Multiday Planner Trichell Jariwala

Project-Based Instruction
Multi-Day Planner
Name(s)
Kristen Trichell and Rajvi Jariwala
“Driving question”/problem to be solved (Reason for going on a field trip)

How can we propose a plan to the CDC to prevent the spread of bacterial infectious disease?
Student Learning Objectives (SWBAT)

- SWBAT plate the unknown solution of a bacteria
- SWBAT watch an anchor video and investigate the goal of their project
- Students will be able to differentiate between the different types of bacterial shapes
- Students will be able to match the shapes of the bacteria to its description given
- Students will be able to explain the differences between the 4 types of agar (blood, TSA,
Mannitol salt agar, and nutrient) used in microbiology to grow different types of bacteria
- Students will be able to state what morphology is
- Students will be able to identify the different morphologies (bacilli, cocci, and spirilli)
when looking at an agar plate.
- Students will be able to ask questions and take notes while the guest speaker shares
his/her experience in the hospitals and some ways diseases are spread
- Students will be able to apply the information from the speaker and incorporate it into
their own data of a certain bacteria they found.
- Students will be able to research how their own bacteria spreads
- Students will be able to research how their bacteria have caused an outbreak in the past or
how it can in the future
- Students will be able to finish their final brochure
- Students will be able to pick one disease that their bacteria is responsible for and explain
how we can stop the spread of this particular disease
- Students will be able to present research to the public.
- Students will be able to discuss their research and state important findings.
Standards (full text not just numbers and letters)

HS-LS1-8: Obtain, evaluate, and communicate information about (1) viral and bacterial
reproduction and adaptation, (2) the body’s primary defenses against infection, and (3) how these
features impact the design of effective treatment.
October 2015
Project-Based Instruction Multi-Day Planner
HS-LS4-1: Analyze and interpret scientific information that common ancestry and biological
evolution are supported by multiple lines of empirical evidence.
HS-LS4-2: Construct an explanation based on evidence that biological diversity is influenced by
(1) the potential for a species to increase in number, (2) the heritable genetic variation of
individuals in a species due to mutation and sexual reproduction, (3) competition for limited
resources, and (4) the proliferation of those organisms that are better able to survive and
reproduce in the environment.
HS-LS4-3: Apply concepts of statistics and probability to support explanations that populations
of organisms adapt when an advantageous heritable trait increases in proportion to organisms
lacking this trait.
HS-LS4-4: construct an explanation based on evidence for how natural selection and other
mechanisms lead to genetic changes in populations.
HS-LS4-5: Evaluate evidence supporting claims that changes in environmental conditions can
affect the distribution of traits in a population causing: (1) increases in the number of individuals
of some species, (2) the emergence of new species over time, and (3) the extinction of other
species.
HS-LS3-1 : Ask questions to clarify relationships about the role of DNA and chromosomes in
coding the instructions for characteristic passed from parents to offspring
October 2015 2
Day 1: Introduction of the PBL unit/ Beginning of a Benchmark lesson

In addition to the following, see the Benchmark lesson for the rest of the objectives, standards,
lessons, and assessments

- SWBAT plate the unknown solution of a bacteria
- SWBAT watch an anchor video and investigate the goal of their project

species.
HS-LS3-1 : Ask questions to clarify relationships about the role of DNA and chromosomes in
coding the instructions for characteristic passed from parents to offspring.
Lesson/inquiry/investigation ideas
See the Benchmark Lesson
Student artifacts/assessment
- Swabbed students’ plates
- Anchor video
- Pre-assessment
- More assessments based on the Benchmark Lesson
What will you do with these?

- Swabbed students’ plates: Students will use these plates later in the week to look at the
morphology of the bacteria and do further streaking to investigate the bacterial strain they
found.
- Anchor video: This is a video introducing students to their project
- Pre-assessment: students will be given this pre-assessment prior to the introduction of the
project. Teacher will use this to assess students’ knowledge before and after the PBL unit
has been conducted
Resources: N/A
October 2015 3
Day 2: Refer to the benchmark lesson plan
October 2015 4
Day 3
Topic
Introduction of the morphology of the bacteria
Introduction to the different types of environment bacteria grows in: introduce the agar plates
and bacterial environment

