Virus Outbreak

   Contents

 Task

In this activity, students will simulate the uncontrolled spread of a disease through a population. Students will then conduct an epidemiological study to locate "patient zero".

 GPS Addressed (click [+] to expand)

    Co-Requisite: Characteristics of Science

    Habits of Mind

    [-] SCSh1. Students will evaluate the importance of curiosity, honesty, openness, and skepticism in science.
      a. Exhibit the above traits in their own activities.
    [-] SCSh2. Students will use standard safety practices for all classroom laboratory and field investigations.
     

    a. Follow correct procedures for use of scientific apparatus.
    b. Demonstrate appropriate technique in all laboratory situations.
    c. Follow correct protocol for identifying and reporting safety problems and violations.
    [-] SCSh3. Students will identify and investigate problems scientifically.
     

    c. Collect, organize, and record appropriate data.
    e. Develop reasonable conclusions based on data collected.

    Nature of Science

    [-] SCSh7. Students will analyze how scientific knowledge is developed.
     

    d. Hypotheses often cause scientists to develop new experiments that produce additional
    data.

    [-] SCSh8. Students will understand important features of the process of scientific inquiry.
    Students will apply the following to inquiry learning practices:
     

    a. Scientific investigators control the conditions of their experiments in order to produce
    valuable data.

    Content

    [-] SB3. Students will derive the relationship between single-celled and multi-celled organisms and the increasing complexity of systems.
     

    d. Compare and contrast viruses with living organisms.

     


 Video (duration: 16:37)

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Use these questions to guide your thinking about some of the important teacher ideas in the lesson featured in the video clip.

  1. How does Ms. Worley engage her students in the problem?
  2. Consider how Ms. Worley promotes standard safety practices.
  3. How do students use the data to develop an explanation of who "patient zero" was?
  4. How did Ms. Worley encourage her students to think beyond the limits of the classroom?

 Classroom Materials / Lesson Outlines