Virtual Museum: History of Virus and Bacteria
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Virtual Museum: History of Virus and Bacteria

Grade 9Science3 days
This project involves 9th-grade students in designing a virtual museum exhibit to educate the public about viruses and bacteria. Students explore the similarities and differences between viruses and bacteria, their historical and modern impacts on society, and their roles in healthcare and ecosystems. The project aims to develop students’ research, presentation, and digital skills by having them create and present an engaging and educational virtual exhibit. Through a series of activities, students research scientific and historical aspects of these microorganisms and synthesize their findings into a coherent and informative digital display.
Virtual MuseumVirusesBacteriaHistorical ImpactMedicinePublic Health
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we design an engaging virtual museum exhibit that effectively educates the public about the historical and modern-day significance of viruses and bacteria, highlighting their similarities, differences, roles in human history, their impact on societies, contributions to medicine and public health, and both harmful and beneficial aspects?

Essential Questions

Supporting questions that break down major concepts.
  • How do viruses and bacteria differ, and what are their similarities?
  • What role have viruses and bacteria played in human history and how have they impacted societies?
  • How does the study of viruses and bacteria contribute to modern medicine and public health?
  • In what ways can viruses and bacteria be both harmful and beneficial to human life and the environment?
  • What technological advancements have enabled better understanding and treatment of viral and bacterial infections?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Understand the key differences and similarities between viruses and bacteria, including structure and function.
  • Analyze the impact of viruses and bacteria on human societies throughout history, including their roles in pandemics and advancements in medicine.
  • Evaluate the beneficial aspects of viruses and bacteria in ecosystems and biotechnology.
  • Develop research and presentation skills by creating an informative and engaging virtual museum exhibit.
  • Translate scientific and historical information about viruses and bacteria into a visual and digital format suitable for a museum exhibit.

NGSS

HS-LS1-1
Primary
Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.Reason: Understanding the genetic material of viruses and bacteria is crucial for explaining their functions and roles, especially how they affect living organisms.
HS-LS1-3
Secondary
Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.Reason: This standard relates to understanding how bacterial infections can disrupt homeostasis and how treatments work to restore it.
HS-LS4-1
Supporting
Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.Reason: Students can explore the evolutionary relationship between viruses, bacteria, and other organisms, and how these are showcased in the exhibit.
HS-LS4-5
Secondary
Evaluate the evidence supporting claims that changes in environmental conditions may result in: increases in the number of individuals of some species, the emergence of new species over time, and the extinction of other species.Reason: Viruses and bacteria adapt to environmental changes, affecting population dynamics, which can be included in the exhibit to show their evolutionary significance.

Common Core Standards

CCSS.ELA-LITERACY.RST.9-10.7
Primary
Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.Reason: Creating visual exhibits requires students to convert textual information into engaging visuals, a key part of museum exhibits.
CCSS.ELA-LITERACY.WHST.9-10.7
Primary
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.Reason: Developing the exhibit requires research skills, aligning with this standard's focus on research projects.

Entry Events

Events that will be used to introduce the project to students

Virtual Reality Field Trip to a Microbiology Lab- cvg

Kick off the project with a VR field trip to a state-of-the-art microbiology lab, examining live cultures of viruses and bacteria. Experiencing cutting-edge science first-hand encourages students to pose questions for further investigation in their virtual museum exhibits, using their observations to design educational displays.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Microbe Detective: Investigating Characteristics

Students begin their project by investigating the characteristics of viruses and bacteria. This activity focuses on understanding and distinguishing the structural and functional differences and similarities between these microorganisms.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research basic characteristics of viruses and bacteria using provided resources.
2. Take notes on the structural differences, such as DNA or RNA presence, and functional roles in cells.
3. Complete a comparative chart that highlights at least three similarities and three differences between viruses and bacteria.

Final Product

What students will submit as the final product of the activityA completed Venn diagram or chart illustrating the differences and similarities between viruses and bacteria.

