Asexual Reproduction – Do Viruses Fit This Method?
STEM-Centric Lesson
Author: Marcy Hotchkiss, Science Department Chair, Loch Raven High School, Baltimore County
Background Information
Subject:
Identify the course the unit will be implemented in.
Grade Band:
Identify the appropriate grade band for the lesson.
Duration:
Identify the time frame for the unit.
Overview:
Provide a concise summary of what students will
learn in the lesson. It explains the unit’s focus,
connection to content, and real world connection.
Background Information:
Identify information or resources that will help
teachers understand and facilitate the challenge.
STEM Specialist Connection:
Describe how a STEM Specialist may be used to
enhance the learning experience. STEM Specialist
may be found at http://www.thestemnet.com/
Biology
9-12
One to two 90-minute periods
Students will explore the structures and functions of a particular virus, how it
replicates, and the effects it can have on the human body. Pairs of students will
generate a poster of what they learned from their research. A STEM Specialist will
introduce the different types of immunology tests used to detect viruses and engage
students in learning experiences that demonstrate how the tests work. Students will
then develop a Public Service Announcement that compares/contrasts the
reproductive cycle of their researched virus with other asexual reproduction methods
and suggest ways to prevent and/or limit viral reproduction in humans.
Viruses can infect all living things – plants, animals, and even bacteria. An
understanding of how viruses are able to reproduce can help identify precautions that
people can take to prevent infection.
Potential discussion topics include:
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describe the structure and function of different types of viruses.
analyze different types of viral reproduction.
compare and contrast viral reproduction to other types of asexual reproduction.
assess current methods to prevent/limit viral reproduction in organisms.
Extension:
A STEM Specialist who specializes in immunology or virology can introduce the types
of tests used to detect viruses (ELISA, Western Blot) to the class. The Specialists can
engage students in a hands-on learning experience that demonstrates how viral
detection tests work and how medical professionals interpret the results.
Page 1 of 12
Asexual Reproduction – Do Viruses Fit This Method?
STEM-Centric Lesson
Background Information
Enduring Understanding:
Identify discrete facts or skills to focus on larger
concepts, principles, or processes. They are
transferable – applicable to new situations within or
beyond the subject.
Essential Questions:
Identify several open-ended questions to provoke
inquiry about the core ideas for the lesson. They are
grade-level appropriate questions that prompt
intellectual exploration of a topic.
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Viruses contain DNA or RNA within a protein coat.
Viruses must invade a host cell in order to reproduce.
Viruses can produce negative effects on various human body systems.
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How does viral reproduction compare to other types of asexual reproduction?
How are human body systems affected by viral reproduction?
What can be done to prevent/limit viral reproduction in humans?
Students will be able to:
 explain the basic structures of viruses and their functions.
 describe methods of viral reproduction.
 compare/contrast viral reproduction with other types of asexual reproduction.
 suggest ways to prevent/limit exposure to a particular virus in humans.
Audience:
☒Peers
☒Experts /
Product, Process, Action, Performance,
Students will create a Public Service Announcement (PSA),
etc.:
Practitioners
brochure, Prezi, or video to highlight a particular virus - how it
Identify what students will produce to
reproduces in comparison to other asexual methods, its effects on ☒Teacher(s)
demonstrate that they have met the challenge,
human body systems, and ways to prevent/limit exposure to the
☐School
learned content, and employed 21st century
Community
skills. Additionally, identify the audience they will virus.
present what they have produced to.
☐Online
Community
☐Other______
Student Outcomes:
Identify the transferable knowledge and skills that
students should understand and be able to do when
the lesson is completed. Outcomes must align with
but not limited to Maryland State Curriculum and/or
national standards.
Standards Addressed in the Unit:
Identify the Maryland State Curriculum Standards
addressed in the unit.
Next Generation Science Standards:
HS-LS1 From Molecules to Organisms: Structures and Processes
HS- LS1-4. Use a model to illustrate the role of cellular division (mitosis) and
differentiation in producing and maintaining complex organisms.
Maryland Science Core Learning Goals:
Expectation 3.2 The student will demonstrate an understanding that all organisms
Page 2 of 12
Asexual Reproduction – Do Viruses Fit This Method?
STEM-Centric Lesson
Background Information
are composed of cells which can function independently or as part of multicellular
organisms.
Indicator 3.2.1 The student will explain processes and the function of related
structures found in unicellular and multicellular organisms.
