Unit 1: How can bacterial infections make us so sick, and why are they getting harder to treat?

Number of Days: 14 (24-25 Pacing; Yearlong) Resource Links: Unit 1 Folder Essential Content: Unit 1

Part 1: Unit Overview Part 2: NGSS Alignment Part 3: Lessons, Grades & Resources

Part 1: Unit Overview

Unit Summary:
This unit focuses on infectious disease and natural selection. It begins with the story of Liam, a local CMS student who got a
life-threatening MRSA (methicillin-resistant Staphylococcus aureus) infection. Students wonder: How can bacteria make us so
sick? To figure this out, students investigate what bacteria are, where they are found, and just how quickly their population can
grow given the right environment. But doesn’t the body have a way to combat this? Students investigate the immune system,
learn more about active and passive immunity and about the feedback mechanisms in place that keep our systems within a
safe range. Sometimes, drugs called antibiotics are needed: but scientists are warning that bacteria are becoming more and
more resistant to the antibiotics we have. How can we explain this? Students investigate how antibiotics work on bacterial (but
not human) cells, and how these drugs affect their population: Most die, but some live and start reproducing again. They
uncover that some can live because they have a heritable trait that makes them more “resistant” to the drug itself and over time this trait will be selected for, and will
become more prevalent in the population. This process of natural selection accounts for the increase in resistance scientists are concerned about.

North Carolina Standards and Objectives:

●​ LS.Bio.1 - Analyze how the relationship between structure and function supports life processes within organisms.
○​ LS.Bio.1.3: Use models to explain how the structure of organelles determines its function and supports overall cell processes. (completely addressed)
○​ LS.Bio.1.4: Construct explanations to compare prokaryotic and eukaryotic cells in terms of structures and degree of complexity. (completely addressed)
●​ LS.Bio.5 - Understand ecosystem dynamics, functioning, and resilience.
○​ LS.Bio.5.1: Use mathematics and computational thinking to explain how interactions between organisms (predator/prey, competition) affect carrying
capacity and maintain stability in an ecosystem. (partially addressed)
●​ LS.Bio.3 - Analyze the relationship between biochemical processes and energy use.
○​ LS.Bio.3.1: Carry out investigations to explain how homeostasis is maintained through feedback mechanisms. (partially addressed)
●​ LS.Bio.2 - Analyze the growth and development processes of organisms.
○​ LS.Bio.2.2: Construct an explanation to illustrate that proteins regulate gene expression resulting in cellular differentiation, specialized cells with specific
functions, and uncontrolled cell growth. (partially addressed)
●​ LS.Bio.9 - Understand natural selection as a mechanism for biological evolution.
○​ LS.Bio.9.1: Analyze and interpret data to summarize how various factors such as geographic isolation, pesticide resistance, antibiotic resistance can
influence natural selection. (partially addressed)
○​ LS.Bio.9.3: Use models to illustrate the conditions required for natural selection, including the overproduction of offspring, inherited variation, and the
struggle to survive. (partially addressed)
○​ LS.Bio.9.4: Construct an explanation to explain how natural selection leads to adaptations within populations. (partially covered)
See North Carolina Unpacked Standards for Clarification Statements and Assessment Boundaries
Standards Unpacked - Clarifying Statements & Boundary Statements:
NC Objective Clarifying Statements Boundary Statements

LS.Bio.1.3: Use models to explain how Emphasis should be on how each organelle or cellular structure Students are not expected to identify the following cell
the structure of organelles determines supports operations within and among cells. Organelles and structures: microtubules, filaments, nucleolus, cristae or matrix
its function and supports overall cell cell structures include: nucleus, plasma membrane, cell wall, (in the mitochondria), stroma or granum (in chloroplasts), or
processes. (completely addressed) mitochondria, vacuoles, chloroplasts, ribosomes, smooth and centrioles. Students are not expected to know the origin of
rough endoplasmic reticulum, lysosomes, Golgi apparatus, mitochondria or chloroplasts through the Endosymbiotic
cytoplasm, flagella, and cilia. Theory.

LS.Bio.1.4: Construct explanations to Emphasis should be on exploring structures (genetic materials, Students are not expected to know the following terms or
compare prokaryotic and eukaryotic plasma membrane, internal and external structures) in order to concepts: pili, gram positive or negative, and capsule.
cells in terms of structures and degree determine that there is a difference in complexity between
of complexity. (completely addressed) prokaryotic and eukaryotic cells.

