1

UnitRationale

TheoverallquestionposedinthisunitisHandSanitizer:IsItasGreatasWe
ThinkItIs?Duringthisunitthestudentswilllearnaboutcells,cellstructure,
viruses,bacteria,mitosis,andmeiosis.Thisinformationisimportantbecausethis
isthebasisoflife.Ifascientistdoesnotunderstandhowlifeworks,thenthey
cannotfigureouthowtosaveit,changeit,orevendestroyit.Societypushesthe
useofhandsanitizer.Itisfoundeverywhereandpeopleuseitasareplacement
forhandwashing.However,isitasgreataseveryonethinksitis?
Inthisunitstudentslearnhowandwhypeoplesick,andhowitcanbe
prevented.Theyarenotonlygainingscientificknowledge(howcellsreproduce,
whatcellsdo,etc.),butalsohowtoliveinsocietyandkeepthemselveshealthy.
Thisunitgoesatthebeginningoftheyear.Itlaysthebasisfortherestofthe
unitsfortheyear(heredity,genetics,diversity,ecology).
Projectbasedinstructionislearningbydoing.However,itisnotjustdoing
projectsforthesakeofdoingit.Ittiesthelearningintheclassroomtorealworld
problemsthestudentsmayencounterintheoutsideworld.PBImakesthe
contentlearnedmeaningfultotheirlife,andwhenitismeaningfulstudentswill
rememberandretaintheinformationbetter.Intoday'sworldthatalsomeans
tyingthelearningtotechnology.Weliveinaworldthatisbecomingincreasingly
techbased.Learningandapplyingtechnologyinallfieldsisimportant.Allofthis
togetherhelpspromotecriticalthinking,creativity,problemsolving,and
communicationbothinsidetheclassroomandout

2
accordingtoanarticleonEdutopiaentitledWhyisProjectBasedLearning
Important.AccordingtothearticleWhyPBI?projectbasedlearningprovidesa
uniqueopportunityforstudentstonotonlylearnthecurriculumbutalso21st
centuryskills.Thisunitrequiresstudentstorelate

alloftheirlearningintoone
project.Theyhavetobuildoffoftheknowledgetheygainthroughoutthewhole
unitinordertocreateaPSAannouncement.Afterdoingresearchthestudents
havetomakeachoice,takeastand,andconvinceotherswiththeirevidence
thattheyareright.

Studentsinthisunitarerequiredtousetechnology,notonly
todoresearchbuttomakeaproduct.Thishelpsensuresthattheyhavethe
skillsneededtoliveandworkintoday'ssociety.

FinalProjectOverview

OverallStudentGoals:
Todevelopadeeperunderstandingofbacteriaandviruses
ProsandConsofhandsanitizer
Todevelopmatureresearchtechniques
Learnhowtostreakapetridishandretrievethegrowthfor
inspectionunderamicroscope
Communicatewithorganizationsontheuseofhandsanitizer

ProjectDescription:
Thisprojectbasedunitlastsapproximatelyfiveweeks.Duringthis
fiveweeksstudentswilllearnaboutcells,bacteria,viruses,andhow
theyimpacttheworld.Therewillbemultiplelabswheretheywill
developadeeperunderstandingoftheoverallconcepts.Throughout
thesemestertheywillbedoingresearch.Theywillusetheirresearch
todevelopafinalproduct.

FinalProduct:
Fortheirfinalpresentationstheywilldevelopapublicservice
announcement.Thispublicserviceannouncementwillgivetheirpoint
ofviewonwhetherhandsanitizerreallyisaseffectiveaswethinkit
is.TheywillpresenttheirPSAtoaboardofpeopleincluding:the
mayor,aphysician,amicrobiologist,anurse,andadirectorovera
hospital.Theywillalsobecreatingabrochuretohandouttoother
biologyclasses.Fromthereasurveywillbegiventodeterminehow
thebrochureaffectsthestudentspointofviewonhandsanitizer.The
finalprojectrubriccanbefoundonthenextpage.