Common Core Reading in Science and Technical Subjects:
RST.9-10.5 Analyze the structure of the relationships among concepts in a text,
including relationships among key terms (e.g., force, friction, reaction force, energy).
RST.9-10.9 Compare and contrast findings presented in a text to those from other
sources (including their own experiments), noting when the findings support or
contradict previous explanations or accounts.
Common Core Writing in Science and Technical Subjects:
WHST.9-10.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
WHST.9-10.6 Use technology, including the Internet, to produce, publish, and update
individual or shared writing products, taking advantage of technology’s capacity to link
to other information and to display information flexibly and dynamically.
Suggested Materials and Resources:
Identify materials needed to complete the unit. This
includes but is not limited to websites, equipment,
PowerPoints, rubrics, worksheets, and answer keys.
Equipment:
 Technology to show a video and/or project a PowerPoint presentation to the
whole class
 Computer, Internet and possible printer access for students to research and
produce PSA brochure or video
 Poster or bulletin board paper for each pair of students
 Flip Cam, video camera, or other similar technology, if students need it for
video production
Page 3 of 12
Asexual Reproduction – Do Viruses Fit This Method?
STEM-Centric Lesson
Background Information
Websites*:
 Virus Hunter Tracks New and Deadly Pathogens Around the Globe video on
PBS: http://video.pbs.org/video/2163879922/
 HowStuffWorks – “How Viruses Work”:
http://science.howstuffworks.com/life/cellular-microscopic/virus-human4.htm
 HowStuffWorks – “What is a virus and how does it become a danger to human
life?”: http://science.howstuffworks.com/life/cellular-microscopic/virusdanger.htm
 Viral Replication:
http://learn.genetics.utah.edu/content/tech/genetherapy/gttools/virus.swf
 Virus Reproduction:
http://www.phschool.com/atschool/phbio/active_art/virus_reproduction/index.ht
ml
 Centers for Disease Control and Prevention:
http://www.cdc.gov/DiseasesConditions/
* Throughout the lesson, students are linked to online resources in order to conduct research. The sites have been
chosen for their content and grade-level appropriateness. Teachers should preview all websites before introducing
the activities to students and adhere to their school system’s policy for internet use.
People, Facilities:
Virtual or personal access to STEM Specialist(s). STEM Specialists may be
found at http://www.thestemnet.com/
Materials (rubrics, worksheets, PowerPoints, answer keys, etc.):
Page 4 of 12
Asexual Reproduction – Do Viruses Fit This Method?
STEM-Centric Lesson
Learning Experience
5E Component
Identify the 5E component
addressed for the learning
experience. The 5E model
is not linear.
☒Engagement
☐Exploration
☐Explanation
☐Extension
☐Evaluation
Details
Materials:
 Technology to show a video to whole class
 Internet access for video - Virus Hunter Tracks New and Deadly
Pathogens Around the Globe video on PBS:
http://video.pbs.org/video/2163879922/
Preparation:
The instructor should be sure that the video plays on a computer/through a
projector and be visible for the whole class. It might be helpful to download
the video to a local server or individual computer prior to use in class.
Students may need to be introduced to the term pandemic prior to viewing
the video.
Science and Engineering
Practices
☐Asking questions (for
science) and defining
problems (for engineering)
☐Developing and using
models
☐Planning and carrying out
investigations
Facilitation of Learning Experience:
Show the video to the class, and then allow students to Think/Pair/Share, in
small groups, or as an entire class discuss the following questions:
 What was the most interesting thing that you learned from the video?
 Why were H1N1 and SARS significant to the study of pandemics?
 How was Nathan Wolfe using technology to aid his virus hunt?
 What benefits to you see to this use of technology?
 Why is it significant that Wolfe’s team track both animal and human
viruses?
 Do you think pandemic prevention is more important than pandemic
response? Why or why not?
☐Analyzing and interpreting
data
Transition:
Now that we’ve seen what a virus hunter does to track a virus around the
globe, let’s learn more about virus structure, function, and affects on the
human body.
☒Obtaining, evaluating, and
communicating information
☐Using mathematics and
computational thinking
☐Constructing explanations
(for science) and designing
solutions (for engineering)
☒Engaging in argument from
evidence
Page 5 of 12
Asexual Reproduction – Do Viruses Fit This Method?
STEM-Centric Lesson
Learning Experience
5E Component
Identify the 5E component
addressed for the learning
experience. The 5E model
is not linear.
