Lesson Plan | Active Learning | Virus

Assumptions: This Active Lesson Plan assumes: a 100-minute class, prior student study with both the Book and the start of Project development, and that only one activity (among the three suggested) will be chosen to be conducted during the class, as each activity is designed to take up a significant portion of the available time.

Objectives

Duration: (5 - 10 minutes)

The objective stage is crucial for directing the focus of students and the teacher towards the most important aspects of the study of viruses. By clearly establishing what is expected to be achieved, students can better organize their thinking and learning efforts. Additionally, this stage serves to align the expectations of both parties, facilitating the assessment process and ensuring that everyone involved is aware of the success criteria for the lesson.

Main Objectives:

1. Understand the concept of virus, identifying its main characteristics and fundamental structures.

2. Analyze and describe viral diseases, highlighting their symptoms, transmission mechanisms, and impact on human health.

Side Objectives:

1. Develop critical thinking skills through the analysis of the relationship between structure and function of viruses.
2. Stimulate students' scientific curiosity through practical examples and real cases of viral diseases.

Introduction

Duration: (20 - 25 minutes)

The Introduction stage is designed to engage students using problem-situations that encourage the practical application of prior knowledge about viruses. These situations help reactivate previous learning and prepare students for a deeper and more critical analysis during the lesson. The contextualization, in turn, seeks to connect the content with the real world, increasing interest and the perceived relevance of the study of viruses by showing how knowledge about them is crucial in various situations, from controlling pandemics to innovative applications in medicine.

Problem-Based Situations

1. Imagine a new virus is spreading rapidly in a community without scientists knowing exactly how it is transmitted. What would be the first steps to identify the origin and mode of contagion of this virus?

2. In a city, several people start exhibiting similar symptoms, such as fever and body aches. How can a healthcare professional use knowledge about viral diseases to determine if the symptoms are caused by a virus or another illness? What would be the main indicators?

Contextualization

Viruses are fascinating and extremely relevant infectious agents, especially in times of pandemics like COVID-19. In addition to causing diseases in humans, they play vital roles in controlling populations of other organisms and nutrient recycling. For example, the bacteriophage, a virus that infects bacteria, has been studied as an alternative to antibiotics in the fight against bacterial resistance. These examples show how the study of viruses not only enriches the understanding of biology but also has practical implications in medicine and biotechnology.

Development

Duration: (75 - 85 minutes)

The Development stage is designed to allow students to practically and interactively apply the theoretical knowledge acquired about viruses. Through the proposed activities, students can explore different aspects of viruses, from their structure to their impact on public health, developing analytical, collaborative, and communication skills. This stage is essential for solidifying learning and providing a deeper and more contextualized understanding of the topic.

Activity Suggestions

It is recommended to carry out only one of the suggested activities

Activity 1 - Virus Race

> Duration: (60 - 70 minutes)

- Objective: Apply theoretical knowledge about virology in practice, developing skills in analysis and proposal of solutions in an outbreak scenario.

- Description: In this playful activity, students will be divided into groups of up to five members. Each group will represent a team of scientists in a race to discover and understand a new virus. They will be presented with simulated data of a viral outbreak, including information about symptoms, affected regions, and possible transmission routes. The goal is for them, using their prior knowledge about viruses, to develop an action plan to identify the virus, understand its life cycle, and propose preventive measures and treatments.

- Instructions:

• Divide the class into groups of up to five students.

• Distribute the simulated outbreak data to each group.

• Allow groups to discuss for 10 minutes to analyze the data and identify patterns that may indicate the type of virus.

• Each group must present a brief report describing the virus's characteristics, transmission methods, and possible control measures.

• Conduct a classroom discussion to compare the findings of each group and evaluate the proposed strategies.

Activity 2 - Virus Builders

> Duration: (60 - 70 minutes)

- Objective: Visualize and understand the structures of viruses, strengthening learning about their biology and pathogenicity.

- Description: Students, organized into groups, will be challenged to 'build' a virus using materials such as balloons, tape, and markers. Each group will receive a list of common viral components, such as capsid, envelope, and genetic material. They should use their creativity and prior knowledge to assemble a physical model of a virus, explaining the functions of each part and how they relate to cellular infection.

- Instructions:

• Divide the class into groups of up to five students.

• Distribute building materials (balloons, tape, markers).

• Provide each group with the list of viral components that must be present in the model.

• Students will have 20 minutes to build their virus model and prepare a brief explanation of each part.

• Each group will present its model and explain the functions of each component in relation to cellular infection.

Activity 3 - Viral Detectives

> Duration: (60 - 70 minutes)

- Objective: Develop diagnostic and problem-solving skills in a public health context, applying knowledge of virology.

- Description: In this activity, students will take on the role of detectives trying to solve a mystery involving an outbreak of viral disease in a fictional community. They will receive clinical cases and laboratory information that they need to analyze to determine the type of virus, its mode of transmission, and possible treatments. This activity will integrate research aspects, group discussion, and presentation of conclusions.

- Instructions:

• Organize the class into groups of up to five students.

• Distribute the 'cases' that contain clinical and laboratory information.

• Groups will have 15 minutes to review the information and try to solve the case.

• Each group will prepare a 10-minute presentation, describing their conclusions and the methods used to reach them.

• Conclude with a plenary discussion to compare the solutions proposed by each group.

Feedback

Duration: (10 - 15 minutes)

The purpose of this stage is to allow students to reflect and consolidate the knowledge acquired during practical activities. Group discussion helps reinforce the understanding of the concepts of viruses and viral diseases, while also developing communication and argumentation skills. Additionally, the key questions aim to deepen students' critical thinking and assess the application of the concepts studied in real and simulated contexts.

Group Discussion

Start the group discussion with a brief introduction, recalling the objectives of the lesson and the purpose of the activities. Encourage each group to share their findings and experiences, highlighting what surprised or challenged them most when applying theoretical knowledge in practical scenarios. Use a rotation method so that each group can present a summary of the main conclusions of their activities.

Key Questions

1. What were the main challenges you faced when trying to identify the virus in the proposed scenarios?

2. How do the structure and life cycle of viruses influence the strategies for prevention and treatment of viral diseases?

3. In what way can understanding viruses help in preventing future pandemics?

Conclusion

Duration: (5 - 10 minutes)

The Conclusion stage serves to consolidate learning, ensuring that students have grasped the key concepts discussed throughout the lesson. In addition, it reinforces the connection between theory and practice, illustrating the relevance of the knowledge acquired in real and simulated situations. This stage also highlights the importance of studying viruses in medical practice and everyday life, motivating students to continue exploring the topic and its applications.

Summary

To conclude, the teacher should summarize the main points covered in the lesson, recapping the definitions of viruses, their structures and functions, and the characteristics of viral diseases. Emphasis should be placed on the learnings about the different types of viruses and their implications for public health.

Theory Connection

During the lesson, students had the opportunity to connect theory with practice through interactive activities, such as the 'Virus Race,' which simulated a real outbreak scenario, and the construction of physical virus models, which allowed them to visualize the discussed structures. These activities helped solidify theoretical knowledge through direct application.

Closing

Understanding viruses is essential not only for the study of biology but also for medical practice and society as a whole, as evidenced by the impact of recent pandemics. Therefore, the study of viruses is a dynamic and vital field that highlights the importance of continuous learning and adaptation to new discoveries and challenges.