LS.Bio.5.1: Use mathematics and Emphasis is on analyzing factors that impact the carrying Students are expected to determine carrying capacity from
computational thinking to explain how capacity of an ecosystem (e.g., abiotic factors, predator/prey, graphs. Students are not expected to know the types or stages
interactions between organisms and competition relationships). Examples of changes in of succession. Students are not expected to derive
(predator/prey, competition) affect ecosystem conditions could include modest biological or mathematical equations to make comparisons. Students are
carrying capacity and maintain physical changes (e.g., regulated hunting or a seasonal flood); expected to describe trends in graphs or tables as increase,
stability in an ecosystem. (partially and extreme changes (e.g., unregulated hunting, volcanic decrease, or remain stable. Students are not expected to
addressed) eruption, or sea level rise). Examples of mathematical identify and/or analyze symbiotic interactions; symbiosis is
comparisons could include graphs, charts, histograms, and taught in middle school.
population changes gathered from simulations or historical
data sets.

LS.Bio.3.1: Carry out investigations to Students are expected to carry out investigations to illustrate Students are expected to understand the overall concepts of
explain how homeostasis is maintained the need for homeostasis within organisms. On a cellular level, cellular transport and homeostasis. Students are not
through feedback mechanisms. emphasis should be on how cells maintain stability in changing responsible for knowing these specific terms: hypotonic,
(partially addressed) conditions by transporting materials across the plasma hypertonic, isotonic, endocytosis, exocytosis, phagocytosis,
membrane. Emphasis is on how large and small particles can pinocytosis, water potential, facilitated diffusion, specific
pass through the plasma membrane to maintain homeostasis. examples of pumps (sodium-potassium pump). Students are not
On an organism level, emphasis should be on responses to expected to know the cellular and chemical processes involved
changing conditions (e.g., heart rate response to exercise, in the feedback mechanism.
stomata response to moisture and temperature, and root
development in response to water levels).

LS.Bio.2.2: Construct an explanation to Emphasis is on typical mitotic cell division as well as instances Students are responsible for knowing all cells within an
illustrate that proteins regulate gene in which cell division is uncontrolled. Cell division and organism have the same DNA sequence. Gene expression
expression resulting in cellular differentiation produce and maintain complex organisms. determines protein production within different cells, which
differentiation, specialized cells with Genetically identical stem cells undergo differentiation into result in the specialization of cell types and functions. Students
specific functions, and uncontrolled cell diverse cell types, which build systems of tissues and organs are responsible for knowing that uncontrolled cell growth can
growth. (partially addressed) that work together to meet the needs of the whole organism. result in tumors, which can either be benign (growths) or
malignant (cancer). Students are responsible for understanding
that cancer results from mutations, which cause accelerated
cell division. Students are not responsible for specific
mechanisms of oncogenesis or stages of cancer. Students are
not expected to explain the specifics of transcriptional
regulation (gene control regulation) or biochemical
modifications (DNA methylation or histone modifications) of
DNA that regulate gene expression and result in differentiation.

LS.Bio.9.1: Analyze and interpret data to Emphasis is on considering how multiple factors can alter the Students are not expected to know mechanisms of evolution
summarize how various factors such as outcomes of natural selection. Geographic isolation is a other than natural selection (e.g., genetic drift, gene flow
geographic isolation, pesticide mechanism that results in new species forming due to limited through migration, mutation, coevolution, non-random mating).
resistance, antibiotic resistance can opportunities to reproduce (e.g., populations on islands,
influence natural selection. (partially populations on different sides of large rivers or canyons).
addressed) Pesticide resistance occurs when a pesticide kills some
individuals in a population (e.g., herbicide fails to kill all of the
weeds along a fence). Surviving individuals have favorable
conditions for reproduction, resulting in more
pesticide-resistant individuals and reduced effectiveness of
the pesticide. Antibiotic resistance occurs when bacteria or
fungi become less susceptible to the antibiotics that are
designed to kill them. The result is reproduction of
antibiotic-resistant bacteria or fungi.

LS.Bio.9.3: Use models to illustrate the Models should demonstrate how factors can influence survival Students are not expected to recall examples of specific
conditions required for natural and reproduction within a population or species. Factors may species. Adaptations are covered in LS.Bio.9.4
selection, including the overproduction include: overproduction of offspring, inherited variation, limited
of offspring, inherited variation, and the resources, and struggle to survive.
struggle to survive. (partially
addressed)

LS.Bio.9.4: Construct an explanation to Adaptations can include an organism’s behaviors, morphology, Students are expected to be familiar with reviewing changes in
explain how natural selection leads to and/or physiology. Similar environments may select for similar proportion (more/less) of traits in a population over time.
adaptations within populations. traits/adaptations, among more distantly related groups of Students are not expected to calculate allele frequencies.
(partially addressed) organisms. Students are not expected to identify types of selection
(disruptive selection, stabilizing selection, directional selection).
Students are not expected to recall specific examples of
adaptations or classify types of adaptations. Students are not
expected to explain the process of convergent evolution, but
should be able recognize examples of analogous structures.
Standards Unpacked - Academic Discourse:
NC Objective Words to Support Student Discourse Academic Language - Sentence Frames

