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Unit of Instruction

1. Unit Goals (long range-how does this unit fit with year-long goals?) i) Gram stain bacteria in order to identify them as Gram positive or Gram negative. (a) Understand the importance of counterstaining (b) Understand the relationship between the stain that is retained and the type of cell wall that the bacteria has. ii) Identify bacteria using colony type. iii) Know the two kingdoms of bacteria and their classification iv) Understand the evidence used to suggest that bacteria were the earliest life forms on earth. v) Understand the epidemiology of common bacterial diseases. 2. Specific ways to relate goal(s) to curriculum (team/department, system and state frameworks) i) Idaho state curriculum standards. Idaho requires that students: (a) Understand systems, order and organization. (b) Understand the theory of biological evolution. ii) Look at what local colleges expect students in introductory biology classes to know about bacteria. 3. Characteristics of the students for whom this unit is intended (needs in the cognitive, social, emotional and physical areas) i) This unit is for high school students at the junior level. ii) This is an honors class for the upper science students. iii) This class is a continuation of Honors Biology 1. 4. Students Present Level of Performance and Knowledge (Do the students have the adequate knowledge to complete the unit successfully? What prerequisite skills must the students have to complete the unit content? Include technology skills. i) Students are familiar with basic cell structure. ii) Students are familiar with basic cell staining techniques.

iii) Students are familiar with prokaryotic cells, which is what bacterial cells are. iv) Students know that bacteria are divided into two kingdoms; Archaebacteria and Eubacteria. 5. Classroom Layout and grouping of students (Where will the learning take place? How will the room be organized? How will students be grouped (whole group, individuals, pairs, small groups, etc.) Learning will take place in the biology classroom. This classroom has two sinks, four gas outlets and chemical resistant desks. There are four rows of desks. Each desk is built for two students. Each row consists of three of these desks, so that each row has three groups of two students for a total of twenty-four students. The two students who are sitting at the same desk will work together during labs and other identification projects. The teacher has a computer that is hooked to an LCD projector. 6. Introductory procedures (How will you introduce the unit and the goals?) We will begin by doing a simulation where students will play the role of a traveler who has a layover at LAX. Each student will put where they came from and where they are going to on the board at the front of the room When they arrive at their destination, the students finds out that while at LAX, they were exposed to an deadly airborne bacterial disease that is a new strain. The students will each receive a test tube that represents them. Each test tube will be tested for the new strain of bacteria. The students will then become epidemiologists and try to find the index case of the disease and where the disease has spread. 7. Materials and media (any resource, persons or materials: be as specific as possible. Identify resource, its availability, how it is to be used and why. Board at the front of the room- This will be used for students to put their arrival and departure during the simulation. Bacteria, Gram stains and microscopes- -Each pair of students will Gram stain three different bacteria and identify them by gram stain and colony type. Textbook - All students have access to texts as a resource. Boxlight projector and computer- classroom -Used by the teacher to explain how to identify bacteria by colony type and Gram stain. Also used to discuss the classification of bacteria along with their evolution. 8. Visuals (although this is part of the materials and media, I want this to be a specific part of your plan). Identify the nine visuals that will be used, their purpose, and design. i) Bacteria shapes Includes the three shapes that bacteria can have. ii) Bacteria colonies-Includes the two colony types that bacteria can grow in.

iii) Phylogenetic tree-Shows when and where bacteria arose on planet earth in relation to other life forms. iv) Directions for Gram staining-This will include step by step instructions that visually portray how to Gram stain bacteria. v) Animation of Gram staining-To reinforce the directions for Gram staining. vi) Comparison of the cell walls of Gram-positive bacteria and the cell walls of Gram-negative bacteria. vii) Bacteria that are stained under a microscope-after staining the bacteria, students will look at them under the microscope. viii) Diagram of the two kingdoms of bacteria-Used to show the classification of the two kingdoms of bacteria and their sub-groups. ix) Diagrams-showing the life cycle of common disease causing bacteria and how they infect humans.

9. Assessment and evaluation of learner understanding (Identify the methods the teacher will use to identify student learning levels and needs. Describe when these will be used during the unit) Students will come to the board at the front of the room and draw colony types that are given to them. Students will draw and identify three different types of bacteria by cell shape, colony type and Gram stain. These drawings and identifications will be done in their lab notebooks. Quizzes over classification and epidemiology of bacteria. Test covering the history, epidemiology, and identification of bacteria

10.Relate assessment instruments to the outcomes stated in the goals. The students will have multiple opportunities to learn about and understand systems, order and organization through learning about bacteria. They will also gain a better understanding of the theory of biological evolution as they learn about the evolution of bacteria. They will gain this knowledge through multiple activities where they will learn about the classification of bacteria. These activities will include drawing bacteria shape and colonies. Students will also stain and identify bacteria. Finally students will have visuals to aid them in seeing how bacteria are classified and when they arose on planet earth. The students will be quizzed to see how they are progressing and activities will be altered as necessary. Finally the students will be tested as a final measurement of their mastery. * Adapted from Unit Plan at http://edtech.tennessee.edu/~bobannon/unit_plans.html