- Students will be able to differentiate between the different types of bacterial shapes
- Students will be able to match the shapes of the bacteria to its description given
- Students will be able to explain the differences between the 4 types of agar (blood, TSA,
Mannitol salt agar, and nutrient) used in microbiology to grow different types of bacteria

species.
The class will begin by teachers passing out a short quiz on the evolution lesson that was
conducted on monday and tuesday. Students will have 10 minutes to take this quiz and teachers
will have 10 minutes to review the quiz after students have turned it in.
Next objective of the day: morphology, students will be given a worksheet that has description of
different shapes of bacteria and they will also be given a cut out pictures of the actual shape of
the bacteria. Students will have 20-30 minutes to piece together the pictures with the description
of the shape and during this activity, students will be working individually. Students will keep
this worksheet as a part of their notes to use later in the week.
Quiz: Students will be given a quiz to monitor students’ progress on their understanding of
evolution lesson that was conducted on monday and tuesday.
Morphology Worksheet: This will give students an opportunity to learn the morphology of the
bacteria while “solving” a puzzle. This worksheet will only be used for students for their own
project
Resources
https://nios.ac.in/media/documents/dmlt/Microbiology/Lesson-01.pdf - pg 9 for the description
and the shape of the bacteria
October 2015 5
Day 4
Topic
Recording Data (morphology) and Plating


species.
The teachers will hand back out the plates the students swabbed on the first day of the unit and a
worksheet for observations. The students will then make observations of what they see (i.e. is it
a dense growth, what color the growth is, what is the morphology of the plate) on the worksheet.
The teachers will then hand out four new agar plates (blood, TSA, Mannitol salt agar, and
nutrient). The students will then streak these plates from a mixed culture in order to isolate a
bacterium.
Student artifacts/assessment (final project rubric)

Observation worksheet: The students will record their observations on the given worksheet and
the teacher will come around and look at them to make sure they are recording observations
based on morphology. This worksheet will be for students to use include in their brochures.
Resources
N/A
October 2015 6
Day 5: In addition to the following, also see the inquiry/investigative lesson plan
Topic
Antibiotic Resistance

- Students will be able to explain what is an antibiotic resistance in the bacteria
- Students will be able to connect bacterial antibiotic resistance to the antibiotics we are
given when we are sick

HS-LS4-4: construct an explanation based on evidence for how natural selection and other
mechanisms lead to genetic changes in populations.
- Students’ marshmallow and M&M activity
- Students’ swabbed plates with antibodies: students will use these plates to later determine
what happened when a bacteria comes in contact with an antibody present in the plates
Resources
www.kbs.msu.edu/wp-content/uploads/2017/01/Lesson-Plan.docx
October 2015 7
Day 6
Topic
Recording Data (morphology) and Introduction to PSA


species.
The teachers will hand back out the agar plates the students swabbed on the Thursday of week
one of the unit and a worksheet for observations. The students will then make observations of
what they see (i.e. is it a dense growth, what color the growth is, what is the morphology of the
plate) on the worksheet.
Next, the teachers will hand back the agar plates with antibiotics in the medium. The students
will record whether or not the bacterium grew, as well as the morphology of the growth.
Finally, the teacher will introduce the final artifact (Public Service Announcement, PSA). This
will be a brochure the students will complete at the end of the unit. The teacher will show
students an example of the brochure and pass out the rubric for the project.
Student artifacts/assessment (Include reflection and presentation rubrics.)

Observation worksheet: The students will record their observations on the given worksheet and
the teacher will come around and look at them to make sure they are recording observations
based on morphology. This worksheet will be for students to use include in their brochures.
Resources
N/A
October 2015 8
Day 7
Topic
Guest Speaker: Spread of diseases in hospitals

- Students will be able to ask questions and take notes while the guest speaker shares
his/her experience in the hospitals and some ways diseases are spread
- Students will be able to apply the information from the speaker and incorporate it into
their own data of a certain bacteria they found.
- Students will be able to research how their own bacteria spreads

No standards are covered for this day
Students will be introduced to their guest speaker and the guest speaker will give their speech for
approximately 30 minutes and students will have 10 minutes to ask their questions. Students will
later use their laptops to research how their bacteria spreads and work on brochure for the rest of
the class period

- Students’ “work in progress” brochure
Resources
N/A
Day 8: Refer to the benchmark lesson plan

If there is time after the completion of the benchmark lesson, students will start
researching how their found bacterium causes an outbreak, and what its evolution is.
October 2015 9
Day 9: Work day

- Students will be able to research how their bacteria have caused an outbreak in the past or
how it can in the future

N/A
Students will have this day to work on their brochures. On this day, however, they will
specifically work on the epidemics of their bacteria.