LS.Bio.1.3: Use models to explain cell, nucleus, organelle, plasma membrane, cell ●​ The _______ structures help _______ to function because _______.
how the structure of organelles wall, chloroplast, cilia, cytoplasm, cytoskeleton, ●​ I/we think that the ____ structures in the system (choose the
determines its function and endoplasmic reticulum (smooth/rough), vesicles, system) function _____.
supports overall cell processes. flagella, Golgi apparatus, lysosome, mitochondria, ●​ The ____ structures are present in _______ and are related to the
(completely addressed) ribosome, vacuole, chlorophyll, microscope, function _______.
homeostasis, phospholipid, selective permeability,
transport proteins, structure, function

LS.Bio.1.4: Construct explanations to cell, prokaryote, eukaryote, nucleus, organelle, ●​ The ____ structures help ____ to function because _____.
compare prokaryotic and eukaryotic plasma membrane, cell wall, chloroplast, cilia, ●​ I/We think that the organism is ______ (prokaryotic/eukaryotic)
cells in terms of structures and cytoplasm, cytoskeleton, endoplasmic reticulum because _________.
degree of complexity. (completely (smooth/rough), vesicles, flagella, Golgi apparatus, ●​ The _______ (structures) are present in _______ and are related to
addressed) lysosome, mitochondria, ribosome, vacuole, the _______ (function).
chlorophyll, microscope, homeostasis, ●​ How does the structure of a prokaryotic cell compare to the
phospholipid, selective permeability, transport structure of a eukaryotic cell?
proteins, structure, function

LS.Bio.5.1: Use mathematics and carrying capacity, competition, interactions, ●​ What factors in the system change?
computational thinking to explain limiting factors, organisms, population, stability, ●​ What are the factors causing this system to be stable/unstable?
how interactions between exponential growth, logistical growth ●​ What patterns do you observe in the way the system changes
organisms (predator/prey, over time?
competition) affect carrying
capacity and maintain stability in an
ecosystem. (partially addressed)

LS.Bio.3.1: Carry out investigations stability, homeostasis, balance, temperature, ●​ In this system, homeostasis is maintained by water moving from
to explain how homeostasis is regulation, feedback mechanism, feedback loop, ___ to ___ concentration.
maintained through feedback stimulus, response, input, output, external ●​ In this system, homeostasis is maintained by water moving from
mechanisms. (partially addressed) environment, internal environment ___ to ___.
●​ In this system, homeostasis is maintained __________.
●​ The _______(event) changed this system by _______.
●​ _______ was affected by the change of _______.
●​ The parts of the system that stay the same are _______.The parts
of the system that change are _______.
LS.Bio.2.2: Construct an explanation differentiation, signaling, DNA/gene expression, ●​ What do you predict would happen if differentiation did not
to illustrate that proteins regulate protein, specialized cell, cell function, tissue, occur?
gene expression resulting in cellular organ, system ●​ What do you predict would happen if checkpoints did not exist in
differentiation, specialized cells with cell division?
specific functions, and uncontrolled ●​ How does gene expression affect cellular function?
cell growth. (partially addressed) ●​ How does DNA sequence impact cell specialization?
●​ How does gene expression and cellular environment affect cell
specialization?

LS.Bio.9.1: Analyze and interpret antibiotic resistance, pesticide resistance, natural ●​ What caused the patterns you observed?
data to summarize how various selection, evolve (evolution), species, trait, ●​ How do you know that _________ caused _________?
factors such as geographic beneficial, survive, reproduction rate, frequency, ●​ If the data shows _________ (e.g., frequency of a trait), will it
isolation, pesticide resistance, distribution always show _________ (e.g., the same frequency)? Why or why
antibiotic resistance can influence not?
natural selection. (partially ●​ What do you predict would happen to frequency if a trait is no
addressed) longer favorable?
●​ Which trait do you predict will (increase/decrease) in frequency
in _________ conditions?
●​ How does ____________ condition (e.g., decreased rainfall) affect
_______________ (e.g., reproduction rates of a given plant) over
time?

LS.Bio.9.3: Use models to illustrate natural selection, reproduction, overpopulation, ●​ What would you predict in [present new situation involving same
the conditions required for natural competition, resources, trait, advantage, mechanism] would happen? How is the situation similar to or
selection, including the disadvantage, offspring, ‘fitness’, environmental different from [the presented scenario]?
overproduction of offspring, conditions, variation, inherited ●​ I/We can observe (notice) the pattern of _______ in the data
inherited variation, and the struggle presented.
to survive. (partially addressed) ●​ The pattern observed in the data allows me/us to conclude (know)
that _______.
●​ What caused the patterns you observed?
●​ How do ____________ and _____________ affect _______________?

