Defeating Bacteria Lesson Plan: Antibiotic Resistance

Grade Levels: 3-5, 6-8

In this lesson plan, adaptable for grades 5-8, students play Antibiotic Resistance, a game that invites students to explore the concept of antibiotic resistance by defeating multiplying bacteria with doses of antibiotics. Through play, students discover how bacterial reproduction creates mutations that are resistant to antibiotics.

Lesson Plan Common Core State Standards Alignments

Grade: 05

CCSS.ELA-Literacy.RI.5.3

Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

Grade: 06, 07, 08

CCSS.ELA-Literacy.RST.6-8.1

Cite specific textual evidence to support analysis of science and technical texts.

Grade: 06, 07, 08

CCSS.ELA-Literacy.RST.6-8.4

Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.

Grade: 06, 07, 08

CCSS.ELA-Literacy.RST.6-8.7

Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

Grade: 08

CCSS.ELA-Literacy.SL.8.5

Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

Grade: 06

CCSS.Math.Content.6.SP.B.5

Summarize numerical data sets in relation to their context, such as by:

Grade: 06

CCSS.Math.Content.6.SP.B.5a

Reporting the number of observations.

Grade: 06

CCSS.Math.Content.6.SP.B.5b

Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.

Grade: 06

CCSS.Math.Content.6.SP.B.5c

Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.

Grade: 06

CCSS.Math.Content.6.SP.B.5d

Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.

Grade: K, 01, 02, 03, 04, 05, 06, 07, 08, 09, 10, 11, 12

CCSS.Math.Practice.MP4

Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

Lesson Plan Next Generation Science Standards Alignments

Students will:

Learn that bacteria are always multiplying and that small changes are introduced when they multiply.
Understand that antibiotics are intended to kill bacteria, but that strong bacteria are resistant, and can survive.
Discover that slowly increasing the dose of antibiotics creates stronger, more resistant bacteria.

Materials:

Computers or other devices with Internet access
Interactive whiteboard

Vocabulary:

antibiotics, antibiotic resistance, bacteria, genes, genetic mutation, heredity, inheritance, mutation

Preparation:

This lesson plan features a game called Antibiotic Resistance developed by our partner, Field Day Lab. A playful exploration, the game demonstrates how bacteria replicate and helps students visualize how bacterial reproduction creates mutations that can withstand antibiotics.

Preview and play Antibiotic Resistance to plan how you will adapt it to your students’ needs. If students will be playing in small groups, review tips on Setting Cooperative Gaming Expectations.

Read Antibiotic Resistance: SnapThought Prompts for more information and specific SnapThought prompts to provide students during game play.

Depending on your classroom routines and available technology, you may want to consider these grouping options:

1:1 with students and devices
Two to three students sharing one device and swapping ideas and the device back and forth
Station model where small groups rotate through using the devices

Build background knowledge or reinforce topics with these BrainPOP movies:

Antibiotic Resistance

Immune System

, and

Genetic Mutations

Lesson Procedure:

Prompt student to share what they know about being sick and fighting infection. Following are some prompts you can use to encourage discussion and that will help you assess prior knowledge:
After everyone shares their ideas, play the BrainPOP movie Antibiotic Resistance on the whiteboard or other display. After watching once through, review key terms and concepts including superbug, bacteria, bacterial infections, antibiotics, genetic mutations, natural selection, and antibiotic resistance.
Watch the movie again, this time within the Make-a-Map feature. Tell students you will watch the movie again, and as you do they are to identify the different effects of bacteria, good and bad. As you explain this, select the “Create new” option and construct a cause/effect map on the canvas. Make “bacteria” the cause by adding an image of bacteria to the canvas or a keyword. Then create nodes around or the the side of bacteria which students will fill in with the effects as they watch the movie. The effects can be represented by words, images or even clips from the movie, which you can create using the camera icon.
Next, working independently or in pairs, have students open the game Antibiotic Resistance on their computers or devices. Have them read the cartoon, then click the blue bacteria on the left to play. If students have individual logins through My BrainPOP, encourage them to use the SnapThought® tool to take snapshots during game play, and reflect on their discoveries. For suggested prompts, see Antibiotic Resistance: SnapThought Prompts. Alternatively, students can discuss their observations with their partner, or jot them in their notebooks.
After 10 minutes of gameplay, divide the class into four groups. Challenge each group to come up with a creative way to teach other students about antibiotic resistance. Examples include a skit, a model, online presentation, a poem, etc. Then have each group present to the rest of the class. Alternative, you can have a Antibiotic Resistance fair in your classroom and invite other classes to attend.
Bring the class together to discuss what they learned about bacteria an antibiotic resistance. If students are using SnapThought, encourage them to share their reflections.

Extension Activities:

Invite students to further explore the topic by playing Immune System Defender, a game that challenges players to keep an infection from invading a body. For support, see the Fighting Off Infection Lesson Plan.

Filed as: 3-5, 6-8, Antibiotic Resistance, CCSS.ELA-Literacy.RI.5.3, CCSS.ELA-Literacy.RST.6-8.1, CCSS.ELA-Literacy.RST.6-8.4, CCSS.ELA-Literacy.RST.6-8.7, CCSS.ELA-Literacy.SL.8.5, CCSS.Math.Content.6.SP.B.5, CCSS.Math.Content.6.SP.B.5a, CCSS.Math.Content.6.SP.B.5b, CCSS.Math.Content.6.SP.B.5c, CCSS.Math.Content.6.SP.B.5d, CCSS.Math.Practice.MP4, MS-LS3-1, MS-LS3-2