Name:______________________________________________________
Group:_______

Project:HandSanitizer:IsItasGoodasWeThinkItIs?

Criteria

Identifycellpartsand
theirfunctionto
maintainhealth

Identifydifferences
betweenprokaryote
andeukaryote

Discussdifferences
betweenvirusesand
bacteria

Max.
Amt.
of
Points

Progressing
(DandFGrades)

Studentsdiscusssome,butnotall,of
10

themainpartsofthecell.

Failstodistinguishbetween
10

prokaryoteandeukaryotecellORthe
informationisclearlywrong.

Failstodiscussthedifferences
betweenavirusandabacteriumor
theinformationtheypresenthas
multiplemistakesinit.

10

Proficient
(BandCGrades)

Studentsdiscussthemain

partsofthecell.

Theydistinguishbetween
prokaryoteandeukaryotecell
aswellasaplantvs.animal
cell.

Discussthedifferences
betweenavirusanda
bacterium.

ce
un
fu
de

Th

pr
Th
ce
de
ba

Th

pa
to
D
a
sh
th
or
di

S
Discussreplicationof
bacteriaand
mutationofDNA

Studentsfailtodiscussthe
10

Studentsdiscussreplication,
andmutationofDNAandhow
itworks

Presentation:
Groupopinionis
stated

importanceofreplicationand
mutationsortheirinformationis
incorrect

Thegroupsopinioninnotclearand
15

un
m
it

thoughtout.Appearstobethrown
togetheratthelastminute.

Hasaclearandwellthought
outviewontheuseofhand
sanitizer.

vi

6
Referenceslessthan3credible
Opinionsare
supported

Referencesatleast3credible

sourcesORsourcesusedarenot
reliable.

10

Worknotcomplete

sourcesindefenseoftheir
opiniononhandsanitizer.

Doesminimumamountof

so
op

workrequired
Projectiscomplete

Notalltopicscovered

Requiredtopicsare
discussed

Professionalskills:

Discussesalltopicsrequired

re
co

10

Thestudentuses
verbalskillsto
communicate
information.

Speakinginthepresentationis

unevenlydistributed(i.e.one
persondoesmostofthetalkingor
onepersondoesntspeak).
Notallgroupmemberscanbe
understood(tooquietor
mumbling).
Studentsseemunpreparedto
speakornotsurewhattosay
next.Transitionsbetween
speakersarelongandconfusing.
Teamdoesnotattempttoanswer
themajorityofthequestions.

PowerPoint/poster/video
15
Thestudentcreates
useful,
understandable
visualaides.

in

componentsarenotlogically
arranged(haveascattered,
unappealingappearance
visually).

Whenteampresentsspeaking W

isdividedbetweengroup
members.
Groupmembersspeakclearly
andloudenoughforeveryone
tohear.
Studentsshowunderstanding
ofcontentandpreparationfor
speaking.

Teamanswersquestions,but
notalltheiranswersare
correctorlogical.

Presentationiswellorganized.

