Lesson # 2

Curriculum Title: Science

Grade Level: 5th

Subject/Topic Areas: Microorganisms

Key Words: bacteria, viruses, reproduction, replicate, host, requirements of life
Students have to look at the big picture, review pass lessons, and know what the rules of life are. Viruses
fit the majority of these rules except one - that is reproduction. They need a host cell to replicate and
this debate has been going on for some time now as to what their classification should be. Students
(two groups of four to six) will make infographics using a variety of colors that will basically describe the
differences and likenesses between viruses, bacteria, including their methods of reproduction. Students
(two groups of four to six) will also have to provide video evidence of this comparison and contrasting
information. Students will working on a project based themed situation, because they will have to
collaborate and communicate their progress over a two week period to accomplish their goal. The
ultimate goal will be to put together the combined resources to answer that lingering question; should
viruses be considered microorganisms, why or why not?
Standards Addressed:
10e - describe the structure of viruses and the manner in which they infect living cells
10h - compare and contrast viruses with living organisms (GPS)
Big Idea / Concept:
Are viruses considered alive if they cant reproduce by themselves without the use of a host? They are
the smallest of all the microbes as well as the most harmful. Students can decide which category they
should fit in and justify their opinion. This was my original thought pattern initially; however students
will have the ability with the use of technology to prove their hypothesis. The use of simulated labs to
prevent the need for increased safety procedures when working with dangerous microbes is even better
for students.
Enduring Understanding: Students will know the difference between viruses and bacteria, They will also
be aware of treatment options if affected by either microbe.
Essential Question: Using evidence from our class discussions, research, and experiments students will
make a case for whether or not a virus should be or not be reclassified as a microorganism. Can a virus
be considered a microorganism? Students must justify their thinking.
Appropriate technologies and tools: Computers to research the three microorganisms that we normally
teach our students about. They are bacteria, viruses, and fungi. There will be additional comparison /
contrast discussions between students on the types of microorganisms. I want to ensure that my
students have the correct information and know the definition of a virus to communicate the accurate
responses. Theres creativity that students can achieve from incorporating the arts into otherwise
analytical subjects. When students cant actually utilize a physical lab; then as teachers we have be

creative and use the resources available. The Scientific Method has always been a format for
developing thoughts and ensuring that students stay aware of proving that their hypothesis is accurate
or not, however I have discovered some sites that are worth mentioning. (http://www. bp-game/virtuallabs-gram-staining/, http://www.hhmi.org/biointeractive/bacterial-identification-virtual-lab) I would
love for all my students to do hands-on activities, but in developing ideas, exploring solutions, and
having fun will only add to the retention and application of acquired knowledge.
What key knowledge, skills, & dispositions will students acquire as a result of this curriculum?
Students will have the correct information about microbes and know the definition of viruses to
communicate the accurate responses about which category they should be in.
KNOWLEDGE - Content students will remember: That viruses replicate with a host cell and not by
themselves. Bacteria use cell division or the process of mitosis to reproduce. Students will also know the
time limit for viruses and bacteria to reproduce, This information will bring mathematics into this
scenario (extension- case of an outbreak, epidemic or pandemic) This portion of the extension will
continue throughout the year at various times.
SKILLS - Students will be able to accurately explain and describe the replication process of viruses,
bacteria and fungi.
DISPOSITIONS - Building students beliefs and values toward: the scientific process, whereby students
can justify their ideas and beliefs in a clear and precise manner.
ASSESSMENT: Formative: spark prior learning experiences, initiates discussions, make students rethink
big ideas and constantly ask probing questions Summative: Student will be able to explain and
demonstrate an understanding of how the virus replicates and its harmful effects.
EXPLAIN: the difference between viruses and bacteria.
APPLY: their knowledge about viruses in determining if they should be considered a microorganism.
INTERPRET: that there are no beneficial viruses except one (cowpox).
EMPATHIZE: with the victims of the latest viral outbreak; Ebola We can also look at victims of the flu
because its more likely we will come in contact with this virus than Ebola.
GAIN PERSPECTIVE: that the viral debate has been raging for quite some time, however you have the
necessary tools to classify them as a microbe or not. GAIN SELF KNOWLEDGE: become experts not just
on viruses but on bacteria and fungi as well.
OVERCOME THE NAVE VIEW OF: (Misconceptions) Viruses are microorganisms and reproduce in order
to survive. There was in fact a beneficial virus that aided in the eradication of smallpox; cowpox. This is
only disease that was totally eradicated by mankind.