Timeline |
Big Ideas |
Lesson Overview | Eliciting and Engaging the Student | Developing the Ideas | Checking for Understanding |
Timeline: ~1 day Discipline: Any |
BIG IDEA 1: How the case study may be different than what students are used to and what the expectations are. Essential Questions:
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In these three lessons students are introduced to the case study approach. Lesson 1-1 asks students to discuss how they prefer to learn. Lesson 1-2 is a description of the what the students should expect. Lesson 1-3 is a discussion the challenges, strategies, and benefits of working in teams. |
Lesson 1-1: Introduction to learning styles Lesson 1-2: Expectations for the case study Lesson 1-3: Working in teams |
Ask the Questions:
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Timeline: ~1 day
Discipline: Science |
(Inception) BIG IDEA 2: Antibiotic resistance has a major impact on modern medicine Essential Question:
What is the impact of antibiotic resistance on our society and how we treat infections? |
In these lessons, students are introduced to the topic of the case study and become invested in it. Students are polled on antibiotic resistance and watch an inception video on a superbug. |
Lesson 2-1: Polling the students Lesson 2-2: Inception video |
Ask the question: Who does antibiotic resistance impact? |
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Timeline: ~2 days Discipline: Environmental Studies, Science |
(Engagement)
BIG IDEA 3: Defining antibiotic resistance Essential Questions:
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Through these lessons students become engaged in the topic of antibiotic resistance. Students will discuss the question of if Colistin can still be used as a last-resort antibiotic, and will create a class list discussing the engagement question. Each team will pick a solution to antibiotic resistance. |
Lesson 3-1: Engagement Question and Antibiotic Resistance Lecture Lesson 3-2: Topic Exploration |
Ask the question: List the pros and cons of three different solutions to the resistance of E. coli to Colistin. |
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Timeline: ~1 week Discipline: Science |
(Research) BIG IDEA 4: Scientific inquiry skills can be used to address antibiotic resistance Essential Questions:
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In these lessons, students collect background information on their topic, write a research question, and collect data and information to answer their research question. |
Lesson 4-4: Designing the study |
Lesson 4-2: Writing a research question Lesson 4-5: Conducting the research |
Discuss with each team:
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Timeline: ~1-2 days
Discipline: Science |
(Create) BIG IDEA 5: Scientific communication can be used to address antibiotic resistance Essential Questions:
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In these lessons, students will draw a conclusion based on their research, communicate their conclusion to an audience outside the classroom, and present their team’s project to the class. | Lesson 5-1: Drawing a conclusion |
Lesson 5-2: Communicating your findings Lesson 5-4: Presenting |
Ask the following question: Compare and contrast yours and your classmates communication pieces. What do you think these communication pieces will accomplish? |
Time: ~1 day Discipline: Any |
(Reflect) BIG IDEA 6: Reflection is a tool for improving your scientific inquiry skills and for identifying the next steps for addressing antibiotic resistance Essential Questions:
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In this lesson students will reflect on their process recognize their strengths, their opportunities for growth, and what they have learned and accomplished. | Lesson 6-1: Reflect | N/A |