Weekly Checkpoint Guide
Students will research and submit evidence of learning, read a case
study, and create a containment plan presentation. Weekly
checkpoints will ensure progress in the SB 149 IGC project.
Student Task
Week 1
1
2
3
4
Create a Triple Venn Diagram comparing and contrasting, prokaryote,
eukaryote, and a virus.
Explain homeostasis and how the body maintains homeostasis at the cellular level
when exposed to a virus.
Create a flow-map of both the lytic and lysogenic cycles of how a virus infects a
host cell.
Write a paragraph explaining how the virus overtakes the replication process of
the DNA.
Week 2
5
6
7
Identify an RNA virus and a DNA virus. Explain why some vaccines are given once
in your lifetime and why some vaccines need to be renewed periodically.
Explain how organisms evolve to avoid elimination.
Create a flow chart starting at the organismal level describing interactions that
occur within three organ systems. Incorporate a feedback mechanism into at
least one system that would restore homeostasis.
Week 3
8
9
Describe a specific biome to include flora, fauna, and adaptations to the biome.
Create a food web from that same biome.
Questions from the case study should be compiled and turned in.
Week 4
10
11
12
Containment Plan - Graphic Organizer/Thinking Map
Including: a description of the scenario concerns to the community, response
and the containment of the viral outbreak.
Containment Plan - demonstrates understanding of the CDC’s role in the
scenario, conveys a realistic plan for dealing with the situation, and has
interactions to impact decreasing the spread of the virus
Containment Plan - reflects how scientists analyze and interpret evidence to
make decisions to solve problems.
Week 5
13
14
Written summary includes an introduction -Detailed description of the scenario
Written summary includes details about the virus -Compare the structures of viruses to cells, describe viral reproduction and
describe the role of viruses in causing diseases
Adapted from GISD
Curriculum 2015– 2016
Page 1 of 7
15
16
17
18
Written summary includes details about the virus -Compare the structures of viruses to cells, describe viral reproduction and
describe the role of viruses in causing diseases
- Describe the interactions that occur among systems that perform the functions
of regulations…defense from injury or illness.
Written summary includes the effect of a viral outbreak on community
Written Summary – Methodology
-Probable methodology to contain the outbreak is presented and is well
supported by research
Week 6
19
Final Product
 Containment Plan
 Written Summary
 Presentation
-Information will be presented in the form of a power point, multimedia or science
board.
Adapted from GISD
Curriculum 2015– 2016
Page 2 of 7
Presentation Assignment
The student will provide a viral containment plan for a specific scenario that includes
the virus and the situation that must be addressed.
Essential Questions:
 How do viruses replicate and kill their host cells?


How can we prevent the spread of disease?
How is evidence used to solve problems and make decisions?
Resources:
Hunting the Ebola Reservoir Host Document
McGraw Hill Biology textbook
Internet
CDC website - http://www.cdc.gov/ , http://www.cdc.gov/vhf/ebola/
Assignment:
 Read the case study “Hunting the Ebola Reservoir Host”
(http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=665&id=
665).
 Use the 8 step AVID Reading Instructions Strategy to annotate the article.
1. Number the paragraphs
2. Underline the author’s claims
3. Circle key words and key phrases
4. Annotate in margins (relate to something personally; clarify, etc)
5. Put a star where something seems important to you
6. Put a question mark by anything you have questions about
7. Summarize the article
8. Come up with three higher-level questions related to the article
 Answer the questions at the end of each reading section. Answers will be due
in week 3.
 Based on the included information a final product will be created. The
presentation can either be a power point, multimedia or science board.
Grading will be based on the attached rubric.
 Use information found in the Ebola case study and the newly introduced
scenario to develop a containment plan for a specific population (see below Viral Scenario) by taking on the role of a Centers for Disease Control (CDC)
Adapted from GISD
Curriculum 2015– 2016
Page 3 of 7
specialist.
 Research the virus in the Viral Scenario and determine all of the individuals and
agencies that may be involved in dealing with the situation how to contain the
virus, and evidence to support procedural decision-making.
 Small non-living particles, such as viruses, can have a global impact
affecting individuals, populations, health care services, and
governments (Why and how do viruses spread and kill with such
speed?).
 Scientists analyze and interpret evidence to solve problems and make
decisions.
 Scientists gather, classify, sequence, and interpret information and visual
data to recognize how organisms, places and events shape our world.
Adapted from GISD
Curriculum 2015– 2016
Page 4 of 7
Viral Scenario:
Ebola: A businessman who has traveled internationally for the past two weeks
comes home and becomes very ill about a week after he returns.
Requirements:
 Create a containment plan, in the form of a thinking map or graphic organizer,
for how the viral outbreak will be controlled including: a description of the
scenario, concerns to the community, response and the conclusion of the viral
outbreak.
 The plan needs to demonstrate an understanding of the CDC’s role in
the scenario, convey a realistic plan for dealing with the situation, and
include interactions with other roles within the scenario
 Containment plan must reflect how scientists analyze and interpret
evidence to make decisions to solve problems.
 Include a written summary/report of the methodology used to contain the viral
outbreak. Report should include:
 Introduction to the virus and a detailed description of the scenario
 Important details about the virus
o Compare the structures of viruses to cells, describe viral
reproduction and describe the role of viruses in causing diseases
o Describe the interactions that occur among systems that perform
the functions of regulations…defense from injury or illness.
 Effect of the viral outbreak on the community
 Probable methodology, supported by research, to contain the
outbreak
Adapted from GISD
Curriculum 2015– 2016
Page 5 of 7
Scoring Rubric
TEKS
Student Task
Week 1
Biol 4.A
Biol 4.B
Biol 6.B
Biol 6.E
Student Task 1
Student Task 2
Student Task 3
Student Task 4
Biol 7.C
Biol 7.E
Biol 10.A
Biol 11.A
Student Task 5
Student Task 6
Student Task 7
Biol 12.B
Biol 12.C
Scoring*
4
4
4
4
3
3
3
3
2
2
2
2
1
1
1
1
4
4
4
3
3
3
2
2
2
1
1
1
Student Task 8
4
3
2
1
Student Task 9
4
3
2
1
4
4
4
3
3
3
2
2
2
1
1
1
4
4
4
4
4
4
3
3
3
3
3
3
2
2
2
2
2
2
1
1
1
1
1
1
4
3
2
1
4
3
2
1
4
3
2
1
Week 2
Week 3
Week 4
Student Task 10
Student Task 11
Student Task 12
Week 5
Student Task 13
Student Task 14
Student Task 15
Student Task 16
Student Task 17
Student Task 18
Week 6
Student Task 19
Professional Representation
Produces creative and innovative
containment plan
Demonstrates high standards for
quality and neatness
OVERALL SCORE ___________ (>50 is the passing standard)
*4


Shows complete
understanding of
the required
biological
knowledge.
The student task
completely
addressed all the
biological
components
presented in the
assignment.
3


Shows nearly
complete
understanding of
the required
biological
knowledge.
The student task
addresses almost all
the biological
components
presented in the
assignment.
2


Shows some
understanding of
the required
biological
knowledge.
The student task
addresses some,
but not all the
biological
components
presented in the
assignment.
1


Shows limited
understanding of
the required
biological
knowledge.
The student task
addresses none of
the biological
components
presented in the
assignment.
Adapted from GISD
Curriculum 2015– 2016
Page 6 of 7
Adapted from GISD
Curriculum 2015– 2016
Page 7 of 7