Biology Commonwealth of Virginia
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- Follow-up/extension
- Resources
- The Lytic and Lysogenic Cycle of Viruses — Two Skits 6
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- Sample Released SOL Test Items
Sample assessmentUse an established set of rubrics for products and/or presentations to assess student content knowledge and presentation skills. Use a simple multiple-choice test to assess student knowledge of the terms and to some degree the relationships between the terms and their implications to health practices. For a more authentic assessment, have students present their products and understanding to a community group or another class, using appropriate feedback procedures. Follow-up/extensionIf the school has video equipment, record the skits (see below) for reference later in the unit. Also, if the students are to design the skit themselves, they will most likely try harder if they know it will be taped. If there is a particularly good skit, you may wish to use it in following years to show other students how it should be done. Have students research a bacteria, virus, or related advance in science that has occurred within the last 5 years. The finished product should be a one-page summary with at least two sources. The information can be from print and nonprint sources (Internet). You may wish to give bonus credit if the student is the only one in the class to pick a particular subject. (This will help satisfy the curriculum objectives and also keep the teacher informed of new happenings.) Have students investigate potential lysogenic viral interruption of exon functioning and resulting genetic malfunctioning. Have students investigate the possibility of HERV contributing to selection pressures by altering the genome. Have students investigate use of viral vectors in transformation technologies. Resources“Lytic and Lysogenic Cycle Activity.” Queen’s University, Kingston, Ontario, Canada. http://educ.queensu.ca/~science/main/concept/biol/b08/B08LAAT2.htm. A skit. “Lytic and Lysogenic Cycles.” NASA Explores. http://media.nasaexplores.com/lessons/03-077/9-12_1.pdf. The Lytic and Lysogenic Cycle of Viruses — Two Skits 6The focus of this dramatic activity is to show the different stages in the lytic cycle and the difference between it and the lysogenic cycle. There are a couple of ways to do this activity: 1) the teacher explains the roles and scenario to the actors (students), or 2) the teacher gives students materials for them to use to create their own skit showing that they understand the concepts. MaterialsA sign indicating the nucleus of the host cell A sign indicating the virus A sign to represent the host cell’s DNA (held by the nucleus) A sign in a plastic bag to represent the virus’s DNA in a membrane (held by the virus) Four blank signs A pen A yo-yo A pack of cards String ProcedureLytic Cycle Skit 1. Identify a “cell” area on the floor. 2. Designate a student to be the nucleus of the cell. Give him/her the nucleus sign, the DNA sign, the four blank signs, the pen, and string. Have the nucleus and four other students sit in the center of the “cell.” 2. Designate a student to be the virus, give him/her the virus sign, the yo-yo, and the pack of cards. 3. The virus comes to the cell, enters it, and has a seat beside the nucleus. 4. The virus grabs the host cell’s DNA and rips it up. 5. The virus then pulls out the yo-yo and hypnotizes the nucleus to take the viral DNA sign. 6. The nucleus starts making viral DNA signs with the pen and blank signs. 7. The nucleus uses the string to attach these viral DNA signs to the four other students in the cell. 8. The original virus laughs and breaks open the viral DNA membrane. 9. The original virus says, “Go, my offspring, and flourish.” 10. The four students go off, and the nucleus dies. Lysogenic Cycle Skit 1. Repeat first three steps of lytic cycle. 2. The virus says, “I like you; let’s play cards.” and plays 21 with the nucleus. 3. The virus convinces the nucleus to take the viral DNA and attach it to the cell’s DNA. 4. The nucleus says, “I will now reproduce.” The nucleus starts writing out the entire DNA sequence once, including the viral DNA part, and shows it to the class. 5. The nucleus then says, “Pretend that I have done this many times and that there are now many more cells.” 6. The nucleus and virus continue to play 21 until the teacher walks over to the nucleus and says, “I am an unknown environmental condition that has told the cell to detach the viral DNA from its own.” 7. The skit continues from step four of the lytic cycle. These skits will show the students the different steps of the two cycles, but the activity becomes more effective if the teacher stops the skit at certain times and ask the class, “What is happening?,” or “Why did that happen?” For example: Why did the viral DNA rip up the host cell’s DNA? Who produced the protein coats? What happened to the original cell after the virus left? What are some reasons why the viral DNA might go through the lysogenic cycle? Sample Released SOL Test Items
 
Directory: testing -> sol -> scope sequence scope sequence -> History and Social Science Standards of Learning Enhanced Scope and Sequence sol -> Strand Earth Patterns, Cycles, and Change Topic Investigating fossils in sedimentary rock Primary sol testing -> Prairie State Achievement Exam testing -> Testing and Assessment updated Tentative schedules testing -> Local unit tests Located at module-name sol -> P. O. Box 2120 Richmond, Virginia 23218-2120 sol -> Strand Interrelationships in Earth/Space Systems Topic Investigating ocean currents Primary sol sol -> History and Social Science Standards of Learning for Virginia Public Schools Wo Board of Education Commonwealth of Virginia March 2015 History and Social Science Standards of Learning for Virginia Public Schools Adopted in March 2015 by the Board of Download 3.95 Mb. Share with your friends:
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