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Name: Diana Miculescu

Three-Dimensional Science Lesson Plan


Lesson/Unit Title: Antibiotic Resistance Created by: Diana Miculescu

Lesson to Redesign or Plan:

Investigate the relationship between bacteria, antibiotics, and antibiotic resistance


through research and how antibiotic resistance affects human health.

Core Ideas:

SB6e. Obtain, evaluate, and communicate information to assess the theory of evolution.
e. Develop a model to explain the role of natural selection plays in causing biological resistance (antibiotic
resistance)

Authentic Scenario: Antibacterial ingredient, triclosan, has been banned by the FDA from soaps, but it has not
been banned from toothpaste, (yet?).

Watch video: Antibacterial ingredients of toothpaste might be helpful, Colgate says:


https://www.youtube.com/watch?v=RaI8e1Oe4E8

Guiding Question: Why is triclosan banned from soaps but not from toothpaste (yet)?

Is triclosan harmful or beneficial in soaps and/or toothpaste?


Should triclosan be banned from toothpaste? Why or why not?
How can daily use of triclosan increase antibiotic resistance in bacterial populations?

Science & Engineering Practices: Crosscutting Concepts:

Engaging in Argument from Evidence Cause & Effect


Obtaining, Evaluating and Communicating Information
Stability and Change

How will you support students in developing


understandings about the practice(s)? How will you support students in developing
understandings about the crosscutting concept(s)?
Ask questions to help students develop questions,
arguments, evaluations about conflicting information Identify prior knowledge by asking questions.
about triclosan.

Provide news articles, science articles, news video clip, How will you engage students in applying the
science clip. crosscutting concept(s) to make sense of
phenomena and/or to design solutions to
How will you engage students in applying the problems?
practice(s) to make sense of phenomena and/or to
design solutions to problems?
Provide news articles, science articles, news video clip,
Students will argue for or against triclosan in products, and science video clip.
using research as evidence to support their claim.
Provide readings for background information about
cause & effect and stability and change.

Integration: Using news, science articles, and online resources, students will obtain, evaluate, and communicate
the scientific information regarding the impact of using antibiotics in daily use items and the effects it might have
on human health as well as antibiotic resistance in bacteria.

Lesson Sequence:
5E Stage Student Activities Teacher Activities
How will students engage actively in the How will the teacher facilitate and monitor
three dimensions throughout the lesson? student learning throughout the lesson?
Engage Students share what they know about Teachers ask students questions to
How does the lesson capture bacteria, antibiotics, and resistance. learn about their prior knowledge and
student interest, activate prior
understanding about bacteria,
knowledge, and connect to a
complex question, global issue, Students watch video. antibiotics, and resistance.
or real world problem?
Show video:
https://www.youtube.com/watch?v=RaI8
e1Oe4E8
Explore Claim: Within groups, students write a Teacher will divide students into small
How does the lesson allow claim based on the guiding questions: groups.
students to develop a common
-Why is triclosan banned from soaps
base of experiences by actively
investigating the phenomenon or but not from toothpaste?
problem? -Is triclosan harmful or beneficial in Teacher will share resources (listed in
soaps and/or toothpaste? column to the left) with the students.
-Should triclosan be banned from The videos will be shown by teacher to
toothpaste? Why or why not? the whole class and the articles will be
Students will fill out “claim” on C-E-R available to be read within each group.
chart.
Teacher will handout C-E-R chart for
Students will explore topic of antibiotic students to fill out.
resistance and examine reasons why
triclosan is either banned or allowed in Teacher will help students if they need
products. Does triclosan harm humans help to find other information on the
in soap or toothpaste or both? internet. (reliable sources)

Evidence: Obtain, evaluate and


communicate information using online
videos and online resources about
antibacterial resistance and triclosan.

Video Clips:
The Evolution of Bacteria on a “Mega-
Plate” Petri Dish
https://www.youtube.com/watch?v=plVk
4NVIUh8

The Antibiotic Apocalypse Explained


https://www.youtube.com/watch?v=xZb
cwi7SfZE

Online Resources:
Antibiotic resistance
https://www.sciencedaily.com/terms/anti
biotic_resistance.htm

Antibiotic resistance linked to common


household disinfectant triclosan
https://www.sciencedaily.com/releases/
2017/07/170703085348.htm

Antibacterial Soap? You Can Skip It,


use plain soap and water
https://www.fda.gov/ForConsumers/Con
sumerUpdates/ucm378393.htm

Using above sources, students will


recorded any research useful in
supporting their claim with evidence.

