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The Virus Debate


By: Page Keeley

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Details

Type of Product:Book Chapter
Average Rating:
 based on 3 reviews
Publication Title:Uncovering Student Ideas in Life Science, Volume 1: 25 New Formative Assessment Probes
Publication Date:3/7/2011
Pages:6
Grade Level:Elementary School, Middle School, High School
See Also:View all available chapters for this book
View the full version of this book
View the downloadable PDF version of this book


Description

The purpose of this assessment probe is to elicit students’ ideas about characteristics of life. Viruses are used as a context to uncover students’ ideas about what determines whether something is considered a living or a nonliving thing. This sample chapter also includes the Eggs Assessment probe, Table of Contents and Index


Ideas For Use

Additional Info

Science Discipline: (mouse over for full classification)
Cellular structures
DNA
Genes
Cell
Reproduction
Viruses
Intended User Role:Curriculum Supervisor, Elementary-Level Educator, High-School Educator, Middle-Level Educator, Teacher
Educational Issues:Achievement, Assessment of students, Classroom management, Curriculum, Educational research, Inquiry learning, Instructional materials, Professional development, Teacher content knowledge, Teacher preparation, Teaching strategies

Technical

Resource Format:application/pdf
Size:116 KB
Requirements:Requires Adobe Acrobat Reader


National Standards Correlation

This resource has 15 correlations with the National Standards.  
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This resource has 15 correlations with the National Standards.  
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  • Life Science
    • The characteristics of organisms
      • Organisms have basic needs. For example, animals need air, water, and food; plants require air, water, nutrients, and light. (K-4)
      • Organisms can survive only in environments in which their needs can be met. (K-4)
    • Structure and function in living systems
      • All organisms are composed of cells--the fundamental unit of life (5-8)
      • Cells carry on the many functions needed to sustain life. They grow and divide, thereby producing more cells. (5-8)
      • This requires that cells take in nutrients, which they use to provide energy for the work that cells do and to make the materials that a cell or an organism needs. (5-8)
    • Reproduction and heredity
      • Reproduction is a characteristic of all living systems; because no individual organism lives forever, reproduction is essential to the continuation of every species. (5-8)
    • The cell
      • Cells have particular structures that underlie their functions. (9-12)
      • Every cell is surrounded by a membrane that separates it from the outside world. (9-12)
      • Inside the cell is a concentrated mixture of thousands of different molecules which form a variety of specialized structures that carry out such cell functions as energy production, transport of molecules, waste disposal, synthesis of new molecules, and the storage of genetic material. (9-12)
      • Cells store and use information to guide their functions. (9-12)
      • The genetic information stored in DNA is used to direct the synthesis of the thousands of proteins that each cell requires. (9-12)
      • Cell functions are regulated. Regulation occurs both through changes in the activity of the functions performed by proteins and through the selective expression of individual genes. (9-12)
      • Cell function regulation allows cells to respond to their environment and to control and coordinate cell growth and division. (9-12)
    • Molecular basis of heredity
      • In all organisms, the instructions for specifying the characteristics of the organism are carried in DNA, a large polymer formed from subunits of four kinds (A, G, C, and T). (9-12)
      • The chemical and structural properties of DNA explain how the genetic information that underlies heredity is both encoded in genes (as a string of molecular "letters") and replicated (by a templating mechanism). (9-12)


Customer Reviews
Learning to create a probe on the nature of virus
  Reviewed by: Patricia (Arlington, VA) on October 23, 2012
  The preface and rationale for these assessment probes are didactic resources that make educators think about how they assess their students for understanding of content and what they are assessing, but the more interesting part of the probe for understanding viruses, probe 17, begins on page 125. It is after an educator examines the probe and then refers to the teacher notes and standards correlations that the nature of the probe springs to life. I would suggest going immediately to the probe, think about how you believe your students would answer the questions and then consult the teacher notes provided by the authors. Ultimately, the teacher should structure probes specific for individual classrooms by incorporating what the authors have provided, but not necessarily lift the probe as is from the chapter. Application and extension craft the probe for specific learning environments and student assessment. This may be most helpful.

Great method for helping students think
  Reviewed by: Ruth Hutson (Westmoreland, KS) on February 8, 2012
  I love using probes in my high school classes. This activity forces students to support their thinking about viruses with biological principles. I love the analogy that compares the virus to a Wild West outlaw.

Meant for older students
  Reviewed by: Susan German (Hallsville, MO) on April 17, 2011
  As usually, the probes written by Page Keeley provide an excellent way for a teacher to find out what students are thinking. The probe asks if a virus is living or non living. The support information is as important as the probe itself and needs to be carefully read prior to providing students an opportunity to complete the probe. The topic is for older students (middle school or higher) who have a deeper understanding of cells.

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