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Viruses vs. Cells: Structures and How Viruses Cause Disease

Viruses and cells are both important in biology, but they have very different structures and functions. Cells are the basic units of life; they have organelles, a cell membrane, cytoplasm, and carry out all the activities needed to live. Viruses, on the other hand, are much simpler. They are not considered living things because they cannot reproduce or carry out life functions on their own. Viruses consist of genetic material (DNA or RNA) inside a protein coat, and sometimes a lipid envelope.

Viruses spread by entering living cells and using the cell’s machinery to make more viruses. This often destroys the cell and causes disease in the organism. When viruses multiply, they can spread to other cells and even to other people, causing outbreaks of illnesses.

Below you will find sentence starters and Spanish translations for key vocabulary words to help you with this worksheet.

Vocabulary with Spanish Translation:

Virus — virus

Cell — célula

Protein coat — cápsida proteica

Genetic material — material genético

Envelope — envoltura

Disease — enfermedad

Reproduce — reproducir

Host — huésped

Spread — propagarse

Structure — estructura

Sentence Starters:

The main difference between a virus and a cell is…

Viruses spread by…

Cells can…

When a virus enters a host cell, it…

A virus causes disease by…

Fill in the Blank: Fill in the blank with the correct words.

1. A _ (virus/virus) needs a host cell to reproduce.

2. The _ (célula/cell) contains organelles and can carry out life processes.

3. The genetic material of a virus is protected by a _ (cápsida proteica/protein coat).

4. Viruses cause _ (enfermedad/disease) by destroying host cells.

5. A virus spreads by entering a _ (huésped/host) and making copies of itself.

Word bank in Spanish: célula, huésped, cápsida proteica, enfermedad, virus

Multiple Choice Questions: Choose the correct answer from the choices for each question.

1. Which of the following is found in both viruses and cells?
a) Nucleus
b) Cytoplasm
c) Genetic material
d) Mitochondria

2. What is the main function of a virus’s protein coat?
a) To make energy
b) To protect its genetic material
c) To reproduce on its own
d) To perform photosynthesis

3. Why are viruses not considered living things?
a) They have a nucleus
b) They cannot reproduce by themselves
c) They have cytoplasm
d) They can carry out all life processes

4. How do viruses usually spread from one cell to another?
a) By dividing like cells
b) By using their own energy
c) By hijacking the host cell’s machinery
d) By photosynthesis

5. Which structure is unique to viruses and not found in cells?
a) Cytoplasm
b) Protein coat
c) Ribosome
d) Cell wall

Open-Ended Questions: Answer the following questions in complete sentences.

1. Explain in your own words how a virus spreads and causes disease.

2. Compare the structures of a virus and a cell. What is one main difference?

3. Why do you think it is important to understand how viruses work?

ANSWER KEY

Fill in the Blank

1. virus / virus

2. célula / cell

3. cápsida proteica / protein coat

4. enfermedad / disease

5. huésped / host

Multiple Choice

1. c) Genetic material

2. b) To protect its genetic material

3. b) They cannot reproduce by themselves

4. c) By hijacking the host cell’s machinery

5. b) Protein coat

Open-Ended Questions (Sample Answers)

1. A virus spreads by entering a host cell and using its machinery to make more viruses. This often destroys the cell, causing disease.

2. A virus only has genetic material and a protein coat, while a cell has many organelles and can perform all life functions. A main difference is that viruses cannot live or reproduce on their own.

3. It is important to understand how viruses work so we can prevent and treat diseases they cause, and protect people from getting sick.

Teachers: Please review the answer key for accuracy before using with students.

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Here are three engaging lesson hook ideas specifically tailored for a 10th-grade Introduction to Journalism class:

1. Breaking News Simulation

Description: Set up a mock newsroom where students receive a "breaking news" alert (could be a fictional event). Divide them into small groups and assign roles such as reporters, editors, and photographers. Each group must quickly brainstorm and outline a news article based on the alert.