ev
m
G
an
he
S
co
sp

Te

au
an

or
vi

8
StateScienceStandardsaddressed:
M.C.:MoleculeandCells
StrandOne:
Studentsshalldemonstrateanunderstandingoftheroleof
chemistryinlifeprocesses.
1.b.1Describethestructureandfunctionofthemajororganicmolecules
1.b.2Describerelationshipbetweenanenzymeanditssubstrate
1.b.3Investigatepropertiesofwateranditssignificance
1.b.4Explainroleofenergyinchemicalreactions
StrandTwo:
Studentsshalldemonstrateanunderstandingofthestructureand
functionofcells
2.b.2Compareadcontrastprokaryotesandeukaryotes
2.b.2Describetheroleofsubcellularstructures
2.b.4Relatefunctionofplasmamembranetoitsstructure
2.b.5Compareandcontrastfunctionsofautotrophsandheterotrophs
2.b.7Compareandcontrastactiveandpassivetransport
2.b.8Describemaineventsincellcycle
2.b.9Listinorderanddescribestagesofmitosis
2.b.10Analyzemaintenanceofchromosomefromonegenerationtonext
StrandThree:
Studentsshalldemonstrateanunderstandingofhowcellsobtain
anduseenergy
3.b.1Compareandcontrastmitochondriaandchloroplasts
3.b.2DescribeandmodelconversionofstoredenergyintoATP
3.b.3Compareandcontrastaerobicandanaerobicrespiration
HE:HeredityandEvolution
StrandFive:
Studentsshallinvestigatethemolecularbasisofgenetics
5.b.4Describeandmodelreplication,transcription,andtranslation
5.b.4CompareandcontrastDNAandRNA
5.b.6Identifyeffectsofchangesbroughtaboutbymutations
StrandSix:
Studentsshallexaminethedevelopmentofthetheoryofbiological
evolution
6.b.2Recognizethatevolutionisachangeinallelefrequencies
CDL:ClassificationandtheDiversityofLife
StrandSeven:
Studentsshalldemonstrateanunderstandingthatorganismsare
diverse
7.b.6Compareandcontrastviruseswithlivingandnonlivingthings
7.b.7Evaluatethemedicalandeconomicimportanceofviruses
7.b.9Classifybacteriaaccordingtotheircharacteristics
7.b.10Evaluatethemedicalandeconomicimportanceofbacteria
EBR:EcologyandBehaviouralRelationships
StrandNine:
Studentsshalldemonstrateanunderstandingoftheecological
impactofglobalissues.
9.b.1Analyzeeffectsofhumanpopulationgrowthonenvironment
9.b.2Evaluateresourceuseanddisposalimpactonenvironment
9.b.3Assesscurrentworldissuesapplyingscientificthemes
NS:NatureofScience

9
StrandEleven:
Studentsshalldesignandsafelyconductascientificinquiryto
solvevalidproblems.
11.b.1Developandexplainappropriateprocedureinexperimentation
11.b.2Researchandapplysafetyprecautionsforscientificinvestigations
11.b.3Identifysourcesofbiasthatcouldaffectoutcome
11.b.4Gatherandanalyzedatausingappropriatestatistics
11.b.5Formulatevalidconclusionswithoutbias
11.b.6Communicateresultsusingappropriatetools
StrandTwelve:
Studentsshalldemonstrateanunderstandingofcurrentlife
sciencetheories.
12.b.5Describegermtheory,immunology,andcontrolofdisease
12.b.7Researchcurrenteventsandtopicsinbiology
StrandThirteen:
Studentsshallusemathematics,scienceequipment,and
technologyastoolstocommunicateandsolvelifescienceproblems.
13.b.1Collectandanalyzedatausingappropriatemathematics
13.b.2Useappropriateequipmentandtechnologyastools
13.b.3Utilizetechnologytocommunicateresearchfindings
StrandFourteen:
Studentsshalldescribetheconnectionsbetweenpureand
appliedscience.
14.b.2Discusswhyscientistsshouldworkethically
ThisunitalsocoverstheNationalStandardContentStandardCintheLife
SciencesectionwithemphasisontheCell.
EnglishLanguageArtsStandardsAddressed:
Writing:
CCSS.ELALITERACY.W.910.1

Writeargumentstosupportclaimsinan
analysisoftopicsortextsusingvalidreasoning,relevantandsufficient
evidence.
CCSS.ELALITERACY.W.910.2

Writeinformative/explanatorytextsto
examineandconveyideas,concepts,andinformationthroughthe
effectiveselection,organization,andanalysisofcontent.
CCSS.ELALITERACY.W.910.3

