{"results":"
\n\n
\n
\n
\n
Activity
\n
\n
\n
\n\"Viral\n\n
\n
\n
\n
\nHoward Hughes Medical Institute\n
\n

\nViral DNA Integration\n

\n
\n\nFor Teachers\n\n9th - Higher Ed\n
\n
\n
\nHow do reverse transcriptase inhibitors work? Young virologists examine the function of azidothymidine, a drug doctors use to treat HIV patients, during a hands-on modeling activity. Groups create a strand of DNA from an HIV RNA strand...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Viral\n\n
\n
\n
\n
\nCurated OER\n
\n

\nViral Diseases\n

\n
\n\nFor Teachers\n\n6th - 8th\n
\n
\n
\nStudents research three viral diseases of humans, plants, or animals and report their findings to the class through a presentation using a visual aid.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Vaccines\n\n
\n
\n
\n
\nCurated OER\n
\n

\nVaccines\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nStudents explore and explain the role of vaccines in infectious disease, They emphasize immunological principles and viral/bacterial infection processes. Students explore the three main vaccine types: DNA vaccines (\"gene gun\"),...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Wherever\n\n
\n
\n
\n
\nCurated OER\n
\n

\nWherever We Go, There They Are!\n

\n
\n\nFor Teachers\n\n6th - 12th\n
\n
\n
\nThe central video for this lesson is not available through the included resource link. However, the activity that simulates the passing of a virus through a population is impacting and the other resource links are invaluable. Use this...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Activity
\n
\n
\n
\n\"Viral\n\n
\n
\n
\n
\nCurated OER\n
\n

\nViral Marketing\n

\n
\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
\n
\n
\nWhat is \"viral marketing\" and how does it relate to mathematics? Young mathematicians use exponential functions to develop a mathematical model for a business advertising campaign. Learners then see how their campaigns increase...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Influenza\n\n
\n
\n
\n
\nCurated OER\n
\n

\nInfluenza Virus: A tiny moving target\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nStudents investigate the structure and adaptability of viruses. In this viral diseases instructional activity, students play a game to introduce viruses and disease. They conduct computer research and complete interactive activities to...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Activity
\n
\n
\n
\n\"Viral\n\n
\n
\n
\n
\nHoward Hughes Medical Institute\n
\n

\nViral Lysis and Budding\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nHow do some viruses spread so quickly, and why do they make us feel terrible? Answer these (and many more) questions through a simple yet impactful lessons. Pupils observe demonstrations that show the two methods viruses use to escape...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Activity
\n
\n
\n
\n\"Ebola:\n\n
\n
\n
\n
\nHoward Hughes Medical Institute\n
\n

\nEbola: Disease Detectives\n

\n
\n\nFor Teachers\n\n9th - Higher Ed\n
\n
\n
\nHow did the Ebola virus first infect humans? Young virologists examine genetic sequences from the 2014 Sierra Leone outbreak to find similarities during a riveting activity. Following similar methods used by MIT and Harvard, partners...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Human\n\n
\n
\n
\n
\nCurated OER\n
\n

\nHuman Papillomavirus: Investigating the Prevention, Transmission, and Treatments of a Viral Infection\n

\n
\n\nFor Teachers\n\n10th\n
\n
\n
\nTenth graders explore the different health risks associated with human papillomavirus. In this health science lesson, 10th graders identify different ways to prevent viral and bacterial infection. They research and develop an awareness...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Worksheet
\n
\n
\n
\n\"Noncommunicable\n\n
\n
\n
\n
\nCurated OER\n
\n

\nNoncommunicable Diseases\n

\n
\n\nFor Students\n\n7th - 9th\n
\n
\n
\nIn this noncommunicable diseases worksheet, students determine which diseases are not caused by pathogens and where a tumor is located. Then they describe a chronic disease that has a faulty immune system. Students also identify what...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Transmission\n\n
\n
\n
\n
\nCurated OER\n
\n

\nTransmission of Disease\n

\n
\n\nFor Teachers\n\n10th - 12th\n
\n
\n
\nStudents provide names of viral diseases that they would possibly like to be infected with today; listing them on the Smart Board. They then come to an agreement about what virus to use and use beakers of fluids to simulate how viruses...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Instructional Video3:11
\n
\n
\n
\n\"Viral\n\n
\n
\n
\n
\nHoward Hughes Medical Institute\n
\n

