Rubric 10mins- Explain Rubric for Time Magazine Article 35mins- Students will write a professional news article about viruses 5mins- Students will upload articles on Google docs |
Day 6) HIV/AID Vaccine
Overview of the lesson Students will be able to learn about HIV/AIDS by looking at different HIV/AIDS “facts” to learn the truth about HIV/AIDS. Different “truth strips” will be handed out to the class, and in groups they will have to collaborate to figure out if the content on the strip is true or false. (http://www.cdc.gov/excite/ScienceAmbassador/ambassador_pgm/lessonplans/hiv_mythBusters.pdf ) Objectives Students will be able to:
Alignment with Texas Essential Knowledge and Skills (TEKS) This lesson addresses the following TEKS:
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Schedule 5mins- Bell Ringer #4 45mins- 5E lesson “Why do we not have a vaccine for HIV?” 5mins- Exit Ticket #4 |
Day 7) Mutation Benchmark Lesson
Overview of the lesson Students will identify different types of mutations: point mutations, frameshift, reading frame, insertion, deletion, base substitution, transversion, transition, silent and nonsense mutations. Students will recognize how gene mutations affect replication, transcription, translation and, might change the genetic code and affect protein folding. Objectives Students will be able to:
This lesson addresses the following TEKS:
Place Mat Activity Question What mutations would occur if 5' AAG CTT GAA TTC 3' would change to 5' AAA CTT GAA TTC 3' ? Explain. Mutating DNA Sequence Activity Students will be assigned to groups of 3-4. They will be given a starting RNA sequence that they will have to translate to its corresponding amino acids. Students will then be guided through a series of different mutations that include: missense point mutation, frame-shift mutation, silent point mutation, insertion, and inversion. Each group will have to answer a series of questions such as describing what they observed and explaining what mutations are the most dangerous. The following link provides the complete activity description in further detail. |
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Schedule Due: Virus Article 5mins- Bell Ringer #5 15mins- Types of Mutation Benchmark Lesson+ Place Mat 30mins- Mutating DNA Sequence Activity 5mins- Exit Ticket #5 |
Day 8 & 9) Investigation: Mutation Case Study + Intro Natural Selection
Overview of the investigation Students will be able to research the causes of sickle cell anemia by analyzing patient’s case study. The students will receive a patient’s RNA sequence and will then have to code the sequence with corresponding amino acids. Students will then be able to compare the differences between their patients mutated hemoglobin protein sequence to that of a normal hemoglobin protein sequence. They will identify and explain what type of mutation leads to the development of sickle cell anemia. Objectives Students will be able to:
Alignment with Texas Essential Knowledge and Skills (TEKS) This investigation addresses the following TEKS:
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Schedule Day 8: 10mins- Pass out and explain Investigation handout 40mins- Group Research and create a poster. Driving question: “What causes of sickle cell anemia?” 5mins- Wrap up research and hang up posters. Day 9: 15mins- Socratic discussion about sickle cell anemia 35mins- 5E lesson “Natural Selection on Darwin’s Finches” 5mins- Wrap up and collect Material |
Day 10) Mutations 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. Objectives Students will be able to:
Alignment with Texas Essential Knowledge and Skills (TEKS) This investigation addresses the following TEKS: Language Arts
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Schedule
5mins- Bell Ringer #6 5mins- Handout Rubric for Time Magazine Article 35mins- Students will write a professional news article about mutation and upload articles on Google docs 5mins- Exit Ticket #6 |
Day 11, & 12) Investigation: Natural Selection
Overview Students will research examples of one of four processes of natural selection (genetic drift, fitness, gene flow or sexual selection) in order to expand their definition of natural selection. Student will work in groups of 2 to create poster and participate in a gallery walk. Students will be able to distinguish mutation as a major source of genetic variation by researching 2 examples of either genetic drift, fitness, gene flow or sexual selection observable in the natural world. Objectives Students will be able to:
Alignment with Texas Essential Knowledge and Skills (TEKS) This investigation addresses the following TEKS: Biology
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Schedule
Day 11: 5mins- Bell Ringer #7 15mins- “What is Natural Selection? How does it occur?” Launch Event 35mins- Students in groups of 2 will research one of 4 processes of natural selection. Day 12: Due: Mutation Article 5mins- Pass out Presentation Rubric 40mins- Continue group work and create presentation 5mins- Wrap up and save file 5mins- Exit Ticket #7 |
Day 13) Presentation + Gallery Walk
Overview of Assessment The purpose of this formative assessment is for students to articulate their ideas about processes of natural selection by presenting a poster/PPT to an audience. This assessment about natural selection will evaluate how well students are able to identify gene flow, sexual selection, fitness, coevolution and genetic drift in specific and natural example. Students will use prior knowledge about cell replication, translation, transcription, mutation, and viruses to make connections. The poster and presentation 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. |
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Schedule
5mins- Students will hang their presentation around the room 30mins-Students will participate in gallery walk while filling out Q&A sheet 20mins- Socratic Discussion and Wrap Up |
Day 14) Revise Articles
Overview Student will revise both the virus and mutation articles by participating in a round robin Peer Edit activity. There will be 3 students per group. Students will pass their virus articles to the person on their right to edit. After, student will pass the articles back to the rightful owner. Then students will pass their mutation articles to the person on their left to edit. After the students will pass the articles back to the rightful owner. Student will then get on the computer and make the necessary changes on Google Docs. |
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Schedule
