What Makes a Good Virus?

A four-week investigation for tenth-grade biology students

Courtney Conklin Cconklin@antioch.edu Curriculum Design Antioch University New England Spring 2013
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Table of Contents
Introduction for Teacher Guiding Question, Scope & Sequence Macro Curriculum Science Standards Addressed Welcome Letter for Students Challenge Board Micro Curricula Week 1, Day 1 Week 1, Day 2 Week 1, Day 3 Week 1, Day 4 Week 1, Day 5 Week 2, Day 2 Week 2, Day 3 Week 2, Day 5 Week 3, Day 2 Week 3, Day 3 Assessment Criteria Final Notes 3 5 7 8 9 10 11 11 15 18 20 22 23 25 27 28 29 30

May 12, 2013 Dear Teacher, Thank you for your interest in this curriculum; it is the culmination of a semester-long graduate course, through Antioch University New England, focused on designing meaningful, inquiry-based problem-solving science curriculum. In an attempt to design a month-long unit which encompasses both the breadth in scope desired by the schoolfrom DNA transcription, translation and replication, to the function of the immune system, the mechanism of virus replication, the means by which viruses are eradicated (through natural evolution and human technology) and an in-depth and specific study of Human Immunodeficiency Virus (HIV) and Acquired Autoimmune Deficiency Syndrome (AIDS) and the depth that I believe is necessary for students to internalize these abstract and difficult concepts and to truly construct their own understanding of them, I have a learned what a challenging process curriculum design is. I have tried to maintain as much breadth in scope as possible, while also seeking to get at the essence of the concepts. The essential question, What Makes a Good Virus?, guides this four-week unit, and hopefully provides overarching coherence for the various mini-challenges and labs outlined below. The process for designing this curriculum involved many revisions and an ever-evolving series of projects. I began to design an over-arching challenge with tomato plants and the tobacco mosaic virus (TMV- the first virus ever discovered), as the plants and virus are readily available, affordable and results would be visible within the timeframe of the unit. However, since there is no cure for TMV, I was afraid a student could walk away with a reaction such as, Great, I learned how to slowly kill a plant. While it was inquiry-based, student-oriented and challenged students in new ways, I eventually discarded it as I thought it didnt get at the true essence of my guiding question. Next, I thought, Ill give them all warts! Well, sort of. I thought I could give the students healthy mice or rats and challenge them to infect the animal with warts and then cure it within four to six weeks. I stayed with this idea for a whilethere was so much to be done with it! I thought it was inquiry-based, got at the essence of my unit, encompassed the guiding question, was relevant, engaging, exciting and involved real risk. But, that was the problema little too much risk. I wont kill even an ant, and Im opposed to animal testing. How could I design a unit that, though likely harmless, carries the risk of harming a sentient being? I knew that I liked the theory of the experiment, but I also knew that Id never be able to put it into practice. Its all about living our values, right? If I wouldnt be able or willing to slaughter a cow, I cant rightly justify eating a hamburger. Which brings me to Dr. Wang. I found this recent study1 by Dr. David Wang and an internationallybased team of scientists which found that Nematodes (round worms) are actually naturally infected by a few different virusesthe Orsay virus specifically attacks the C. elegans worm. This is fairly significant, because in a six-month period C. elegans can produce more than fifty generations, so viral mutation, host immunity and host-pathogen co-evolution would be evident within a few short weeks. The Orsay virus breaks down the intestinal cell structure within the worm, so the infected worms show visibly (under a microscope) amorphous intestines; whereas, a healthy worm shows a cellular structured intestine. I contacted Dr. Wang as soon as I finished reading his report, but did not hear back from him, so I was still struggling to develop an inquiry-based overarching challenge that aligned with my bottom lines and my ethical sentiments. Then, the last week in April, I received a call from one of his Ph.D. students who is doing doctoral work on nematode viruses, and was interested in forming a potential
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Wang, Dr. David. Natural and Experimental Infection of Caenorhabditis Nematodes by Novel Viruses Related to Nodaviruses. http://www.plosbiology.org/article/info:doi/10.1371/journal.pbio.1000586