Writenarrativestodeveloprealor
imaginedexperiencesoreventsusingeffectivetechnique,wellchosen
details,andwellstructuredeventsequences.
CCSS.ELALITERACY.W.910.4

Produceclearandcoherentwritingin
whichthedevelopment,organization,andstyleareappropriatetotask,
purpose,andaudience.
CCSS.ELALITERACY.W.910.6

Usetechnologytoproduce,publish,and
updateindividualorsharedwritingproducts
CCSS.ELALITERACY.W.910.7

Conductshortaswellasmoresustained
researchprojectstoansweraquestionorsolveaproblemnarrowor
broadentheinquirywhenappropriatesynthesizemultiplesourcesonthe
subject.
CCSS.ELALITERACY.W.910.8

Gatherrelevantinformationfrommultiple
authoritativeprintanddigitalsources,usingadvancedsearches
effectivelyassesstheusefulnessofeachsourceinansweringthe

10
researchquestionintegrateinformationintothetextselectivelyto
maintaintheflowofideas,avoidingplagiarismandfollowingastandard
formatforcitation.
CCSS.ELALITERACY.W.910.9

Drawevidencefromliteraryor
informationaltextstosupportanalysis,reflection,andresearch
.
SpeakingandListening:
CCSS.ELALITERACY.SL.910.1

Initiateandparticipateeffectivelyina
rangeofcollaborativediscussionswithdiversepartnersontopics,texts,
andissues,buildingonothers'ideasandexpressingtheirownclearlyand
persuasively.
CCSS.ELALITERACY.SL.910.2

Integratemultiplesourcesofinformation
presentedindiversemediaorformatsevaluatingthecredibilityand
accuracyofeachsource.
CCSS.ELALITERACY.SL.910.4

Presentinformation,findings,and
supportingevidenceclearly,concisely,andlogicallysuchthatlisteners
canfollowthelineofreasoningandtheorganization,development,
substance,andstyleareappropriatetopurpose,audience,andtask.
CCSS.ELALITERACY.SL.910.5

Makestrategicuseofdigitalmediain
presentationstoenhanceunderstandingoffindings,reasoning,and
evidenceandtoaddinterest.
MathematicsStateStandardsAddressed:
CE:ComputationalThinking
StrandOne:
Studentswillevaluatedifferentdatarepresentationstosolve
problems.
CT.1.CSM.5Comparetechniquesforanalyzingmassivedatacollections
StrandTwo:
Studentswillconnectthedevelopmentcycleofalgorithm
constructiontoproblemsolving
CT.2.CSM.8Analyzedecisionsandstrategiesusingprobabilityand
statisticalconcepts
StrandThree:
Studentswillcreateandevaluatealgorithmstosolveproblems.
CT.3.CSM.1Utilizemodelingandsimulationtechniquestorepresentand
understandnaturalphenomena
SEI:SocialandEthicalImpactsofComputing
StrandTen:
Studentswillinvestigatesocialandethicalissuesrelatingtodigital
information.
SEI.10.CSM.2Comparethereliabilityofvariousonlinesources
ISTEStandardsAddressed:
CreativityandInnovation:
Studentsdemonstratecreativethinking,constructknowledge,anddevelop
innovativeproductsandprocessesusingtechnology.
a.
Applyexistingknowledgetogeneratenewproducts
b.
Createoriginalworksasameansofgroupexpression
d.Identifytrendsandforecastpossibilities
CommunicationandCollaboration:

11
Studentsusedigitalmediaandenvironmentstocommunicateandwork
collaboratively,includingatadistance,tosupportindividuallearningand
contributetothelearningofothers.
a.
Interact,collaborate,andpublishwithpeersusingdigitalmedia
b.
Communicateinformationtomultipleaudiencesusingmedia
d.Contributetoprojectteamstoproduceoriginalwork
ResearchandInformationFluency:
Studentsapplydigitaltoolstogather,evaluate,anduseinformation.
a.
Planstrategiestoguideinquiry.
b.
Locate,organize,evaluate,andethicallyuseinformationfrommedia
c.
Selectinformationsourcesbasedonappropriateness
d.
Processdataandreportresults
CriticalThinking,ProblemSolving,andDecisionMaking
Studentsusecriticalthinkingskillstoplanandconductresearch,manage
projects,solveproblems,andmakeinformeddecisionsusingappropriatedigital
toolsandresources.
a.
Identifyanddefineauthenticproblemsforinvestigation
b.
Planandmanageactivitiestocompleteaproject
c.
Collectandanalyzetodatatomakeinformeddecisions
TechnologyOperationsandConcepts:
Studentsdemonstrateasoundunderstandingoftechnologyconcepts,systems,
andoperations.
a.
Understandandusetechnologysystems
b.
Selectanduseapplicationseffectivelyandproductively

12

13

What Is the Structure Of a Cell?

Subject / grade level:

Biology9
grade
Materials:
Folders,glue,paper,scissors,iPads,microscopes,preparedslides,proscopes,blank
slides,coverslips,toothpicks,methylenebluedye,leaves,markers,papertowels
th

Standards:
MC:2.b.2,2.b.3,2.b.4,2.b.5,3.b.1
NS:13.b.2,13.b.3

Lesson objective(s):
Learnstructureofcellsandhowtheywork

ENGAGEMENT
Anchor Video:
https://youtu.be/xljrzB5r9is
VideoStudentswillwatchthevideo.
PretestStudentswilltakeapretesttoassesstheirstartingknowledge.
FoldabletomakeStudentswillmakefoldabletomakenotetakingmoreinteractive.
ProjecttopicsdiscussedStudentswilldecideonwhatprojecttheywanttodoandcomeup
withalistofmaterialsneeded.

EXPLORATION
Labdaystationsconsistingofmicroscopes,proscopes,andstainingcheekcells.Seven
stationstoincludebacteria,animalcell,plantcell,onioncell,2proscopestations,andcheekcell.
Studentsneedtodrawwhattheysee.Atthecheekcellstationstudentswilllearnhowtodyecells
andprepareaslide.

EXPLANATION
Lectureoncellstructureandfunctionwithpresentation.Studentswillusefoldabletotakenotes.

ELABORATION
OnlinequizgameStudentswillparticipateinKahoot!quizgame.

14
EVALUATION
PresentationofstudentprojectsStudentswillpresenttheirprojectstotheirclassmates.
PosttestStudentswilltakeposttesttodetermineknowledgegained.

15

16

Microscope Cell Observation

Instructions: As you observe each cell, draw what you see at low
magnification and high magnification. Label any parts you see through
the microscope.

Animal Cell
Low
High

Plant Cell

High

Low

17

ProScope Observation
Instructions: As you observe each object, draw what you see at low
magnification and high magnification. Label any parts you see through
the microscope.

Leaf
Low
High

Choose: ________________
High

Low

18

Microscope Cell Observation

Instructions: As you observe each cell, draw what you see at low
magnification and high magnification. Label any parts you see through
the microscope.

Onion cell
Low
High

Cheek Cell: Put a drop of methylene blue on a slide. Take a toothpick,

and gently rub the inside of your cheek. Take the toothpick and swirl it
into the drop of blue dye. Place a coverslip on top of the drop. Look at
your cheek cells through a microscope.

High

Low

19

Cell Project
th
th
Choose one of the following projects to do. They are due on the 29
or 30
,
depending on which block you are in. If absolutely none of these appeal to
you, you can design your own project. However, it does need to be approved
by us first. It will still be due at the same time.