Setup: Prepare a list of fictional news events prior to class. Provide students with paper, markers, and any other materials they might need to create their articles.

Expected Outcome: Students will grasp the urgency and excitement of journalism, while also understanding the structure of a news article.

2. Headline Hook Challenge

Description: Show students several headlines from different news articles, some effective and some not. Ask students to work in pairs to discuss what makes a headline strong or weak. Then, challenge them to create their own attention-grabbing headlines for a set of given topics.

Setup: Prepare a slideshow or handout with a variety of headlines. Give students paper and pens for writing their headlines.

Expected Outcome: Students will learn the importance of headlines in journalism and how they can influence reader engagement.

3. Interview Role-Play

Description: Conduct a role-play where students interview each other about a current event or a personal experience. One student acts as the journalist while the other is the interviewee. After the interviews, students will share what they learned and how they would write the story.

Setup: Create a list of topics or questions to guide the interviews. Ensure students have a notepad to jot down key points.

Expected Outcome: This activity will enhance students' understanding of interview techniques and the importance of gathering information in journalism.

Key Vocabulary

1. Journalism

Definition: The activity of gathering, assessing, creating, and presenting news and information.

Spanish Equivalent: Periodismo

2. Headline

Definition: The title of a news article, designed to capture the reader's attention and summarize the main point.

Spanish Equivalent: Titular

3. Interview

Definition: A conversation where one person asks questions to gather information from another.

Spanish Equivalent: Entrevista

4. Article

Definition: A written work published in a newspaper, magazine, or online platform that reports news or provides commentary.

Spanish Equivalent: Artículo

5. Reporter

Definition: A person who investigates and reports on news stories for newspapers, television, or online media.

Spanish Equivalent: Reportero/a

These hooks and vocabulary will help engage 10th-grade students while providing a foundational understanding of journalism.

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Exit Ticket: Interdependence in Aquatic Environments

Name: ____________________ Date: _______________

Instructions: Read each question carefully and answer in complete sentences.

1. Define interdependence (interdependencia). Why is it important for organisms living in aquatic environments like ponds, rivers, lakes, oceans, or aquifers?

2. Give two examples of how organisms in a pond (estanque) depend on each other for survival.

3. How does the biosphere (biosfera) connect aquatic environments to other ecosystems?

4. Choose one aquatic environment (pond, river, lake, ocean, or aquifer) and describe one food chain showing the interdependence of organisms within it.

5. Why is it important to protect aquatic environments and their organisms?

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Certainly! Here’s the exit ticket with sentence starters added to support student responses:

Exit Ticket: Interdependence in Aquatic Environments

Name: ____________________ Date: _______________

Instructions: Read each question carefully and answer in complete sentences. Use the sentence starters to help you.

1. Define interdependence (interdependencia). Why is it important for organisms living in aquatic environments like ponds, rivers, lakes, oceans, or aquifers?
Sentence starter:
Interdependence means... It is important because...

2. Give two examples of how organisms in a pond (estanque) depend on each other for survival.
Sentence starter:
One example of interdependence in a pond is... Another example is...

3. How does the biosphere (biosfera) connect aquatic environments to other ecosystems?
Sentence starter:
The biosphere connects aquatic environments to other ecosystems by...

4. Choose one aquatic environment (pond, river, lake, ocean, or aquifer) and describe one food chain showing the interdependence of organisms within it.
Sentence starter:
In a (pond/river/lake/ocean/aquifer), the food chain starts with... Then, ... depends on ... for...

5. Why is it important to protect aquatic environments and their organisms?
Sentence starter:
Protecting aquatic environments is important because...