partnership! He offered to help me with the vectors of the virus (how it spreads, how immunity can be developed, etc.), and to provide support for students in the future. My view of the challenge is this: students will brainstorm on the first day of the unit what they want to learn about viruses (see anticipation guide). Then, in pairs, they will design an experiment relating to some aspect of viruses, and implement it throughout the four-week unit. They will have the opportunity to Skype chat with Dr. Wang (or his Ph.D. student) at the beginning of their experiments and towards the end of the unit. The students will have the chance, if desired, to redesign their experiments after analyzing the results of the first two weeks. They will receive two healthy worms, one male and one hermaphrodite, and a small amount of virus, initially. Worm food ( E. coli) and additional viral strains can be earned throughout the unit through successful completion of minichallenges. The other over-arching project helping to make this unit coherent is the textbook Ive chosen to use. It is a non-fiction account of hot viruses (incredibly virulent ones) entitled The Hot Zone. Though graphic at times, the book is engaging and fascinating; I found that it brought abstract concepts to life in a relevant and somewhat terrifying way. I hope students will find it to be equally compelling. My goal is for content internalized through the book and class discussions around it, combined with a research project, a presentation on one virus, a challenge board project and inquiry-based mini-lab activities will be synthesized into a deep understanding of the importance of viruses and a desire for continued study and learning outside the classroom. Ive chosen the word empowering to represent the bottom lines of my curriculum. If this curriculum doesnt empower students to feel confident in themselves and spark their desire for continued learning, then it has not succeeded. I have sought to design a curriculum which is: E-Equitably Engaging: it values all students contributions and opinions equally; it seeks to engage all learning styles M-Misconceptions Confronted: through hands-on activities P-Project-Based Learning: in which students decide the project that excites them O-Oriented around the Student: teacher as facilitator W-Wonder!: promotes a lasting fascination and desire to learn E-Examines Real & Relevant Problems R-Rich in Content: rooted in standards I-Inquiry-Based N-New Ideas Generated: through students constructing their own meaning G-Gives Back to the Community: makes a positive difference in the lives of others Thank you again for your time and interest. I would appreciate any feedback or input as I will continue to redesign this curriculum in the future. Sincerely, Courtney Conklin Cconklin@antioch.edu (410) 292-5990

Essential GoalsWhat Makes a Good Virus? The essential goal of my month-long curriculum is for students to master the following concepts: What viruses are and how they infect hosts How viruses replicate and how our immune system fights them How vaccines are created and how they can eradicate viruses How HIV is different from other viruses and how we can fight it It is my understanding that students will already have learned about: The form and function of DNA, RNA and bacteria DNA (and RNA) transcription, translation and replication Fundamentals of evolution and natural selection

