iRubric: COVID-19 Coronavirus Virus Modelling rubric

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COVID-19 Coronavirus Virus Modelling

Create a Virus Model Include anatomy, genetic material & label parts. Explain if this is a DNA or RNA virus. Include the target (host). An explanation of the virus life cycle is needed. Include major diseases caused by the virus, economic / human. Is there a vaccine or treatment available? If none, how is the infection cycle minimized (ex. sanitation). Bonus 5pts —> If the virus is being used in modern research, as in the treatment of disease, include a summary.

Rubric Code: C2XW23X

By hiroshi99

Ready to use

Public Rubric

Subject: Medical

Type: Project

Grade Levels: 9-12

General C19 Viruses
	Excellent 4 pts	Good 3 pts	Fair 2 pts	Poor 1 pts
Structure of a Virus	Excellent The student creates an accurate model of the virus and identifies the: protein structure, genetic material, and organization of a virus. The student explains how mutation can change the structure of a virus. The student explains, using examples why viruses are specific to a host cell. The student argues whether a virus is alive or dead.	Good The student provides an overview of the structure of a virus. The student explains how mutation can change the structure of a virus.	Fair The student creates an model of the virus and identifies the: protein structure, genetic material, and organization of a virus.	Poor The student creates an model of the virus but doesn't fully identify the: protein structure, genetic material, and organization of a virus.
Lifecycle Lytic vs. Lysogenic Phases	Excellent The student provides an overview of the lytic vs. lysogenic phase of a virus. The student explains what factors might induce the lytic phase. The student identifies several viral diseases that have a lytic & lysogenic phase.	Good The student provides an overview of the lytic vs. lysogenic phase of a virus. The student explains what factors might induce the lytic phase.	Fair The student provides an overview of the lytic vs. lysogenic phase of a virus.	Poor The student does not adequately describe the lytic vs. lysogenic phase of a virus.
Vaccination	Excellent The student explains: attenuated vs. non-attenuated vaccines and how it works to provide immunity to disease The student explains why antibiotics do not affect viruses. The student researches modern vaccine efforts for HIV or another virus of interest.	Good The student explains: attenuated vs. non-attenuated vaccines and how it works to provide immunity to disease The student explains why antibiotics do not affect viruses.	Fair The student explains: attenuated vs. non-attenuated vaccines and how it works to provide immunity to disease	Poor The student does not properly explain vaccination or how it works to provide immunity to disease
Costs of Infection	Excellent The student includes any major diseases caused by the virus. Include the economic / human costs of the virus. The student examines if there are vaccines or treatments to eliminate the virus. If no treatments are available, the student examines how the infection cycle can be safeguarded against or minimized (ex. sanitation).	Good The student includes any major diseases caused by the virus. Include the economic / human costs of the virus. The student examines if there are vaccines or treatments to eliminate the virus. If non, how is the infection cycle minimized (ex. sanitation).	Fair The student explains disease(s) caused by the virus and also includes human costs of infection.	Poor The student provides a brief summary of disease(s) caused by the virus.
Presentation	Excellent The work is exemplary. No revisions required.	Good The format and presentation are good with few revisions needed.	Fair Some revisions required Format is presentable, showing pride in the work	Poor Poor formatting Minimal effort put into presentation, editing, revision.

Keywords:

Virus,Coronavirus,COVID,COVID-19,Epidemic,Pendemic,C19

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