15mins- Pass back teacher revised Virus and Mutation Articles 35mins- Students will peer edit articles 5mins- Wrap up |
Day 15 ) Phylogeny of Cell Phones
Overview of the lesson Students will be able to construct of phylogeny using different cell phone types. This activity will lead into phylogeny and its significance to evolution. Objectives Students will be able to:
Alignment with Texas Essential Knowledge and Skills (TEKS) This lesson addresses the following TEKS:
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Schedule
Day 15: 5mins- Bell Ringer #8 45mins- 5E “How have cell phones evolved?” Lesson Plan 5mins- Exit Ticket #8 |
Day 16 & 17) Evidence of Common Ancestry
Overview of the lesson
Students will be able to research if certain structures are found in specific animals and fill out the corresponding chart. Students will then be able to use this information to build a venn diagram and a cladogram to show evidence of common ancestry. Students will be able to discuss connection between homologous structures and how they are important to evolution. Objectives Students will be able to:
Alignment with Texas Essential Knowledge and Skills (TEKS) This lesson addresses the following TEKS:
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Schedule
Day 16: 5mins- Bell Ringer #9 5mins- Video 30 min- Cladogram Worksheet and Venn Diagram 10 min- Collaboration 5mins- Exit Ticket #9 5mins- Video 15mins- Continue group work + create phylogenetic tree using evidence of common ancestry 10mins- Collaborate 15mins- Present phylogenetic tree 10mins- Group Discussion |
Day 18 & 19) Investigation: Phylogeny of Benghazi HIV
Overview of the investigation Students will be able to research the Benghazi HIV trial. Each student will receive a brief article to the trial, and use prior knowledge of evolution and virus to prove the Bulgarian medics. Objectives Students will be able to:
Alignment with Texas Essential Knowledge and Skills (TEKS) This investigation addresses the following TEKS:
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Schedule
Day 18: 5mins- Bell Ringer #10 10mins-Review Benghazi incident and goals 10mins-Launch Event, driving question; “What is the relationship between the HIV strain in the region and HIV strain present in the 400 infected children? 25mins- Group work/ research 5mins- Wrap up Day 19: 5mins- Pass out rubric 20mins- continue group work+ create two phylogenetic tree(one proving innocence, one proving guilt) 10mins- Group Discussion, compare and contrast trees between groups 15mins- Revise tree 5mins- Exit Ticket #10 |
Day 20) 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. Objectives Students will be able to:
Alignment with Texas Essential Knowledge and Skills (TEKS) This investigation addresses the following TEKS:
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Schedule
5mins- Handout Rubric for Time Magazine Article 45mins- Students will write a professional news article about viruses and upload articles on Google docs 5mins- Wrap up |
Day 21-23) Script Writing
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. The last segment will be on the groups stance regarding the innocence of the Libyan medics in the Benghazi HIV trial. Objectives Students will be able to:
Alignment with Texas Essential Knowledge and Skills (TEKS) This investigation addresses the following TEKS: Digital Video and Audio Design
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Schedule
Day 21: 5mins- Handout rubric 15mins- Explain rubric for documentary script 10mins- Place students into groups of 4 & assigned roles 25mins- Students will write documentary script + upload on to Google Docs Day 22: Due: Phylogeny Article 50mins- Students will continue write documentary script + meet with teacher to check progress 5mins- Wrap up Day 23: 15mins- Students will finishing writing scripts 20mins- Peer Edit Scripts 15mins-Revise scripts and turn it in 5mins- Wrap up |
Day 24 & 25) Filming
Overview Students will begin filming their documentaries in their assigned groups. A student in each group will be required to present one of the four segments, as well as direct and video record a segment. Objectives Students will be able to:
Alignment with Texas Essential Knowledge and Skills (TEKS) This investigation addresses the following TEKS: Digital Video and Audio Design
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Schedule
Day 24: 5mins- Bell Ringer #16 15mins- Operating Camera benchmark lesson 15mins- Students will practice using cameras in the classroom 20mins- Start filming 5mins- Wrap up Day 25: 5mins- Pass out rubric for documentary video 30mins- continue filming 15mins- download video on to a computer for Monday |
Day 26-28) Video Sequencing
Overview Students will learn to edit their videos on iMovie (or a video editing program of choice). The sequencing of the documentary should be in the order provided which is:
Objectives Students will be able to:
Alignment with Texas Essential Knowledge and Skills (TEKS) This investigation addresses the following TEKS: Digital Video and Audio Design
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Schedule
Day 26: 5mins- Handout video sequence 15mins- Video Sequencing Benchmark Lesson 25mins- Practice using different effects. 10mins- Example of good documentaries Day 27: 45mins- Continue Video Sequencing+ compile all your articles into a “complete” Time Magazine 10mins- Wrap up + discussion Day 28: 20mins- Continue video sequencing + Time Magazine 10mins-Peer Edit 15mins- Revise documentary 10mins- Arrange order of presentation |
Day 29 & 30) Documentary Viewing
Overview Each group will be able to present their documentary, providing a brief overview of what their documentary is about and answer questions (if any) at the end of their 10 minute documentary. Students who are viewing the documentary will have to answer the following questions on a sheet a paper and turn them in for a participation grade.
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Schedule
Day 29: 5mins-Bell Ringer #19 12mins- 1st group presentation (2mins Q&A) 12mins-2nd group 12mins- 3rd group 12mins-4th group Day 30: 5min- Bell Ringer #20 12mins- 5th group 12mins-6th group 12mins-7th group 12mins-8th group |
Reference List
National Research Council (NRC). 1996. National science education standards. Washington, DC: National Academy Press.
Trimarchi, R. (2002). Drawing out the quiet voices: Making science lectures accessible to all students. The Science Teacher.
Trimarchi, R. (2002). Drawing out the quiet voices: Making science lectures accessible to all students. The Science Teacher.