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Text Dependent Questions on Virus and Cell Structures:

1. Compare and contrast the structural components of viruses and cells. How do these differences influence their respective functions in biological systems?
Sentence Starters:

"Viruses differ from cells in that…"

"The presence of…"

2. Analyze the mechanisms by which viruses replicate within host cells. What specific cellular processes do viruses hijack to reproduce, and how does this affect the host's health?
Sentence Starters:

"Viruses replicate by…"

"This affects the host's health because…"

3. Evaluate the various methods through which viruses can spread from one host to another. What role do environmental factors play in the transmission of viral diseases?
Sentence Starters:

"Viruses can spread through…"

"Environmental factors such as…"

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Inferencing Question:

What can you infer about the relationship between the barber and the customer from the barber’s focused expression and the setting of the barbershop? Use clues from the scene to support your answer.

Sentence Stems:

I infer that the relationship is __________ because __________.

The barber’s expression shows __________, which suggests __________.

The setting of the barbershop (la barbería) indicates __________.

Based on the details (los detalles) in the scene, I believe __________.

Spanish Cognates to Support Understanding:

Barber / Barbero

Customer / Cliente

Expression / Expresión

Focused / Enfocado

Setting / Escenario

Scene / Escena

Clues / Claves

Relationship / Relación

Detail / Detalle

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Structure of Cells Structure of Viruses Spread of Viruses Diseases Caused by Viruses Comparing Cells and Viruses

500 What is the role of ribosomes in a cell? Explain what a viral envelope is and its function. Describe the concept of zoonotic diseases. How does HIV affect the immune system? Discuss how the structure of a virus influences its ability to infect cells.

400 How do prokaryotic cells differ from eukaryotic cells? How can the shape of a virus affect its function? What is a vector in the context of viral spread? What is the significance of the HPV vaccine? How does the immune response differ when fighting cells versus viruses?

300 Describe the function of the cell membrane. What is a virus's outer layer called? How can vaccination help prevent the spread of viruses? How can the Ebola virus spread and its effects? In what way do cells and viruses interact?

200 Name two organelles found in eukaryotic cells. Name one way viruses can differ in structure from cells. Name two methods of viral transmission. What virus causes chickenpox? Describe one similarity between cells and viruses.

100 What is the basic unit of life? What are viruses made of? What is the most common way viruses spread? Name a common viral disease. Why are viruses considered non-living?

Questions:

Structure of Cells

100 points: What is the basic unit of life?

Answer: What is a cell?

200 points: Name two organelles found in eukaryotic cells.

Answer: What are the nucleus and mitochondria?

300 points: Describe the function of the cell membrane.

Answer: What is to protect the cell and control what enters and exits?

400 points: How do prokaryotic cells differ from eukaryotic cells?

Answer: What are prokaryotic cells do not have a nucleus, while eukaryotic cells do?

500 points: What is the role of ribosomes in a cell?

Answer: What is to synthesize proteins?

Structure of Viruses

100 points: What are viruses made of?

Answer: What is genetic material (DNA or RNA) surrounded by a protein coat?

200 points: Name one way viruses can differ in structure from cells.

Answer: What is viruses lack cellular structures and do not have organelles?

300 points: What is a virus's outer layer called?

Answer: What is a capsid?

400 points: How can the shape of a virus affect its function?

Answer: What is different shapes can influence how viruses attach to host cells?

500 points: Explain what a viral envelope is and its function.

Answer: What is a lipid layer that surrounds some viruses, helping them enter host cells?

Spread of Viruses

100 points: What is the most common way viruses spread?

Answer: What is through direct contact or air droplets?

200 points: Name two methods of viral transmission.

Answer: What are respiratory droplets and contaminated surfaces?

300 points: How can vaccination help prevent the spread of viruses?

Answer: What is by boosting the immune response against specific viruses?

400 points: What is a vector in the context of viral spread?

Answer: What is an organism, like an insect, that transmits viruses to other hosts?

500 points: Describe the concept of zoonotic diseases.

Answer: What are diseases that are transmitted from animals to humans?

Diseases Caused by Viruses

100 points: Name a common viral disease.

Answer: What is the flu?