Students’ “work in progress” brochure
Resources
N/A
Day 10
Topic
Peer-review of PSA/brochure

- Students will be able to provide feedback on a project
The teacher will assign the students with a partner in order to complete a peer-review of their
PSA/brochure. The partners will review each others PSA/ brochure and give feedback on them.
The students will then take the feedback given to them by their partner and make revisions to
their PSA/brochure.
The students will also complete a post-assessment.

The students will turn in their post-assessment. Also, the teacher will walk around as the
students are completing their peer review in order to check on the progress of each students
artifact (PSA/brochure).
Resources
N/A
October 2015 10
Day 11: Research/work day

how we can stop the spread of this particular disease.
Students will be instructed to pick only one disease that pertains to their bacteria and explain
how this disease in particular is responsible for the spread and how we can further prevent it.
Students will then work on their brochure to incorporate that information and any other
information they need to.

Students “work in progress” brochure
Day 12
how we can stop the spread of this particular disease.
Students will be instructed to pick only one disease that pertains to their bacteria and explain
how this disease in particular is responsible for the spread and how we can further prevent it.
Students will then work on their brochure to incorporate that information and any other
information they need to.

Students “work in progress” brochure
October 2015 11
Day 13: Work day

Topic
Research/Work Day

- Students will be able to finish their brochure
Students will be working in their own groups to put any final information necessary on their
brochure

Students’ brochure
Day 14
Topic
Peer-review of PSA/brochure

- Students will be able to provide feedback on a project
The teacher will assign the students with a partner in order to complete a peer-review of their
PSA/brochure. The partners will review each others PSA/ brochure and give feedback on them.
The students will then take the feedback given to them by their partner and make revisions to
their PSA/brochure.
The students will also complete a post-assessment.

The students will turn in their post-assessment. Also, the teacher will walk around as the
students are completing their peer review in order to check on the progress of each students
artifact (PSA/brochure).
Resources
N/A
October 2015 12
Day 15: Work day

- Students will be able to finish their final brochure
Students will be finishing up their final brochure before the presentations on monday

Students’ brochure: the final brochure will be used for students’ grade and it will also be sent to
the CDC via email. Students will also inform the public about the research they have conducted
and answer the question of “how we can prevent a bacterial disease from spreading?”
Day 16
Topic
Presentation of Artifact (PSA/Brochure)

- Students will be able to present research to the public.
- Students will be able to discuss their research and state important findings.
The students will present their research findings and PSA/Brochures to the public. They will
also answer any questions the community may have about their projects. Also, the student’s
projects will be emailed to the CDC.

The students will turn in their final draft of the PSA/Brochure (Artifact).
Resources
N/A
October 2015 13

Multiday Planner Trichell Jariwala

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Multiday Planner Trichell Jariwala

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Project-Based Instruction

“Driving question”/problem to be solved (Reason for going on a field trip)

Student Learning Objectives (SWBAT)

Standards (full text not just numbers and letters)

Day 1: Introduction of the PBL unit/ Beginning of a Benchmark lesson

Student Learning Objectives (SWBAT)

Standards (full text not just numbers and letters)

What will you do with these?

Day 2: Refer to the benchmark lesson plan

Student Learning Objectives (SWBAT)

Standards (full text not just numbers and letters)

Student Learning Objectives (SWBAT)

Standards (full text not just numbers and letters)

Student artifacts/assessment (final project rubric)

Student Learning Objectives (SWBAT)

Standards (full text not just numbers and letters)

Student Learning Objectives (SWBAT)

Standards (full text not just numbers and letters)

Student artifacts/assessment (Include reflection and presentation rubrics.)

Student Learning Objectives (SWBAT)

Standards (full text not just numbers and letters)

Student artifacts/assessment (Include reflection and presentation rubrics.)

Day 8: Refer to the benchmark lesson plan

Day 9: Work day

Standards (full text not just numbers and letters)

Student artifacts/assessment (Include reflection and presentation rubrics.)

Student Learning Objectives (SWBAT)

Student artifacts/assessment (Include reflection and presentation rubrics.)

Day 11: Research/work day

Student artifacts/assessment (Include reflection and presentation rubrics.)

Student artifacts/assessment (Include reflection and presentation rubrics.)

Day 13: Work day

Student Learning Objectives (SWBAT)

Student artifacts/assessment (Include reflection and presentation rubrics.)

Student Learning Objectives (SWBAT)

Student artifacts/assessment (Include reflection and presentation rubrics.)

Day 15: Work day

Student artifacts/assessment (Include reflection and presentation rubrics.)

Student Learning Objectives (SWBAT)

Student artifacts/assessment (Include reflection and presentation rubrics.)

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