Alignment

How this activity aligns with the learning objectives & standardsAligned with NGSS HS-LS1-1 by understanding the structures involved in critical functions, and Common Core ELA RST.9-10.7 in translating text into visual form.
Activity 2

Epidemic Timeline: Historical Impact

In this activity, students create a timeline that examines the role of viruses and bacteria in human history, focusing on significant events and their societal impacts.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Choose significant viral and bacterial events in history based on previous research and class discussions.
2. Gather information on each event, focusing on the societal and health impacts.
3. Use digital tools to create a visual timeline representing these events and their significance.

Final Product

What students will submit as the final product of the activityA digital timeline depicting key viral and bacterial events in human history and their societal impacts.

Alignment

How this activity aligns with the learning objectives & standardsSupports NGSS HS-LS4-1 by addressing historical impacts with scientific evidence, and aligns with ELA WHST.9-10.7 by conducting research and presenting it visually.
Activity 3

Biotech Marvels: Exploring Beneficial Uses

Students explore how viruses and bacteria contribute positively to ecosystems and biotechnology by researching various applications and benefits.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research various beneficial applications of viruses and bacteria, such as in biotechnology and ecological roles.
2. Prepare a short presentation or write-up detailing one application in depth.
3. Illustrate or visualize how this application benefits humans or the environment.

Final Product

What students will submit as the final product of the activityA detailed presentation or infographic showcasing a beneficial virus/bacteria application.

Alignment

How this activity aligns with the learning objectives & standardsSupports NGSS HS-LS4-5 regarding environmental adaptation benefits and aligns with Common Core ELA standards by translating information into visual/digital forms.
Activity 4

Exhibit Design Workshop: Research and Development

Students collaborate in small groups to plan and develop the content for their virtual museum exhibit, synthesizing information from previous activities.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Formulate a specific aspect of viruses and bacteria for the exhibit, using information gathered from prior activities.
2. Conduct further research to expand on this aspect, ensuring all information is accurate and engaging.
3. Develop an outline or storyboard for the exhibit, detailing each section and its purpose.

Final Product

What students will submit as the final product of the activityA comprehensive outline or digital storyboard for the virtual museum exhibit, ready for final development.

Alignment

How this activity aligns with the learning objectives & standardsDirectly supports ELA WHST.9-10.7 by conducting and organizing research, and aligns with NGSS standards by planning and communicating scientific content.
Activity 5

Virtual Exhibit Launch: Bringing it All Together

The final activity involves compiling, refining, and digitally presenting the completed museum exhibit, showcasing all researched aspects of viruses and bacteria.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Compile all research, visuals, and designs from previous activities.
2. Use digital tools to create the virtual museum, integrating different media formats effectively.
3. Present the final exhibit to the class or an external audience, explaining each section and its importance.

Final Product

What students will submit as the final product of the activityA fully functional virtual museum exhibit on viruses and bacteria, presented to peers or the public.

Alignment

How this activity aligns with the learning objectives & standardsCulminates all standards by encompassing research, visual interpretation, and communication of scientific and historical information.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Virus and Bacteria Museum Exhibit Rubric

Category 1

Content Understanding

Assessment of the student's grasp of the scientific and historical concepts related to viruses and bacteria.
Criterion 1

Conceptual Knowledge

Degree to which the student understands and explains the differences and similarities between viruses and bacteria.

Exemplary
4 Points

Demonstrates an in-depth understanding of the structural and functional attributes of viruses and bacteria, with insightful examples and explanations.

Proficient
3 Points

Shows a thorough understanding of the structural and functional attributes of viruses and bacteria with appropriate examples.

Developing
2 Points

Displays a basic understanding of the attributes of viruses and bacteria with some inaccuracies and general examples.

Beginning
1 Points

Shows limited understanding of the attributes of viruses and bacteria with significant inaccuracies and lack of examples.

Criterion 2

Historical and Societal Impact

Ability to analyze and represent the impact of viruses and bacteria in human history and society.

Exemplary
4 Points

Provides an intricate analysis of key historical events, clearly connecting scientific discoveries to societal changes, with robust evidence.

Proficient
3 Points

Analyzes key historical events with clear connections between scientific discoveries and societal impacts, supported by adequate evidence.

