Professional Documents
Culture Documents
Description of Concepts to be Taught (include a brief summary of why the lesson is important to
students):
Antibiotic resistance and plating bacteria. The lesson is important because antibiotic resistance is a huge
issue that has dire consequences on the future.
HS-LS4-2: Construct an explanation based on evidence that the process of evolution primarily results from four
factors:
2. The heritable genetic variation of individuals in a species due to mutation and sexual reproduction,
4. The proliferation of those organisms that is better able to survive and reproduce in the environment.
HS-LS4-4: Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
SWBAT discuss the different types of antibiotics and their cellular targets.
SWBAT comprehend the next steps in dealing with antibiotic resistance as a public health concern.
Safety Precautions: The agar plates must be sealed once they have been swabbed.
Advanced Preparations: Materials for all activities must be gathered and the assessments and
worksheets must be printed.
Lesson Plan for Week 1, Day 5
ENGAGEMENT Approximate Time:
5 minutes
What the Teacher Will Do Eliciting Questions and What the Students
Student Responses Will Do
Day 1: The teacher will walk around Questions from pre-assessment Day 1: The students
the classroom answering any quiz: What is antibiotic will complete a pre-
questions the students may have. resistance? A person’s assessment quiz.
resistance to medicine
prescribed by a doctor.
The teacher will use popsicle sticks How did antibiotic resistance
with the students names on it in order come to be? Humans have
to call on students to give the taken too many antibiotics.
teachers answers.
What is one type of bacteria you
know? E. coli etc.
TRANSITION
Students will start thinking about what antibiotic resistance is as they set up the explore activity.
The teacher will pass out a See attached worksheet labeled The students will
ziploc bag of m&m’s, a ziploc bag of “m&m and marshmallow activity complete the m&m
marshmallows to each group, and a worksheet” and marshmallow
worksheet for the activity. activity. They will
also complete the
questions on the
worksheet.
The teacher will lead the students in
completing the activity.
TRANSITION
The students will get ready to listen to a powerpoint presentation given by the teachers.
Day 1: The teacher will hand out the See attached worksheet labeled The students will use
“guided notes worksheet” to the “guided notes worksheet” the internet
students and instruct them to use the (google) to fill in the
internet to fill in the blanks with the blanks of the “guided
answers they find. The student will notes worksheet.”
have ONLY 15 minutes to find the
answers to the questions. Even if not
all of the groups have finished their
worksheet completely, the teacher
will move on to the elaboration in
order to ensure all the students have
the correct answers and understand
why those answers are correct.
The teacher will walk around
answering any questions the
students may have.
TRANSITION
The students will get ready to give their answers to the guided worksheet.
1. The doctor prescribes you an antibiotic. This leads you to conclude that
____________________________ are causing you to feel sick?
3. Can you ever think of a time when you had to take antibiotics? Does it make sense why your doctor
prescribed you antibiotics?
On the way home from the doctor you pick up your prescription from the pharmacy and
immediately take the recommended dose. Now let’s think about what is happening in your body
after taking the antibiotic.
The mini-marshmallows represent the bacteria that are causing you to feel sick. Start by putting 25
marshmallows on the paper.
4. The toothpick represents the antibiotic your doctor prescribed. Name your toothpick after an antibiotic
_________________________________________.
You now have 5 seconds to pick up as many marshmallows as possible using the toothpick (i.e. kill as
many bacteria as possible). But before you begin list two ways that antibiotics kill bacteria?
5.
6.
Dose 1: Now start the clock for 5 seconds (one person time and one person use the toothpick) GO!
How many marshmallows were you able to grab in 5 seconds? This is representative of how many
harmful bacteria are still alive in your body. Record your results in the table below.
Certain bacteria may not have been killed by the antibiotic because the dose was not strong enough
or because they are resistant to the antibiotic. Many bacteria are naturally resistant to bacteria
and others develop resistance through beneficial mutations that prevent the antibiotic from
working. To represent mutated bacteria, take one marshmallow away and replace it with an
M&M. Then to represent binary fission (asexual reproduction), double the number of
marshmallows and M&Ms!
Dose 2: Now it is time for the second dose of antibiotics. This time the antibiotic is stronger and you will
have 10 seconds to pick up as many marshmallows and M&Ms as possible with the toothpick.
Switch off who was timing. Set the clock for 10 seconds. GO!
