Instructional Software

Lesson Idea Name: Antibiotics

Content Area: Biology
Grade Level(s): High School, 9-12

Content Standard Addressed:

SB4. Obtain, evaluate, and communicate information to illustrate the organization of interacting systems
within single-celled and multi-celled organisms.
a. Construct an argument supported by scientific information to explain patterns in structures and
function among clades of organisms, including the origin of eukaryotes by endosymbiosis. Clades
should include:
• Archaea
• bacteria
• eukaryotes
• fungi
• plants
• animals
(Clarification statement: This is reflective of 21st century classification schemes and nested hierarchy of
clades and is intended to develop a foundation for comparing major groups of organisms. The term 'protist' is
useful in describing those eukaryotes that are not within the animal, fungal or plant clades but the term does
not describe a well-defined clade or a natural taxonomic group.)

Technology Standard Addressed:

ISTE-S3a. Students plan and employ effective research strategies to locate information and other resources
for their intellectual or creative pursuits.
ISTE-S 3b. Students evaluate the accuracy, perspective, credibility and relevance of information, media, data
or other resources.
Selected Technology Tool:
HHMI BioInteractive
URL(s) to support the lesson (if applicable):
https://www.biointeractive.org/classroom-resources/origins-antibiotic-resistance
Type of Instructional Software:
☐ Drill and Practice ☐ Tutorial ☐ Simulation ☐ Instructional Game ☒ e-books/e-references

Features of this software (check all that apply):

☐ Assessment Monitoring/Reporting
☐ Allows teacher to create customized lessons for students
☐ Multi-user or collaborative functions with others in the class
☐ Multi-user or collaborative with others outside the class
☒ Accessible to students beyond the school day
☒ Accessible via mobile devices
☐ Multiple languages
☐ Safety, security and/or privacy features
Bloom’s Taxonomy Level(s):
☐ Remembering ☐ Understanding ☐ Applying ☒ Analyzing ☐ Evaluating ☐ Creating
Levels of Technology Integration (LoTi Level):

Spring 2018_SJB
 Instructional Software
☐ Level 1: Awareness ☐ Level 2: Exploration ☒ Level 3: Infusion ☐ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement
Universal Design for Learning (UDL):
The tools that I selected support and enhance the learning experience for students in the classroom through
the three components of the UDL Framework. These two activities provide multiple means of engagement
through allowing the students to self-assess and reflect on their own practices with using antibiotics. It allows
students to think on whether they have properly used antibiotics in the past and enlightens them to be more
cognizant as to how antibiotics are used. This supports multiple means of representation through allowing
students to activate their prior knowledge and using background knowledge from a previous article and apply
those skills to this activity. Lastly, the activity provides students with multiple means of action and expression
through being able to learn about antibiotics and resistance, then understand a case study from that, engage
in a simulations that demonstrates how antibiotic resistance forms, and research and provide information to
classmates on a bacterial infection/disease applying this knowledge. During this, students are required to
create their own appropriate goals throughout the research process to ultimately create their informative
poster.
Lesson idea implementation:
This lesson plan will serve as an extension of a prior activity where students learn about what antibiotics are
and how they work. Students will read an article titled Antibiotics are not Candy and answer questions. The
teacher will facilitate a discussion based on the questions that students answered to allow students to reflect
on the article and the ideas presented. The project will be introduced by first understanding what bacteria is,
where it can be found, and how it can be transferred. At the beginning of class, the teacher will use a special
lotion that acts as “bacteria” to shake a few students’ hands. In this engaging activity, students are then asked
to go around the room to shake three people’s hands. This acts as the transmission of bacteria and explains
how easily bacteria might be transferred. This lesson idea will span across two days.

Student learning will be assessed informally through a discussion and guided activity based on a case study
using the article and the HHMI website. The final product will be used to inform learning about bacteria and
their importance in the body, how they can harm you, and when to use antibiotics. This extension activity will
bring the student learning to a higher level through them analyzing a case study through a real-life
connection. This activity asks students to engage in reading a case study and analyze graphs and answer
questions to bridge the gaps about bacteria and antibiotics. I would conclude this lesson by formatively
assessing the students using a student evaluation of gain in which there are question stems that relate to
learning targets to be rated on a 3-5-point scale that describes their level of gain of the activity. I will provide
feedback to students through aggregating the evaluations from the students and providing constructive
feedback based on their questions, evaluation, and case study discussion questions to make sure they’re on
track with the learning targets.
Reflective Practice:
I think this lesson would provide a positive impact on the students in understanding why antibiotics are given,
what they help with, and even possibly the importance of finishing your full set of your antibiotics. Often,
when students go to the doctor, they just want meds, but if there is a viral infection, it just needs to run it
course not have an antibiotic. To further extend this idea, students could be given an illness that many may
have and research the symptoms and how to properly treat it. Students can then discover whether antibiotics
would be helpful in treating that illness and create a creative poster that explains what the illness is, how it
affects the body, and the best way to treat it. There are other technology tools that could further enhance
this project. I would employ an Antibiotic Resistance game on BrainPop which allows students to understand
what happens when you dose antibiotics and how that effects the bacteria.
https://www.brainpop.com/games/antibioticresistancegame/

Spring 2018_SJB