☐Engagement
☒Exploration
☐Explanation
☐Extension
☐Evaluation
Details
Materials:
 Computer and Internet access for student research
 Poster or bulletin board paper for each pair of students
 Markers
Preparation:
Access to computers and the Internet should be acquired for this lesson.
Printers may also be helpful for students with special needs.
Facilitation of Learning Experience:
Students will be assigned partners based on teacher’s discretion (i.e.
learning styles, random, ability). The instructor will assign each pair a
different virus to research. Some suggested websites are listed in the
background information of this lesson. Students will research the following
information:
 Specific virus structures and their functions
 How this particular virus reproduces/replicates
 Amount of time for reproduction
 Effects it has on human systems
Suggested viruses to research:
 Adenovirus
 Avian influenza
 Measles virus
 Coronavirus
 Rhinovirus
 Poliovirus
 Hepatitis B
Science and Engineering
Practices
☐Asking questions (for
science) and defining
problems (for engineering)
☐Developing and using
models
☐Planning and carrying out
investigations
☐Analyzing and interpreting
data
☐Using mathematics and
computational thinking
☐Constructing explanations
(for science) and designing
solutions (for engineering)
☐Engaging in argument from
evidence
☒Obtaining, evaluating, and
communicating information
Page 6 of 12
Asexual Reproduction – Do Viruses Fit This Method?
STEM-Centric Lesson
Learning Experience
5E Component
Identify the 5E component
addressed for the learning
experience. The 5E model
is not linear.
Details









Science and Engineering
Practices
Hepatitis C
Human Immunodeficiency virus
Varicella zoster virus
Hantavirus
Dengue virus
West Nile virus
Yellow fever virus
Cowpox
Hemorrhagic fever virus
Transition:
We will now create a poster to share what you have learned about your virus
and participate in a gallery walk to compare other viruses to the one you
researched.
☐Engagement
☐Exploration
☒Explanation
☐Extension
☐Evaluation
Materials:
 Poster/bulletin board paper, one sheet per pair of students
 Markers or crayons
 Teacher-generated T-chart, optional
Preparation:
Students will need space to create their poster and display it in the
classroom or hallway. Limit the amount of time that students have to create
the poster, so the emphasis is placed on quality not quantity of information.
Students could also begin their poster as soon as they finish their research.
The instructor may want to project the required items of research on a
document camera or projector to remind students what should be included
on the poster. Students could also include a picture of the virus.
☐Asking questions (for
science) and defining
problems (for engineering)
☐Developing and using
models
☐Planning and carrying out
investigations
☐Analyzing and interpreting
data
Page 7 of 12
Asexual Reproduction – Do Viruses Fit This Method?
STEM-Centric Lesson
Learning Experience
5E Component
Identify the 5E component
addressed for the learning
experience. The 5E model
is not linear.
Details
Facilitation of Learning Experience:
The instructor will circulate to each pair of students to ensure all required
information is included on the poster and remind students of the time limit.
After posters are displayed, students will be guided through a gallery walk of
at least 2-3 other posters to compare their virus information. Students can
create a T-chart to take notes on similarities and difference between their
virus and these new viruses. A discussion of the two viral reproduction
cycles (lytic and lysogenic) may be reviewed, along with comparisons of the
effects on the human systems, after the gallery walk.
Transition:
You have learned about a variety of viruses, how they reproduce, and their
effects on the human body. Now, let’s learn how a scientist uses
immunology test(s) to detect viruses.
☐Engagement
☐Exploration
☐Explanation
☒Extension
☐Evaluation
Materials:
Technology needs of the STEM Specialist
Science and Engineering
Practices
☐Using mathematics and
computational thinking
☐Constructing explanations
(for science) and designing
solutions (for engineering)
☐Engaging in argument from
evidence
☒Obtaining, evaluating, and
communicating information
☐Asking questions (for
science) and defining
problems (for engineering)
Preparation:
Contact the STEM Specialist in advance to review your plans for the lesson
☐Developing and using
and explain his/her role. A description of the ability level of the students, as
models
well as some of the prior knowledge your students may have of cell and cell
☐Planning and carrying out
membrane structures, may be helpful to the STEM Specialist prior to the
investigations
presentation. Prepare a list of questions to direct the discussion/presentation
with the STEM Specialist or have students prepare some questions in
☒Analyzing and interpreting
advance. Pictures of the equipment or the actual equipment would be
data
helpful to have on display during the presentation.