Record below how many marshmallows and M&Ms are still in the population. If there are no M&Ms at
the end of a dose, a new mutation will arise and you should add one M&M. Now double the number of
marshmallows and M&Ms.
Dose 3: Apply a third dose of antibiotics that is the strongest yet. This time you have 15 seconds to pick
up marshmallows and M&Ms with the toothpick.
Record how many marshmallows and M&M’s are left in the population after the third dose of
antibiotics? You can keep going for 3 more doses, but do not extend the time limit any longer as you are
already taking the strongest legal dose of antibiotics.
Marshmallows M&M’s
Finish Start Finish
Start
Dose 1 25 -- --
Dose 2 2
Dose 3
Dose 4
Dose 5
Dose 6
Below graph the number of marshmallows and M&Ms at the end of each dose (before doubling). Before
you begin determine what to plot on the X and Y axes.
X axis: _______________________________________________________
Y axis: ________________________________________________________
Label which line in your plot represents non-resistant bacteria and resistant bacteria. Use this information
to answer the questions below. For the graph, focus only on how many bacteria are left at the finish of
each round.
7.What can you conclude about the influence of the antibiotic on the population of bacteria?
8.How effective will this same antibiotic be when prescribed to this patient again?
9.What is one human practice that increases the prevalence of antibiotic resistance?
10.Name one medical treatment that will result in a lower human survival rate if antibiotics cannot kill
harmful bacteria anymore?
Name:_______________________________________
Directions: Fill in the blanks/Answer the questions with the correct term or definition. Terms and
definitions could include a type of bacteria, a type of antibiotic, scientist name or important date.
1. Bacteria must _____________ with each other to survive.
2. One bacterial defense is to secrete ______________.
3. _________________ are these same toxins produced in mass quantities to kill bacteria that harm
mammalian cells.
4. The first antibiotic was discovered by _____________________________ in the year __________.
5. The scientist that discovered the first antibiotic noticed that the fungus _______________ killed
disease causing bacteria.
6. Antibiotics target _______________.
7. What is the zone of inhibition?
_____________________________________________________________________________________
___________________________________________________________
8. ______________________ is the process by which bacteria become resistant to antibiotics.
9. Humans can have allergic reactions to _______________, but cannot become _________ to
_____________.
10. In 1941, ______________ was given to the first patient.
11. In 1942, penicillin ______________ was reported.
12. In 1956, the antibiotic ____________ was introduced.
13. In 1960, the antibiotic ____________ was introduced.
14. In 1962 methicillin ____________ was reported.
15. In 1992, _______ ________ gains vancomycin-resistant gene from __________ ___________.
16. In 1997, partial _____________ resistance was reported.
17. In 1999, the antibiotic_______________________ was introduced.
18. In 2000, _______________________ resistance was reported.
19. In 2000, the antibiotic ------------------- was introduced.
20. In 2001, ___________ resistance was reported.
21. In 2002, full _____________ resistance was reported.
22. In 2003, the antibiotic ______________ was introduced.
23. In 2005, ____________ resistance was reported.
24. In 2005, the antibiotic ____________ was reported.
25. Penicillins and Cephalosporins work as an antibiotic by preventing bacteria from making
______ _______.
26. Sulfonamides work as an antibiotic by inhibiting _______ ________.
27. Fluorquinolones work as an antibiotic by inhibiting ______ ___________.
28. Tetracyclines, Aminoglycosides, and Macrolides work as antibiotic by inhibiting
______ ____________.
29. What are four common uses for antibiotics?
_______________________________________________________________________
30. What are two ways antibiotics are overused?
_______________________________________________________________________
31. How does antibiotic resistance arise?
______________________________________________________________________
32. Antibiotic resistance is an _____________ process.
33. The four mechanisms of evolutionary change are ______________, ________________,
____________________, and ___________________.
34. Antibiotic resistance is a crisis because an ___________ in resistant organisms + a ____________
number of new antimicrobial drugs = a problematic scenario.
35. Currently, there are _____________ new cases of drug-resistant tuberculosis annually.
36. The Davos Declaration states four things: _____________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________
37. _________________ is a new class of antibiotics that was shown to kill Staphylococcus aureus and
Mycobacterium tuberculosis without the bacteria developing a resistance to the antibiotic.
38. The answer to question 37 works as an antibiotic by binding to __________ that build the cell wall.
Entrance/Exit Ticket
1. What is antibiotic resistance?