Seeking CoherenceScope and Sequence Week 1: Virus form and function Week one begins with a discrepant event challenging students potential misconceptions about viruses by exploring the amount of viral particles in ocean water. Hopefully, this will encourage students to begin to see viruses in a new way and to begin to consider their ubiquitous nature. In attempt to create reciprocity and a democratic space, students will have an opportunity to brainstorm questions they have about virus form and function (and others) to ensure their own inquiries are addressed throughout the unit. The first week also introduces three over-arching unit projects to students researching and presenting a lecture on one virus, the reading and discussion of The Hot Zone and the research project of infecting and curing nematode worms. Students will receive their initial (F 1 generation) pair of worms, and will begin to design their experiment with support and input from one of Dr. Wangs PhD students. Week 2: Viral replication The second week delves into the mechanisms by which viruses replicate, addressing the lytic and lysogenic cycles and the implications for infection associated with each. From there, students will investigate how the bodys immune system fights viruses and, subsequently, how viruses mutate. They will internalize this learning in their partner worm experiments by infecting their worms and trying to cure them, or through a unique, partner-designed experiment. Students will continue reading and discussing The Hot Zone and they will present three-minute lectures to the class describing how their assigned virus attacks, replicates and mutates. Week 3: Eradicating virusesthe immune system, vaccines and drugs Week three builds on knowledge from the first two weeks, and begins with a study of another means by which viruses are eradicatedthrough vaccination and drug therapy. The beginning of the secondhalf of the unit provides students with the opportunity to redesign their experiment given the results and findings from the first two weeks. In pairs, students will begin crafting their final scientific report, a product which would ideally be of such quality that Dr. Wang would find that they add knowledge to the field. As the third week comes to a close, students will begin to investigate HIV and how it differs from the other viruses studied in the previous weeks. Week 4: Retroviruses (specifically HIV) and potential eradication During the final week of this unit, students will complete their experimentation on the worms and finish their scientific reports. They will present their individual Challenge Board projects and will take an open-ended questionnaire (summative assessment) regarding The Hot Zone. They will have the opportunity to ask questions of a guest speaker, Greg Satorie, who has been living with HIV for over thirty years, and has avoided drug therapy. Finally, students will revisit the inquiries they brainstormed at the beginning of the unit to ensure they are satisfied with their own learning goals and achievement. A Note about Homework My original design for this curriculum included several more mini-challenge activities than are included in this version. In an attempt to design for no homework assignments, I had to remove some activities to allow in-class time for students to work on their Challenge Board projects and to do inclass reading for The Hot Zone. If youre interested in a modified version of this unit which includes more in-class activities and assigns some reading outside of class please let me know.

Macro Curriculum
Guiding Questio ns What mak es a good virus ? What is a virus? How do viruses infect? How do viruses reproduce? How do viruses reproduce? Look at F2 generation Design and Implement cure for f1 generation (or differentiated project) Monday The Motion of the Oceanwill you swim in it this summer? What would you like to know about viruses? Can Worms Cure HIV? Meet your new pets Tuesday Can you infect your worm? Mini-challenge #1 Just like Jackalopes Textbook distribution: The Hot Zone Wednesday Are viruses dead or alive? Are they parasites? Popcorn read Something in the Forest & guided discussion Pick your Poison Introduce & select a topic for individual project Thursday Can you cure diseases? Look at example of SARS vaccine project Check in on The Hot Zone (generate questions) Skype chat with scientists Design partner plans for project What do you want to test? Friday How does a virus spread? Mini-Challenge #2 Mating Lab

How do we fight back? Immune System Mini-Challenge #3 Discuss Ebola River Partner-review presentations Hows your experiment going? Beyond the Immune System: Vaccines Moral Dilemma #1 Could you vaccinate f3?

One step ahead of you! Virus Mutations Why were Ebola Sudan, Ebola Zaire and Marburg different? Influenza Vaccine Lab Drug therapy How do drugs treat viruses? Mini-Challenge #4 Whats up, Doc? Students determine the illness based upon symptoms of opportunistic infections

Case Study Presentations Is f1 cured? Is f2 sick? Can we produce a virus-resistant offspring? (or other project)

Case Study Presentations Formative Assessment in the form of relay challenge based on presentations

How can we eradicate them? Should we?

Why do viruses lay dormant? (in the world and in the body) Why dont they die? Hostpathogen coevolution? When someone sneezes on you, should you say bless you, F*$% you or thank you? Halfway pointwrite report of first half for scientists & redesign if necessary

How is HIV different from other viruses? Rapid mutations using DNA replication to its advantage, not killing host quickly, massive infection exponential growth again

How do anti-retrovirals work? Why is HIV so hard to treat? Option to take an HIV test & explain how it works, draw, etc. how HIV came about or represent how someone with HIV could live to be 100+ Check on f3 and f4write methodology for second phase

Sketch Artist Challenge!