Introduction
Stage 3: Living World
Introduction to viruses
Task
Learning Objective:
Students, your objectives today is to find out
1. Is Coronavirus a living thing? Why/why not”
2. Can soap really kill/destroy the virus and assist the Coronavirus from spreading through our school population
You will be working in co-operative groups using the jigsaw strategy.
Remember, your Home Group is counting on you to bring back information to teach them, put your teaching hat on and use your best communication skills!!
Process
Expert Group 1:
1. Access the following link:
2. Take notes as you view the clip
3. Discuss with your Expert Group what you learned, ensuring you
-connect your learning to the lesson objectives
-connect your learning to the exploring you did with the oil, water and detergent
-discuss the similarities and differences between bacteria and viruses
4. Complete the Venn diagram
Clip on viruses for kids: Germs Movie for Kids Virus & Bacteria Introduction
Expert Group 2:
1. Access the following link
2. Take notes as you view the clip
3. Discuss with your Expert Group what you learned, ensuring you
-connect your learning to the lesson objectives
-connect your learning to the exploring you did with the oil, water and detergent
-discuss the similarities and differences between bacteria and viruses
-discuss how vaccines and medicines relate to both viruses and bacteria
4. Complete the Venn diagram
C lip on difference between bacteria and virus
Expert Group 3:
1. Access the following link:
2. Take notes as you view the clip
3. Discuss with your Expert Group what you learned, ensuring you
-connect your learning to the lesson objectives
-connect your learning to the exploring you did with the oil, water and detergent
-discuss how viruses replicate
-discuss the reasons why a virus is alive or not
4. Complete the Venn diagram
How do Viruses Work? (53 sec): https://education.abc.net.au/home#!/media/2238712/how-does-a-virus-work-
Expert Group 4:
1. Access the following link:
2. Take notes as you view the clip
3. Discuss with your Expert Group what you learned, ensuring you
-connect your learning to the lesson objectives
-connect your learning to the exploring you did with the oil, water and detergent
-discuss what effect soap has on the capsid that is made of fat/protein
-discuss what happens after 20 full seconds of washing with soap
4. Complete the Venn diagram
Clip on how soap destroys Covid: https://www.youtube.com/watch?v=-LKVUarhtvE
Evaluation
Did you enjoy your inquiry?
Please complete your exit slip.
You are now the Expert in your field and can return to teach your Home Group what you learnt.
Teacher Page
This lesson is part of a bigger unit on Stage 3 Living World . Students have already focused on the structural adaptations that animals and plants make over time to aid their survival. They are familiar with working in Co-operative groups and are aware of their accountability expectations.
The goal for this one lesson is to introduce students to pathogens, specifically viruses and help them relate it to the Coronavirus, which is very topical at the moment. The larger goal is that students will use this awareness to help educate the younger students within the school. It is anticipated that with an authentic task to complete students will remain highly motivated and embrace the opportunity to learn more about this quite abstract concept. At the end of this WebQuest students will be able to recognise that there are several types of pathogens, of which viruses are just one. Further they will become more familiar with the differences between viruses and bacteria and they will connect the learning to the experimenting completed earlier in the lesson. That is, they will learn that the Covid 19 virus is encased in a layer of fat which can be destroyed with soap.
Student Informal Assessment:
As students are working in their Expert Groups, the teacher will walk around and make an informal assessment on how the students are learning by walking around, making eye contact, looking over their shoulder, listening, asking questions. There are further opportunities for informal assessment by listening to anecdotal evidence as students engage in discussion within their Home Groups.
Students will record notes in their journal while viewing the clips. They will each complete a Venn diagram in their Expert group out before returning to their Home group.