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The Antibiotic Resistance Project

Page history last edited by mariaelizabethbunn@... 7 years, 7 months ago

INTRODUCTION TO THE TEACHER

INTRODUCTION TO THE PROJECT

 

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:

 

  • How does the case study differ from what I (a student) may be used to in the classroom?
  • What will I (a student) be expected to do?
  • How and why do people work in teams? 

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:


  1. What concerns do you have about the upcoming case study? What are you excited about?
  2. Have you worked in teams before? What was it like? 

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? 

Timeline:

~2 days

 

Discipline: Environmental Studies, Science 		 (Engagement)

BIG IDEA 3: Defining antibiotic resistance


Essential Questions:

  • What is antibiotic resistance?
  • Will the resistant bacteria spread through the population?
  • Why do we use antibiotics so frequently? 

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. 

Timeline:

~1 week

 

Discipline: Science 

(Research)

BIG IDEA 4: Scientific inquiry skills can be used to address antibiotic resistance


Essential Questions:

  • What is known about this topic? What is not known?
  • How do you write a research question?
  • How should I collect my information?
  • Which sources are reliable and reputable? 
 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 4-1: Topic diagram


Lesson 4-3: Form a hypothesis


Lesson 4-4: Designing the study 

Lesson 4-2: Writing a research question


Lesson 4-5: Conducting the research 

Discuss with each team:

 

  1. Have you gathered enough information to answer their research question?
  2. Do they have the evidence to support their position?
  3. Are they missing a piece of information? 

Timeline:

~1-2 days

 

Discipline: Science 

(Create)

BIG IDEA 5: Scientific communication can be used to address antibiotic resistance


Essential Questions:

  • How do you draw conclusions from research and data?
  • Who would benefit most from hearing your conclusion?
  • How do you articulate your conclusion clearly and scientifically?
  • How could your research impact antibiotic resistance? 
 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 5-3: Peer-editing


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:

  • What have I learned?
  • What have I done well?
  • How can I improve? 
 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 

 

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