Viruses & Vaccines Bundle (Covid-19) Printable & Digital | Distance Learning

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STEM Printables
Grade Levels
5th - 11th, Homeschool
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Updated! This bundle includes everything you need to teach your students about viruses (including Covid-19) and the process of making vaccines.

**Updated 3/14/21 - This bundle contains products that have been updated to reflect the most current CDC Guidance and information regarding new Covid-19 virus mutations, and current vaccine effectiveness against new strains.

Distance Learning: This activity can be assigned to students via Google Classroom or other digital learning platform, a PDF file can be emailed to student, or a hard copy can be printed and given to students.

Topics covered in this bundle

  • What is a virus?
  • Parts of a typical virus: capsid, RNA/DNA, receptors
  • Structure of covid-19 Virus
  • How is covid-19 transmitted?
  • Prevention of covid-19 infection and treatment
  • How big is a virus?
  • Types of Viruses: rhinoviruses, coronaviruses, influenza, RSV, HIPVs, adenoviruses,
  • Diseases caused by viruses: cold, flu, covid-19, bronchitis, pneumonia, MERS,SARS
  • 3 Components of Modern Cell Theory
  • Bacteriophages
  • Structure of a Bacteriophage: capsid, collar, sheath, base plate, tail fiber
  • Lytic Virus Life Cycle
  • Lysogenic Virus Life Cycle
  • Immune Systems Response to Infection: leukocytes, Helper T Cells
  • Symptoms and Treatment for Virus Infections
  • What is the difference between Epidemic and Pandemic?
  • How are vaccines made? (traditional & Platform Vaccine Technologies
  • Vaccine Rapid Response Platforms
  • Moderna Nucleic Acid Vaccine Platform
  • Antigen
  • Pathogen
  • Recombinant Protein
  • Messenger RNA
  • Growth Medium
  • Bioreactors
  • Fermenters
  • Viral Vaccines
  • Antibiotics
  • Chromatography
  • Ultrafiltration
  • Stabilizers
  • Preservatives
  • Adjuvant
  • Freeze-dried Vaccines
  • Rehydration of Vaccines
  • Genetic Sequencing of Viral DNA
  • Vaccine Rapid Response Platforms
  • Epidemiology Case Study Simulation - students take on the role of a Public Health Director and work with a virtual expert epidemiologist to identify the cause of a respiratory virus outbreak and recommend a course of action to prevent an epidemic.

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to see state-specific standards (only available in the US).
Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Examples of local environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could include large breed cattle and species of grass affecting growth of organisms. Examples of evidence could include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do in small ponds. Assessment does not include genetic mechanisms, gene regulation, or biochemical processes.
Develop and use a model to describe the function of a cell as a whole and ways the parts of cells contribute to the function. Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall. Assessment of organelle structure/function relationships is limited to the cell wall and cell membrane. Assessment of the function of the other organelles is limited to their relationship to the whole cell. Assessment does not include the biochemical function of cells or cell parts.
Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions. Examples could include the interaction of subsystems within a system and the normal functioning of those systems. Assessment does not include the mechanism of one body system independent of others. Assessment is limited to the circulatory, excretory, digestive, respiratory, muscular, and nervous systems.
Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Emphasis is on developing evidence that living things are made of cells, distinguishing between living and non-living cells, and understanding that living things may be made of one cell or many and varied cells.
Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Examples of behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds, and creating conditions for seed germination and growth. Examples of plant structures could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.


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