Students will fill out “evidence” and


“reasoning” on C-E-R chart based on
collected research.

Explain Reasoning: Teacher will oversee discussion and


How does the lesson allow Students discuss and justify their mediate when necessary (informally).
students to develop, share,
position on topic with a small group.
critique, and revise their own
explanations before connecting Teacher will review pros and cons chart
those to accepted scientific Groups will compile researched for each group and ask students
explanations and terminology? information and create two charts questions about the evidence and their
showing pros and cons for each claim reasoning.
(for or against use of triclosan).

Students will answer any questions the


teacher poses.

After, students will have the option


whether or not they would like to
change their position and why (must
use information from research)
Elaborate After students debate and either stick Teacher will moderate class debate.
How does the lesson allow with their claim or change their claim
students to extend their
within their small groups, students will Teacher will point out any major
conceptual understanding of the
three dimensions through share their claim, evidence, and relationships, pro/cons the students
opportunities to apply knowledge, reasoning with the other groups. may have missed.
skills, and abilities in new
experiences?
Students with opposing views will ask Teacher will point out of there is any
questions (backed with evidence). new scientific understanding or
opposing studies regarding any
evidence the students have used to
back up their claim.
Evaluate Formative: Formative:
How does the lesson—through 1. C-E-R chart 1. Teacher gives students C-E-R chart
both formative assessments
2. Compiled pros/cons group chart for (rubric)
embedded throughout the lesson
and a summative assessment both claims 2. Teacher will follow small group and
that might coincide with the class discussions.
elaborate phase—make visible
students’ thinking and their ability
to use practices with core ideas
and crosscutting concepts to Summative:
make sense of phenomena 1. Students will communicate the Summative:
and/or to design solutions? scientific information regarding the 1. Teacher will explain research paper
impact of using antibiotics in daily use must include background information,
items and the effects it might have on claim, evidence, and reasoning. (rubric)
human health as well as antibiotic
resistance in bacteria in a short
research paper.

References:
Achieve, Inc. and NSTA. (2014). EQuIP Rubric for Lessons & Units: Science. Washington, D.C.: Achieve, Inc.
Bybee, R. (2013). Translating the NGSS for Classroom Instruction. Arlington, VA: NSTA Press.
Chris Embry Mohr. (2015). Personal communication. NGSS Unit Implementation Resources.

3-D Lesson Planning Template Source:


Planning a Three-Dimensional Science Lesson by Jeremy S. Peacock (Northeast Georgia RESA) is licensed
under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
C-E-R Chart
The Guiding Question:

Our Claim:

Our Evidence: Our Reasoning:


Research Paper Rubric

Name________________________________________________________ Date______________________

Category Meets Standard Nearly Meets Standard Does not meet Standard/
(5) (4-1) No evidence
Score of 4, 3, 2, 1 can be (0)
given depending on
completeness of standard.
Title Page Title, Name, Teacher’s Name, Evidence of less than Absent, no evidence
Course Period, meets standard but not 0
Date

Thesis/Claim Clearly and concisely states the Incomplete or not related Absent, no evidence
paper’s purpose in a single thesis/claim.
sentence.
Introduction/ The introduction is engaging, No clear introduction that Absent, no evidence
Background Info states the main topic and previews the rest of the
previews the structure of the paper. Also, background
paper, and enough background information is insufficient.
information is present.

Body/Evidence and Each paragraph has evidence Each paragraph does not Absent, no evidence
Reasoning and reasoning supporting have clear evidence
claim. and/or reasoning
supporting the claim.
Organization/ Writer demonstrates logical Sequencing of ideas is Absent, no evidence
structure/ sequencing of ideas through illogical, awkward, or does
development of idea well-developed paragraphs; not flow.
transitions are
used to enhance organization.

Conclusion The conclusion is engaging Conclusion does not Absent, no evidence


and restates the thesis. restate the thesis or claim.

Mechanics No errors in punctuation Errors in punctuation and N/A


spelling. spelling.

Usage No errors sentence structure Errors in sentence N/A


and word usage. structure and word usage

Citation Done in the correct format Citation present, but Absent, no evidence or links
with no errors. Includes 5 errors are present. have just been listed
major references.

Total points earned _____ / 45 total points possible