200 points: What virus causes chickenpox?

Answer: What is the varicella-zoster virus?

300 points: How does HIV affect the immune system?

Answer: What is it attacks and destroys T cells?

400 points: What is the significance of the HPV vaccine?

Answer: What is it helps prevent certain cancers caused by human papillomavirus?

500 points: Explain how the Ebola virus spreads and its effects.

Answer: What is it spreads through direct contact with infected bodily fluids and causes severe hemorrhagic fever?

Comparing Cells and Viruses

100 points: Why are viruses considered non-living?

Answer: What is because they cannot reproduce or carry out metabolic processes on their own?

200 points: Describe one similarity between cells and viruses.

Answer: What is both can contain genetic material?

300 points: In what way do cells and viruses interact?

Answer: What is viruses hijack host cells to replicate?

400 points: How does the immune response differ when fighting cells versus viruses?

Answer: What is cells are targeted by immune cells, while viruses are targeted by antibodies?

500 points: Discuss how the structure of a virus influences its ability to infect cells.

Answer: What is the presence of specific proteins on the virus surface allows it to bind to specific receptors on host cells?

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Text Dependent Questions (9-12) in my Mexican American Studies Classes

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I would use Magic School to both help generate text about course topics that include TEKS names, dates, events and vocabulary terms.  I know there are also translation options that I am interested in using for newcomers.  After reading/annotating/analyzing the text I would then have MS-AI generate some text-dependent questions from that text.

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Images of volcanoes with labels

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What are volcanoes? How are volcanoes formed? Where do we find volcanoes?

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Text Dependent Questions for 10th-Grade Students:

1. What factors contributed to the rise of the Ottoman Turks as a powerful empire?
Sentence Starter: "The factors that contributed to the rise of the Ottoman Turks include…"
Spanish Cognates: factores (factors), contribuyó (contributed), imperio (empire)
Vietnamese Translations: yếu tố (factors), đã góp phần (contributed), đế chế (empire)

2. How did Othman's leadership influence the early expansion of the Ottoman Turks?
Sentence Starter: "Othman's leadership influenced the early expansion of the Ottoman Turks by…"
Spanish Cognates: liderazgo (leadership), influencia (influence), expansión (expansion)
Vietnamese Translations: lãnh đạo (leadership), ảnh hưởng (influence), mở rộng (expansion)

3. In what ways did the capture of Constantinople in 1453 signify the end of the Byzantine Empire?
Sentence Starter: "The capture of Constantinople in 1453 signified the end of the Byzantine Empire by…"
Spanish Cognates: captura (capture), significó (signified), imperio (empire)
Vietnamese Translations: sự chiếm lấy (capture), đã đánh dấu (signified), đế chế (empire)

Answer Key:

1. Factors contributing to the rise of the Ottoman Turks include their migration from central Asia, their adherence to Islam, and their ability to expand territory through military conquests.

2. Othman's leadership influenced early expansion by successfully capturing key cities like Bursa and establishing a foundation for future conquests.

3. The capture of Constantinople in 1453 marked the end of the Byzantine Empire by eliminating its capital and asserting Ottoman dominance in the region.

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Video Comprehension Questions

1. What are the different types of documentation mentioned in the video that can be used to protect the business and ensure accurate claims?

2. Describe the "one two three method" explained in the video. What is the significance of each step in this method?

3. How can technology enhance the documentation process according to the speakers? Provide specific examples mentioned in the video.

Answer Key:

1. Various types of documentation such as photos, videos, computerized printouts, and owner's manuals are mentioned. (Timestamp: 1:09)

2. The "one two three method" involves taking a photo of the calibration procedure, stall preparation, and vehicle prep. Each step is significant for thorough documentation. (Timestamp: 1:46)

3. Technology can enhance documentation by allowing the use of photos and videos to provide visual evidence, which can be compressed and sent easily. (Timestamp: 2:24)

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Here's a concise review on the topic related to standard B.5.D: comparing virus structures to cells, and explaining how viruses spread and cause disease. I've also included sentence starters to help students answer related questions.

