CI 402 Unit SMARTBoard Lesson Plan Standards: MS-LS10b: Design and conduct an investigation to generate evidence that unicellular

organisms; like multicellular organisms, survive by obtaining food and water, disposing of waste and having an environment in which to live. Learning Objectives and Assessment Criteria: Learning Objectives Assessment Criteria Students will be able to identify the positive Students will be able to discuss that bacteria, and negative effects of bacteria. such as pathogens, infect organisms to cause disease and illnesses. For positive effects, students will be able to discuss how bacteria are used in vaccines, food, and others (whatever they can recall in prior knowledge). Students will be able to explain how vaccines Students will exhibit this through their are made and how they cannot last a lifetime. worksheets on the TED Talk. The projects will also exhibit this. Students should be able to discuss that vaccines are made from inactivated forms of the virus or pathogen. This then gets injected into the body so that the bodys immune system can build antibodies against the pathogen and be able to effectively counter the pathogen when the real one comes around.

Materials: 1. Glo Germ Solution 2. Blacklights 3. SMARTBoard 5E Instructional Model: Engage The use of RadioLab, TED Talks, making a concept map, and a lab will be used to engage the students. Students will use the following activities to determine the positives and negatives effects of bacteria to society and mankind. Instead of just listing these effects, students will work through the videos, podcasts, labs, and readings to come up with an answer on their own, which will keep them engaged. Another way that the students will be engaged is by trying to determine how to best wash their hands in a way that would minimize bacterial growth on the hands and get rid of the most bacteria. This lab will be used to keep students engaged by allowing the students to come up with the hypothesis and the variables. This way the students feel that they are in control of the experiment and the direction is goes while still doing a scientific experiment and learning about a concept. Explore Students will explore the effects bacteria have on the society. Students will learn about illness and diseases caused by bacteria and also how medicine has been

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used to combat these pathogens. Students will also learn about how bacteria help plants, industry, and our own bodies. Students will also look into how vaccines and antibacterial soaps work and attempt to apply that concept to other aspects of modern technology (antibiotics and flu shot). Students should be able to explain in detail how vaccines are formed, used, and function in our body. The students should be able to explain why it is important that we take them and how it works within out body. Students should also explain, briefly, the other positive ways that bacteria help us. Students will build upon their previous knowledge on bacteria and their properties. Students will further understand the diversity of bacteria through their different effects on society, both good and bad. Students will be evaluated on: 1. Ability to follow directions and proper lab safety etiquette. 2. Ability to discuss the positive and negative effects of bacteria. And their ability to communicate this on the concept map. 3. Ability to communicate that information through proper and supported scientific writing. 4. Ability to effectively fulfill the requirements for the project assignment.

Instructional Sequence:1 Day 1 05 minutes Introduction: Vaccines Poll Question: How many of you have taken a flu shot before? o Why did you take a flu shot? What does it do for your body? o What do you think is the reason why we have to take a flu shot every year? Question: What are vaccines and how have they helped mankind? VIDEO: TEDTalk: Seth Berkley-HIV and flu, the vaccine strategy http://www.ted.com/talks/seth_berkley_hiv_and_flu_the_vaccine_strategy .html o Have the students watch the video for the first half of the class. While the students are watching the video, have them take notes on the following questions. What are vaccines? What do they do? How are they created? What makes vaccines not 100% effective? Once the video is done, have a discussion on the questions and ask the students what they wrote for each of the questions. Also ask: o What vaccines did they talk about in the video? o What are some examples? Collect the worksheets. Guided Reading: Students are to read Chapter 1, Section 2 in the From Bacteria

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It is assumed that this lesson will follow the demonstration lesson, not necessarily directly after but definitely not before the demonstration lesson.

to Plants textbook They should take notes in their notebook about how bacteria are harmful and how they are beneficial. Total Time: 50 minutes Homework: Have the students finish the reading and their notes for homework. Day 2 02 minutes Introduction: Have the students take out their notes that they completed for homework. Also, return their notes from the TED Talk video so that they students can use it for the days activities. 23 minutes RadioLab: Play the podcast Gut Feelings for the students and have the students take notes like they did during the TED Talks. The purpose of the RadioLab podcast is to show a beneficial side to bacteria in that they are part of our gut and help digest food. Link: http://www.radiolab.org/2012/apr/02/gut-feelings/ 23 minutes Concept Map: On the SMARTboard, make a Concept Map on the board with Bacteria in the middle. Have the students write their notes on the board one at a time and discuss what/why they put certain notes in that concept map. Writing Question: Now pick three characteristics (one good, one bad, and one of their choice) and write how it impacts humans or other multicellular organisms. 02 minutes Collect: Collect everything back and staple it all together so that each student now has a study packet of sorts when it is returned to them. Total Time: 50 minutes Day 3 Introduction: Microbacteria Growth Ask: o What do you think is the best way to get rid of pathogens on our hand? o What does hand washing do to the microorganisms on our hands? o What is the best way to wash your hand and for how long? Laboratory: This Lab was from actionbioscience.org directory of lesson plans. Safety Concerns: Tell the students that they are only to use the blacklights as intended. Any misuse of them will result in consequences. Also, tell the students that they are not supposed to goof around while washing their hands. This is a scientific experiment and doing so would skew the results and ruin the experiment. Hypothesiso Students will formulate a hypothesis on the amount of bacteria on hands with hand washing. Part Io For the lab, Glo Germs solution will be needed. o The class will be divided into pairs or groups of three if needed. In the groups of three, two people will use the blacklights. o One student in the group will be chosen. There will be two