Developing
2 Points

Describes historical events with some connections between scientific discoveries and societal impacts, with limited supporting evidence.

Beginning
1 Points

Has difficulty describing historical events and makes minimal connections between scientific discoveries and societal impacts.

Category 2

Research and Synthesis

Evaluation of research skills and the ability to synthesize information into coherent, structured formats for the exhibit.
Criterion 1

Research Quality

The extent to which the research conducted is thorough, relevant, and properly sourced.

Exemplary
4 Points

Conducts comprehensive and accurate research, citing diverse and credible sources effectively.

Proficient
3 Points

Conducts good quality research, using mostly credible sources with appropriate citations.

Developing
2 Points

Conducts basic research with limited sources and occasional inaccuracies in citations.

Beginning
1 Points

Limited research conducted, with few sources that are inadequately cited.

Criterion 2

Information Synthesis

Ability to organize research findings into a logical and engaging format for the exhibit.

Exemplary
4 Points

Expertly organizes and integrates research findings into a coherent, logically-structured, and engaging exhibit format.

Proficient
3 Points

Effectively organizes research findings into a clear and logical exhibit format.

Developing
2 Points

Partially organizes research findings with occasional lapses in logic and coherence.

Beginning
1 Points

Struggles to organize research findings logically, resulting in a disjointed exhibit format.

Category 3

Visual and Digital Presentation

Assessment of the visual design and digital integration of the exhibit materials.
Criterion 1

Visual Design

Effectiveness of the visual design in conveying the exhibit content.

Exemplary
4 Points

Uses highly effective and visually appealing designs that enhance understanding and engagement with the content.

Proficient
3 Points

Uses effective and clear designs that adequately support content understanding.

Developing
2 Points

Uses basic designs that communicate some of the content but lack clarity and appeal.

Beginning
1 Points

Designs are unclear and diminish understanding of the content.

Criterion 2

Digital Tool Integration

Skill in using digital tools to create and present the exhibit.

Exemplary
4 Points

Expertly utilizes a wide range of digital tools, creating a seamless and interactive exhibit experience.

Proficient
3 Points

Utilizes several digital tools effectively to create an engaging exhibit.

Developing
2 Points

Utilizes digital tools to create an exhibit, but with limited effectiveness and engagement.

Beginning
1 Points

Struggles with using digital tools, resulting in a poorly constructed exhibit.

Category 4

Collaboration and Communication

Evaluation of the student's ability to work collaboratively and communicate ideas effectively.
Criterion 1

Collaboration

Extent of active contribution to group efforts and collective decision making.

Exemplary
4 Points

Consistently leads and contributes to the group effectively, facilitating productive collaboration.

Proficient
3 Points

Actively contributes to the group and participates in decision-making effectively.

Developing
2 Points

Participates in group activities with occasional contributions to decision making.

Beginning
1 Points

Reluctantly participates in the group with minimal contributions to decision making.

Criterion 2

Communication Skills

Clarity and effectiveness in conveying ideas both verbally and in written format.

Exemplary
4 Points

Communicates ideas clearly, confidently, and persuasively, both verbally and in written form.

Proficient
3 Points

Communicates ideas clearly and comprehensively in verbal and written form.

Developing
2 Points

Communicates ideas with some clarity but lacks detail and coherence.

Beginning
1 Points

Struggles to communicate ideas clearly, leading to confusion.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

What were the most surprising or interesting things you learned about viruses and bacteria during this project?

Text
Required
Question 2

How effectively do you think your virtual museum exhibit communicated the historical and modern-day significance of viruses and bacteria?

Scale
Required
Question 3

Which part of creating the museum exhibit did you find most challenging, and why?

Text
Required
Question 4

In what ways do you think the study of viruses and bacteria could benefit society in the future?

Multiple choice
Optional
Options
Advancements in medicine
Environmental protection
Biotechnological innovations
Understanding pandemics
Other (please specify)
Question 5

Overall, how has your perspective on viruses and bacteria changed as a result of this project?

Text
Required