Review: Viruses and Cells, Spread and Disease

1. Comparing Structures of Viruses and Cells

Viruses are much smaller than cells.

Cells have many parts like a nucleus, cytoplasm, and a cell membrane, while viruses mainly have genetic material (DNA or RNA) inside a protein coat.

Unlike cells, viruses cannot live or reproduce on their own; they need to infect a host cell.

Sentence Starters:

"A virus is different from a cell because..."

"Cells have ____ while viruses have ____."

"Viruses cannot reproduce by themselves because..."

2. How Viruses Spread

Viruses spread through contact with infected people, animals, or surfaces.

They can be transmitted by coughing, sneezing, touching, or through bodily fluids.

Once inside a host, the virus attaches to cells and takes over their machinery to make more viruses.

Sentence Starters:

"Viruses spread from one host to another by..."

"A virus enters the body when..."

"The virus attaches to the host cell by..."

3. How Viruses Cause Disease

Viruses cause disease by damaging or killing the cells they infect.

The infection can trigger the immune system to respond, causing symptoms like fever and fatigue.

Some viruses cause mild illnesses, while others can cause severe diseases.

Sentence Starters:

"Viruses cause disease because they..."

"When a virus infects a cell, it..."

"The body reacts to a virus by..."

Let me know if you want me to create questions or activities to go with this review!

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Vocabulary Words for Mitosis (with Spanish Translation)

1. Mitosis
the process of cell division in which one cell divides to produce two identical daughter cells, each with the same number of chromosomes as the parent cell.
mitosis: el proceso de división celular que produce dos células hijas idénticas.

2. Chromosome
a thread-like structure made of DNA and proteins that carries genetic information; humans typically have 46 chromosomes in each somatic cell.
chromosome: estructura en forma de hilo que transporta información genética.

3. Cytokinesis
the final stage of cell division where the cytoplasm of a parental cell is divided into two daughter cells, completing the process of mitosis.
cytokinesis: etapa final de la división celular donde el citoplasma se divide.

4. Diploid
a cell or organism that contains two complete sets of chromosomes, one from each parent; in humans, diploid cells have 46 chromosomes.
diploid: célula que contiene dos conjuntos completos de cromosomas.

5. Spindle Fibers
protein structures that form during mitosis to separate chromosomes; they help pull apart the duplicated chromosomes and ensure each daughter cell receives the correct number.
spindle fibers: estructuras de proteínas que separan los cromosomas durante la mitosis.

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SWIRL Framework with Video Comprehension Questions

Video Comprehension Questions

1. What are the three types of particles that make up an atom?
a. Protons, electrons, and neutrons
b. Protons, neutrons, and isotopes
c. Electrons, neutrons, and ions
d. Protons, electrons, and ions

2. How many different kinds of atoms are there?
a. 100
b. 118
c. 150
d. 200

3. What determines the uniqueness of each element?
a. The number of neutrons
b. The number of electrons
c. The number of protons
d. The size of the atom

4. What is the atomic number of hydrogen?
a. 1
b. 2
c. 3
d. 4

5. What is the relationship between protons and electrons in a stable atom?
a. They are equal in number
b. There are more protons than electrons
c. There are more electrons than protons
d. They do not affect each other

6. What is the electric force?
a. The pull between neutrons and electrons
b. The pull between protons and neutrons
c. The pull between protons and electrons
d. The push between electrons

7. Why are neutrons necessary in an atom?
a. They increase the number of protons
b. They prevent protons from repelling each other
c. They create electric force
d. They form electrons

8. What is the strong nuclear force?
a. A force that pushes electrons away
b. A force that holds protons and neutrons together
c. A force that attracts electrons to the nucleus
d. A force that makes atoms explode

9. What happens if there were no neutrons in an atom?
a. Atoms would be stable
b. Atoms would be hydrogen only
c. Atoms would have more protons than electrons
d. Atoms would become larger

10. Which element has 118 protons?
a. Oxygen
b. Gold
c. Helium
d. Oganesson

SWIRL Application

Synthesize

After answering the questions, students should connect the information learned about atomic structure to previous knowledge about elements and compounds.