Page 8 of 12
Asexual Reproduction – Do Viruses Fit This Method?
STEM-Centric Lesson
Learning Experience
5E Component
Identify the 5E component
addressed for the learning
experience. The 5E model
is not linear.
Details
Facilitation of Learning Experience:
The STEM Specialist will engage students in a learning experience that
demonstrate how scientist detect viruses. Students will be exposed to the
equipment needed to complete an ELISA or Western Blot, including an
explanation of how the test works and how the results are interpreted.
By the end of the learning experience student will be able to discuss:
 pros and cons of different viruses.
 antigen-antibody reaction.
 tests scientists use to detect viruses.
 how scientist interpret test results.
 strategies to prevent viral infection.
Science and Engineering
Practices
☐Using mathematics and
computational thinking
☐Constructing explanations
(for science) and designing
solutions (for engineering)
☐Engaging in argument from
evidence
☐Obtaining, evaluating, and
communicating information
Transition:
Students now have the information needed to create an informational Public
Service Announcement (PSA) about the virus they researched.
☐Engagement
☐Exploration
☐Explanation
☐Extension
☒Evaluation
Materials:
 Computer and Internet access, also possible printer access
 Flip Cam, video camera, or other similar technology, if students need
it for video production
Preparation:
A limited amount of time should be provided for this activity. Instructors will
meet with each pair of students to answer questions, provide suggestions,
and guide students to include the requirements of the PSA. Encourage
students to be creative in their design of the PSA and select a target
audience. Rubrics for the PSA can be created on a website, such as
☐Asking questions (for
science) and defining
problems (for engineering)
☐Developing and using
models
☐Planning and carrying out
investigations
☐Analyzing and interpreting
Page 9 of 12
Asexual Reproduction – Do Viruses Fit This Method?
STEM-Centric Lesson
Learning Experience
5E Component
Identify the 5E component
addressed for the learning
experience. The 5E model
is not linear.
Details
http://rubistar.4teachers.org, and provided to the students.
Facilitation of Learning Experience:
Students will create a PSA brochure, Prezi, or video to highlight a particular
virus (include basic structures and their functions), how it reproduces in
comparison to other asexual reproduction methods, its effects on human
body systems, and ways to prevent/limit exposure to the virus. Allow
students to choose one asexual reproduction method (mitosis, binary
fission, vegetative) to compare to their virus. PSA can be displayed/shown
during a Gallery Walk, presentation, or other method deemed appropriate
for the class.
Science and Engineering
Practices
data
☐Using mathematics and
computational thinking
☐Constructing explanations
(for science) and designing
solutions (for engineering)
☒Engaging in argument from
evidence
☒Obtaining, evaluating, and
communicating information
Page 10 of 12
Asexual Reproduction – Do Viruses Fit This Method?
STEM-Centric Lesson
Interventions/Enrichments
Identify interventions and enrichments for
diverse learners.
Supporting Information
Struggling Learners
 Instructors can create teams based upon ability, learning style, or other
appropriate criteria, so all students can equally contribute to the
development and creation of their PSA.
 Specific deadlines for work completion would be important to establish
with the teams, so class time is effectively used.
 Provide access to computers with word-processing programs for students
to type their research and/or PSA.
 Provide resources to define and/or pronounce difficult vocabulary,
especially when teams are researching their virus. This could be an online
dictionary or thesaurus, or the instructor.
 Break work into chunks for teams, so they are able to achieve small goals
and meet all expectations.
 Provide additional time for work completion or assign some parts of the
challenge for homework.
English Language Learners
 Strategies to help English Language Learners are similar to those listed
above.
 Provide resources to define and/or pronounce difficult vocabulary,
especially when teams are researching the chemicals. This could be an
online dictionary or thesaurus, the instructor, or perhaps a chemistry
teacher. A native language dictionary may also be beneficial.
 Use visuals (pictures displayed on a document camera or PowerPoint
presentation), when appropriate.
 Read directions and documents aloud to students, when appropriate.
Page 11 of 12
Asexual Reproduction – Do Viruses Fit This Method?
STEM-Centric Lesson
Supporting Information
Gifted and Talented
 The instructor will foster independent thinking and collaboration between
the partners. No one student should take over the work for the
partnership.
 Higher level thinking questions should be asked throughout the lesson
with the expectation of responses that are thoughtful and elaborate.
 Encourage students to develop discussion questions for the STEM
Specialist presentation.
Page 12 of 12