1. 3-D Model of a plant or animal cell

Make a three-dimensional model of a plant or animal cell. Identify the type of
cell (plant or animal). Include all appropriate organelles at least 13. Use
whatever materials you like (Styrofoam, wood, clay, cookie, etc.). Make sure
the functions of the organelles are listed as well, either directly on the model
or on a separate sheet of paper.
2. Design and create a T-shirt with a picture of a cell
Design and create a T-shirt with a picture of a cell on it. Identify the type of
cell (plant or animal). Include at least 13 of the appropriate organelles.
Functions of the organelles must be included, either on the front or back of
the shirt. Use fabric paints, puff paints, scraps of fabric, beads, ribbons, or
anything else you like. You
MAY NOT
find a picture of a cell on the Internet
and use iron-on paper to attach it to the shirt. You must design it.
3. Create a childrens book.
Choose either a plant or animal cell. Include at least 13 appropriate
organelles. Select an everyday object that has a similar function as the
organelle. You must include your justification (Ex. The nucleus is like a brain
because it controls and coordinates the activities of the cell in the same way
the brain controls and coordinates the activities of the body). You may not
use any living organisms or things that come from living organisms (so you
cannot use the brain = nucleus example). Each organelle page should have at
least two visuals: an image of the organelle and an image of the object it is
like. It needs a cover, a page of contents. Remember it is a childrens book.
4. Visiting the cell Travel Brochure
Describe a plant or animal cell as if it were a real life attraction (amusement
park, zoo, ball park, farm, etc.). Accurately describe/paste/draw/explain at
least 10 organelles and justify how they represent their functions. Make sure
to have a picture of the actual organelle, as well as the attraction

20
representing it. For example the Golgi Body could be a gift shop since they
both wrap packages. Must be in a brochure format, not just pages stapled
together. Make sure you have good justifications for your representations.
5. Cell Song Video Project
This project can be done as group. No more than
four
people in a group.
Either write a song, or use one we will provide. Decide what music, where,
and when to do your filming. You cannot read the lyrics while filming. So
make sure you memorize them. All group members must be in the video at
some point. Whenever an organelle is mentioned the group must illustrate
that organelle in some way (picture or poster, etc.) There must be some type
of background music, beat, etc. You cannot turn in a video of you just talking
the words. The lyrics must be understandable. The video must be at least 1
minute long. Be creative!

Category
Followed
directions
for the
chosen
project
Correct
organelles
are depicted
for chosen
cell
Correct
description
and
functions of
organelles
Organizatio
n and
neatness
Creativity
and appeal

A
10

B
8

C
7

D
6

F
5

30

25

23

20

15

30

25

23

20

15

15

13

11

15

13

11

21

22

Reproduction:ItBecomesYou
By
DonethaGroover
GradeLevels:

9th

/10th
TimeRequirements:
Approximately
2hours
PreparationTimeand
2
Class
days
StateStandards:
MC:2.b.8,2.b.9,2.b.10

EBR:9.b.1,9.b.2,9.b.3
NS:12.b.7,14.b.2
Studentswillgainanunderstandingofmitosisandmeiosis.
BriefOverview:
Alessonteachingthestepsofmitosisand
meiosis,whatcellsusewhichmethodandwhy,whathappens
whenwemesswiththeprocess,howtechnologyhashelped
ourunderstanding,andcurrenteventsapplicabletothislesson.
LessonFeatures:
Recreatingstepsofmitosisusingcookies
Workingingroupstocomeupwithdancestepsto
illustratethestepsofmeiosis
Memorygameusingcardstomatchphasesandnames
Interactivenotebook
MaterialsRequiredForThisLesson:
1. Cookies,rainbowsprinkles
2. Videocamera
3. Laminatedcards
4. Paper,scissors,glue

23

WeAreAllMutants
by
DonethaGroover
GradeLevels:

9th

/10th
TimeRequirements:
Approximately
5hours
PreparationTimeand
5
Class
Periods
StateStandards:
MC:2.b.10

