What is a Corona Virus (Covid-19) NO-Prep Mini-Lesson

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27 Ratings
STEM Printables
115 Followers
Grade Levels
5th - 12th, Homeschool
Standards
Formats Included
  • Zip
Pages
21+
$4.00
$4.00
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STEM Printables
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Description

Updated to include coronavirus mutations/variants. This complete No-Prep mini-lesson includes everything you need to teach your students all about the Coronavirus (including COVID-19)!

Included in this complete No-Prep Lesson!

  • Teacher Lesson Guide
  • 10 Question MC Editable Summative Assessment with Answer Key (added 2/28)
  • Interactive Notebook Virus Vocabulary Cut and Paste Graphic Organizer (added 2/28)
  • KWL Chart Activity
  • Power point presentation with student fill-in-the-blank notes
  • CLOZE Reading Activity with color-coded Coronavirus Illustration
  • Optional 2nd CLOZE Reading Activity
  • Exit Ticket for a quick formative assessment
  • Answer Keys for all handouts and activities!

Powerpoint Presentation with Student Fill-in-the-Blank Notes & Answer Key

Slide 2 - Explains what a Coronavirus is

Slide 3 - Explains the typical Coronavirus Structure

Slide 4 - Explains the life cycle of a Coronavirus

Slide 5 - Explains how viruses mutate and can evade antibodies/enter cells easier

Slide 6 - Explains the common symptoms of a Coronavirus infection

Slide 7 - Explains how the typical Coronavirus is spread

Slide 8 - Explains how to protect yourself from a Coronavirus infection

Slide 9 - Explains how to treat a Coronavirus infection

Topics Covered

Virus structure

Bacteriophage

Lytic Cycle

Lysogenic Cycle

Vaccine

RNA

Pandemic

Epidemic

What a virus is

How viruses mutate

What a virus variant is

How mutations can allow viruses to evade the body's immune response

How mutations can allow viruses to enter host cells easier

Examples of Coronaviruses: SARS,MERS, COVID-19

Symptoms of a Coronavirus infection

Treatment of a Coronavirus infection

Prevention of a Coronavirus infection

How a human body cell is infected by a Coronavirus


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Total Pages
21+
Answer Key
Included
Teaching Duration
55 minutes
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Standards

to see state-specific standards (only available in the US).
NGSSMS-LS1-5
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.
NGSSMS-LS1-2
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.
NGSSMS-LS1-3
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.
NGSSMS-LS1-1
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.
NGSSMS-LS1-4
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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