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students of the control, 5 seconds, 10 seconds, 20 seconds, and 30 seconds groups. Each group signifies the amount of time the students will wash their hands. Before these students wash their hands, have their hands observed under a blacklight. Tell the students to write down their observations and draw a diagram of the hand. o Student volunteers will take Glo Germs and rub it around their hands like lotion. The students will then wash their hands for the allotted time periods with just water. The students partner(s) will look at the hands under a blacklight Tell the students to write down their observations from their own group and then write them on the board next to their allotted time group. They should write notes about how the hand looked in terms of where the bacteria/germs populated the most, how much of the hand was actually covered, if there was less than before, etc. Have them draw the hand on the sheet but not on Board. o Once all of the students have written their observations move on. Part IIo Now the other student will be using the Glo Germ solution. If there is a group of three, then one student will have to sit out. The student will go through the same procedure as before, rubbing the solution like lotion onto their hands and then observe under the light. o This group of students will wash their hands with antibacterial soap along with water. The students will wash their hands for the allotted time and then view it under the blacklight and write down observations both on their sheet and on the board. Conclusiono Have a class discussion about the results and findings. Have the students come up with patterns and general ideas about how the amount of time affected the bacteria on the hand and whether the antibacterial soap made a difference. o Have the students write a scientific conclusion on their worksheets. Reflection Question: Have the students write a response answering what would happen to bacteria hand growth after continual use of antibacterial soap use. Have them think about what they learned about vaccines the day before. Project: Students will choose to do one of the following projects that will be part of their unit assessment and final project. Make a three minute news program about bacterial infection and antibiotic resistance. Talk about vaccines and some examples of their uses Make a poster about three well-known epidemics in history and talk about a vaccine may have been used for it. Mention how effective the vaccine was.

Write a commercial to act out live about the positives for antibacterial soap and how it works to get rid of bacteria on our hands. Mention proper hand washing technique and time period that were the results from the experiment done in class. Students will do this activity in groups except for the poster option. Poster option will be done individually. The news program and commercial option will be skits that will be acted out in class. The poster option will be presented in front of the class too. Total Time: 50 minutes Homework: Finish up the lab worksheet and work on the project. Day 4 05 minutes Introduction: Emphasize to the students that they should be using their previous activities for their projects. They can work in groups if they would like to but in the movies, each person needs to do the same amount of work. 05 minutes Quiz: Students will take a quiz on the material covered the past two days. 35 minutes Work Time: Let the students work on their projects. Go around the room and make sure students are doing everything right and make sure students understand the material going into the project. 05 minutes Wrap-Up: Conclusion and questions. Tell them that presentations will be the next day. Total Time: 50 minutes Homework: Finish project for the next days presentations. Day 5 Presentations: Have each of the groups or individuals present their projects. As the presentations are going on, the other students should come up with two questions about their topic for review of the material.

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If there is time left play a jeopardy game about microorganisms. Total Time: 50 minutes Discussion: The reason why I decided to do the lesson in this manner was because I wanted to have more hands-on approach to the unit. I wanted to have more collaborative portion for the SMARTBoard. I wanted to make sure that the students were engaged. All throughout my observation this semester at Monticello Middle School, I have seen that the more collaborative or hands-on activities that the teacher has, the more students are engaged and actually learn. I feel that students learn more from experiments and trying to apply rather than lecture. While I think it is important for there to be traditional classroom lecturing/discussions. I do think it is better to move towards a more inquiry based teaching style.

Many students have this misconception that all bacteria are bad and so I wanted to include ways that bacteria can be beneficial and helpful to society in order to show that some bacteria are good. The guided reading section and the making of the concept map serve to show the students that bacteria can be really helpful to us. I used the TED Talk and the RadioLab videos/podcasts because I think that they were very beneficial in terms of the information present. I also think that students should know about these resources because they can be really interesting. They also serve as a way to connect the material to the outside world. Students can realize that other people talk about these concepts for careers and that might these students interested in pursuing something with microbiology in the future. The project aspect was included so that they students had the opportunity to be a little more creative while still being assessed on the content of the unit. I did not want to have a test or anything like that because it does get a little repetitive. I did have a short quiz included so that the teacher could gauge their knowledge of the content while the students worked on the projects to make sure there are not any major misunderstandings. The projects also allow students to develop skills in creativity and writing. It also allows students who are really talented in creative writing or drawing to show their skills and express science in an artistic way.