HE:5.b.5,5.b.6,6.b.2
EBR:9.b.1,9.b.2,9.b.3
NS:11.b.1,11.b.2,11.b.3,11.b.4,11.b.5,11.b.6,
12.b.7,13.b.1,13.b.2,13.b.3,14.b.2
StudentswillgainanunderstandingDNAanditsstructure.
BriefOverview:
ThisisalessonteachingthestructureofDNA,
typesofmutationsthatcanoccurandhowtheyoccur,how
naturalselectionandevolutionhaveinfluencedlifetoday,how
advancesintechnologyhavehelpedmakethispossible,and
currenteventsapplicabletothislesson.
LessonFeatures:
MovieonDNA
OnlineDNAactivity
Researchday
Labonheredityofapes
Createasuperbugusingthebasicunderstandingof
heredity
MaterialsRequiredForThisLesson:
1. Movie
2. Computer/iPad,internetaccess
3. Paperclips,paper

24

4. Paper,pencils,markers,geneticmarkers,
iPads/computers,internetaccess

Streak my Plate!!
by
Stacy Snyder

Grade Levels:
9th

/10th

Time Requirements:

Approximately
2 hours
Preparation Time and
2
class days

State Standards:
CDL.7.B.9, CDL.7.B.10

Students will increase their understanding of bacteria and how it

works.

Brief Overview:
This lesson will teach them about bacteria. The
structure of bacteria, how it works, and how it affects the body. We
will also look at real-world issues dealing with bacteria. This lesson
involves a lecture day and a lab day.

Lesson Features:

Hands on lab where they learn how to streak an agar plate

They will also look at bacteria under the microscopes

Interactive notebook

Materials Required For This Lesson:

1. Petri Dishes, Bunsen burner, inoculating loop, incubator
2. Nutrient Agar, Safe bacteria
3. Microscopes
4. Paper, Scissors, Glue

25

VirusesOhMy!
by
StacySnyder

GradeLevels:

9th

/10th

TimeRequirements:

Approximately
1hours
PreparationTimeand
2
class
days

StateStandards:
CDL.7.B.6,CDL.7.B.7,NS.10.B.4,NS.11.B.2

StudentswillincreasetheirunderstandingofVirusesandhow
theywork.

BriefOverview:
ThislessonisallaboutViruses.Wewillbe
lookingatwhatmakesvirusesdifferentfrombacteria.The
lessonwillalsoshowcasehowviruseswork.Therewillalsobe
anemphasisonrealworldissuesdealingwithviruses.

LessonFeatures:

Handsondisinfectantvs.antimicrobiallab

Interactivenotebook

MaterialsRequiredForThisLesson:
1. PetriDishes,nutrientagar,incubator
2. HandSanitizer,Soap,PaperTowels
3. Paper,Scissors,Glue

26

AllyouneedisalittleRTT!
by
StacySnyder

GradeLevels:

9th

/10th

TimeRequirements:

Approximately
2hours
PreparationTimeand
2
class
days

StateStandards:
HE.5.B.4

StudentswillincreasetheirunderstandingofRTT:Replication,
Transduction,andTransformation

BriefOverview:
ThislessonisallaboutRTT:Replication,
Transduction,andTransformation.Itisimportanttoreally
understandhowbacteriaandviruseswork,andhowtheycan
quicklyincrease.Thisiswhywehaveawholelessondedicated
tothisconcept.

LessonFeatures:

GroupactivitydealingwithRTT

Interactivenotebook

QuizGame

MaterialsRequiredForThisLesson:
1. iPads,Laptops,orcellulardevices
2. Bigsheetsofpaper,Paper,Scissors,Glue

27

Substitution Activity
Directions:
Read the article
Some Dirt Wont Hurt.
First off, write
about what you learned in this article. Tell me whether
you agree or disagree with the article. Pull evidence from
the article or any other source to support your claim. Be
sure to cite your sources. Then tell me how it relates to
what we are doing in class right now. The article can be
found:
https://student.societyforscience.org/article/some-dirt-wo
n%E2%80%99t-hurt

28