This lesson plan aims to teach students about viruses through several interactive activities. Students will first participate in a demonstration called "Infected" to learn about how a virus can spread through a population and the concept of a "Patient Zero". They will then learn about the anatomy and life cycle of viruses through a discussion and activity where they arrange the steps of viral replication. Students will also work in groups to build models of lethal hybrid viruses to understand how viruses can reassort their RNA and create more virulent strains. The lesson concludes with a game of Microbingo to review virus terminology.

1. Mar 7 CristinaPeterGr 11 Biology
Unitand/or Day (Title):The “Real Zombies”:Viruses
Expectations/LearningGoals:
At the endof this lesson,studentswill:
 Developanunderstandingof the spreadof a virusthrougha populationandhow the spreadof disease canbe
traced back toPatientZero
 Asseslinkagesbetweenhistorical pandemics (InfluenzaA in1918) and currenteventscause by virusesinthe
environment
 Develop appropriateterminologyrelatedtothe structure,anatomy and“life”cycle of viruses andexplainthe
methodof viral infectionandreproductionof viruses
 Buildmodelsof Avian-HumanHybridVirusestobetterunderstandreassortmentof RNA todevelopmore
virulentstrainsof viruses
Time:10min
Before:MindsOn
HAND OUT FIELD TRIP FORMS (DUEFRIDAY, MARCH 9TH
)
“ Infected” Demo(10 min)
 Ask studentstotake a glassfilledwithclearliquidandpour/trade theirliquidwith
3 otherclassmates
 Afterstudentshave finishedsharing,adddropsof a base indicatorintoeach
students’glass.If theirsolutionisbasic,the have beenaffected
 Students canthentrace back theirexposure tothe virustodetermine “Patient
Zero”
Materials
 “Infected”
demo
materials
Time:55min
During: Action!
Viruses:Anatomy and Life Cycle (30 min)
 Studentswill share whattheyknow aboutepidemicscausedbyvirusesandhow
virusescanbe transmittedfrompersontoperson
 We will discussthe pandemicin 1918 and how thiswas transmitted
 We will thenmake the linkbetweenthe 1918 pandemicandthe more current
avianfluvirus,whichwe will lookatinmore detail
 Studentswill be ledthroughadiscussion-basedlecture onvirusesandhow theyact
to infecthostorganisms
 Afterviewashort NPRvideowhichdescribesthe stepsof virusreplication students
will be pairedintogroupstorearrange the jumbledstepsof viral replicationinthe
cell
 Whenstudentshave finishedplacingthe stepsinorder,we will correctthe stepsasa
class
How to make a Lethal Hybrid Virus Model (10 min)
 We will thenreturntoour discussionof the avianfluanddiscusswhythisflucould
be so deadly
 Studentswill separateintogroups(2pairstogether) andwill make theirownmodel
of a virusmodel
 As a classwe will create datato show the developmentof adeadlyvirusthrough
reassortment
Materials
 PowerPoint
 Studentnotes
handout
 Virus
Replication
Jumbled
Board Pieces
 Lethal Hybrid
Model
supplies
Consolidation(15 min)
Microbingo
 As studentshave aquizto prepare for,we will playaquickroundof Microbingoat
the endof the class,whichwill include virusterminology
NextSteps
 Tomorrowwe will have ourMicroorganismQuiz,be introducedtoourSuperHero/Super VillainMicroorganism
Assignmentandwatchthe firstpart of OsmosisJones

2. Mar 7 CristinaPeterGr 11 Biology