Wonder

Students can pose questions such as: "What would happen if an atom had more neutrons than protons?"

Investigate

Encourage students to research isotopes or the role of neutrons in more detail, perhaps by conducting a simple experiment or using online resources.

Reflect

Have students discuss how understanding atomic structure can influence their comprehension of chemistry and its applications in real life.

Learn

Finally, students can apply their newfound knowledge to solve related problems or complete assignments, reinforcing the concepts learned through the video.

Answer Key:

1. a 0:00

2. b 0:23

3. c 1:08

4. a 1:16

5. a 2:50

6. c 2:34

7. b 3:06

8. b 3:13

9. b 3:35

10. d 1:49

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Phenomenon: Electron Configuration and Lewis Dot Structures of Alkali Metals

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Phenomenon: Electron Configuration and Lewis Dot Structures of Alkali Metals

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Stimulus:

Element

Atomic Number

Electron Configuration

Lewis Dot Structure

Lithium (Li)

3

1s² 2s¹

Li·

Sodium (Na)

11

1s² 2s² 2p⁶ 3s¹

Na·

Potassium (K)

19

1s² 2s² 2p⁶ 3s² 3p⁶ 4s¹

K·

Rubidium (Rb)

37

1s² 2s² 2p⁶ 3s² 3p⁶ 4s² 3d¹⁰ 4p⁶ 5s¹

Rb·

Question Set:

Examine the electron configurations in the table. What pattern do you observe in the electron configurations of the alkali metals as you move down the group in the periodic table?

Sentence Starter: "As we move down the group in the periodic table, the electron configurations show a pattern where…"

Spanish Cognate: configuración electrónica

Vietnamese Cognate: cấu hình electron

Using the data table, explain how the Lewis dot structures of these elements represent their valence electrons. Why is this representation significant for understanding chemical reactivity?

Sentence Starter: "The Lewis dot structures represent the valence electrons by…"

Spanish Cognate: estructura de Lewis, electrones de valencia, reactividad química

Vietnamese Cognate: cấu trúc Lewis, electron hóa trị, phản ứng hóa học

Predict how the electron configuration and Lewis dot structure of Cesium (Cs) would look. Explain your reasoning based on the patterns observed in the table.

Sentence Starter: "Based on the patterns observed, the electron configuration and Lewis dot structure for Cesium would be…"

Spanish Cognate: predecir, cesio

Vietnamese Cognate: dự đoán, xêzi

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Matters

Video Comprehension Questions for 9th Grade

1. What is the primary reason the early settlers traveled across the Atlantic Ocean?
a. To find gold
b. To start a new life
c. To conquer native lands
d. To escape from England

2. Who is John Rolfe, and what is he known for?
a. A military leader
b. A famous artist
c. An English farmer who grew tobacco
d. A ship captain

3. What significant event occurred during the "starving time" in Jamestown?
a. The settlers built a large settlement
b. Many settlers died due to starvation
c. The settlers discovered gold
d. The settlers made peace with the natives

4. What was the relationship between the pilgrims and the Pocanoget people?
a. They were enemies
b. They worked together to survive
c. They ignored each other
d. They fought for control of the land

5. What was the outcome of the first shots fired at Lexington?
a. The British won immediately
b. The Americans were defeated
c. The American Revolution began
d. The fighting stopped

Answer Key:

1. b. To start a new life (0:15)

2. c. An English farmer who grew tobacco (1:21)

3. b. Many settlers died due to starvation (3:48)

4. b. They worked together to survive (13:35)

5. c. The American Revolution began (38:00)