\nViral Geometry and Structural Diversity\n

\n
\n\nFor Students\n\n9th - 12th\n
\n
\n
\nViruses might be deadly, but they appear beautiful when analyzed geometrically. View the shapes, colors, and structures of a few viruses. The repeating structures and genes help to identify them along with genomic information.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Viral\n\n
\n
\n
\n
\nCurated OER\n
\n

\nViral Invaders\n

\n
\n\nFor Teachers\n\n6th - 12th\n
\n
\n
\nStudents conduct a critical investigation of the West Nile Virus. They assess the relationship between the sources of information and their credibility. Students use their findings to create a public health campaign about the virus.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Rodent-borne\n\n
\n
\n
\n
\nCurated OER\n
\n

\nRodent-borne Diseases: Getting the Facts Out There\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nStudents conduct research of the hantavirus pulmonary syndrome (HPS) or lymphocytic choriomeningitis (LCMV). They obtain the information and create a public announcement in the form of a brochure, newsletter, poster, radio announcement,...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Mechanisms\n\n
\n
\n
\n
\nCurated OER\n
\n

\nMechanisms to Fight Disease\n

\n
\n\nFor Teachers\n\n11th - 12th\n
\n
\n
\nStudents explain how our body fight diseases. In this biology lesson, students identify the role of bacteria and viruses in human illness. They create a PowerPoint presentation and essay at the of the unit.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Sexually\n\n
\n
\n
\n
\nCurated OER\n
\n

\nSexually Transmitted Diseases\n

\n
\n\nFor Teachers\n\n7th - 8th\n
\n
\n
\nPupils create and perform short skits, based on teacher provided scenarios, dealing with sexually transmitted diseases in order to reinforce the fact that STD's may be present but may not be symptomatic and how to communicate with...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Worksheet
\n
\n
\n
\n\"Viruses\n\n
\n
\n
\n
\nCurated OER\n
\n

\nViruses\n

\n
\n\nFor Students\n\n6th - 10th\n
\n
\n
\nIn this biology lesson, learners complete a crossword puzzle with 35 questions about viruses. They identify the different types of viruses and the diseases they bring.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
PPT
\n
\n
\n
\n\"Anatomy\n\n
\n
\n
\n
\nCurated OER\n
\n

\nAnatomy of a Virus\n

\n
\n\nFor Teachers\n\n9th - Higher Ed\n
\n
\n
\nThis PowerPoint summarizes details about the virus from the structure and reproduction methods to the different modes of infection.  Various viral diseases of animals and plants, viroids, prions and genetic origins of viruses are...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Viral\n\n
\n
\n
\n
\nCurated OER\n
\n

\nViral Hijackers\n

\n
\n\nFor Teachers\n\n7th - 10th\n
\n
\n
\nYoung scholars discover how viruses effect living organisms. Focusing on HIV, they explain why it is unique and how it attacks the immune system. They simulate the spread of viruses through an experiment using water containing sodium...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Diversity\n\n
\n
\n
\n
\nCurated OER\n
\n

\nDiversity of Life: Pathogens\n

\n
\n\nFor Teachers\n\n9th - 11th\n
\n
\n
\nStudents research bacteria and viruses that carry pathogens. In this diversity lesson, students examine how pathogens spread disease through bacteria and viruses. Students write a report on disease caused by bacteria or virus including...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nCurated OER\n
\n

\nThe Hijacker - How a Virus Spreads\n

\n
\n\nFor Teachers\n\n9th - 10th\n
\n
\n
\nYoung scholars view a video that presents how viruses attack the body and how the body's immune system responds. They simulate the spread of an infectious disease and establish the identity of the original carrier.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"1928\n\n
\n
\n
\n
\nCurated OER\n
\n

\n1928 Flu\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nStudents state the some diseases are the result of infection. They describe the risks associated with biological hazards, such as viruses. Pupils name ways that infectious disease can be prevented, controlled, or cured. Students...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Worksheet
\n
\n
\n
\n\"How\n\n
\n
\n
\n
\nCurated OER\n
\n

\nHow HIV Infects Cells\n

\n
\n\nFor Students\n\n8th - 10th\n
\n
\n
\nFor this biology worksheet, students answer 2 short answer questions related to HIV based on information provided. They color and label the different parts of a virus.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Unit Plan
\n
\n
\n
\n\"When\n\n
\n
\n
\n
\nCurated OER\n
\n

\nWhen Germs Attack!\n

\n
\n\nFor Teachers\n\n6th\n
\n
\n
\nStudents explore the hidden world of microbes and how our bodies spring into action in response to diseases. This ten lesson unit presents data on several microbial diseases and the reaction of the body's immune system.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n","pagination":"
\n
\n
\n"}