LS.Bio.9.4: Use models to illustrate natural selection, reproduction, overpopulation, ●​ What traits seem to be beneficial based on the data presented in
the conditions required for natural competition, resources, trait, advantage, the [table, chart, graph, model, simulation output]?
selection, including the disadvantage, offspring, ‘fitness’, environmental ●​ What evidence presented in the scenario supports the claim that
overproduction of offspring, conditions, variation, inherited environmental conditions cause species to change?
inherited variation, and the struggle ●​ When time is a variable: How is _____________ changing over
to survive. (partially addressed) time?
●​ By looking at patterns in the data, I/we determined that _______
caused _______.
 ●​ If _______ happens, I/we predict that _______ will occur.
●​ In order to conclude that _______ caused _______, the following
evidence is needed _______.

Part 2: NGSS Alignment - Science & Engineering Practices, Cross Cutting Concepts, & Disciplinary Core Ideas

Science & Engineering Practices (SEPs being used during this unit are highlighted in yellow)

Ask Questions Develop and Use Models Plan and Carry Out Investigations Analyze and Interpret Data

Use Mathematics and Computational Obtain, Evaluate, and Communicate

Construct Explanations Engage in Argument from Evidence
Thinking Information

Cross Cutting Concepts (CCCs being used during this unit are highlighted in green)

Patterns Cause & Effect Structure & Function Systems & Systems Models

Stability & Change Scale, Proportion & Quantity Energy & Matter

NGSS Disciplinary Core Ideas (DCIs)

-​ Systems of specialized cells within organisms help them perform the essential functions of life. (HS- LS1-1)
-​ Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the
next level. (HS-LS1-2)
-​ Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional
even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative
feedback) what is going on inside the living system. (HS-LS1-3)
-​ Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors
as the availability of living and nonliving resources and from such challenges as predation, competition, and disease. Organisms would have the capacity
to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance
(number of individuals) of species in any given ecosystem. (HS-LS2-1), (HS-LS2-2) (Partially addressed - continued in Units 3 and 4).
-​ Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression
of that genetic information — that is, trait variation — that leads to differences in performance among individuals. (HS-LS4-2)
-​ Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression
of that genetic information—that is, trait variation—that leads to differences in performance among individuals.
-​ The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. (HS-LS4-3)
 -​ Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a
species due to mutation and sexual reproduction, (3) competition for an environment’s limited supply of the resources that individuals need in order to
survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment.
-​ Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited
to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an
advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the
proportion of individuals that do not.
-​ Adaptation also means that the distribution of traits in a population can change when conditions change. (HS-LS4-3)

Through these investigations, students:

●​ plan and carry out a safe and ethical investigation into where bacteria are around their school and how they grow,
●​ develop and use a mathematical model to predict bacterial population growth,
●​ obtain and evaluate information about ways harmful bacteria can damage our cells and cause us symptoms,
●​ analyze the results of medical tests to understand and predict aspects of the body’s response to infection,
●​ obtain and evaluate information about mechanisms of antibiotic resistance,
●​ develop and use a simulation to model change in the proportion of bacteria in a population with an antibiotic-resistant trait, and
●​ apply their understanding to investigate antibiotic awareness in their peers and develop a tool for themselves and others to use to better communicate
with medical professionals.

RBT Verbs (Revised Bloom’s Taxonomy)

Verb Alternative Names Examples

Illustrate Showing, demonstrating, picturing Illustrate a complete circuit using circuit symbols.

Compare Contrasting, mapping, matching Compare Prokaryotic and Eukaryotic cells.

Explain Constructing models Explain how carbon moves through the carbon cycle.

Summarize Abstracting & generalizing Summarize features of a new product.

 Part 3: Unit Lessons, Grading & Resources

Lesson 3
Lesson 4
Lesson 1 Lesson 2 What are bacteria and where are
What do bacteria need to live and
How can bacteria make us so sick? they? How are they different from
grow?
viruses?

How can bacteria make us so Lesson 6 Lesson 7 Lesson 8

sick?Lesson 5 Why do some bacteria cause us What is the body doing when we get Why are all these changes happening
How does one bacteria make more problems? How can those bacteria an infection? How does it know when in the body? How does the body
bacteria? cause infections? we are sick? respond to infection?

Lesson 9
Why aren’t all antibiotics working as Lesson 11 Lesson 12
Lesson 10
well as they used to? Is this also Why do antibiotics sometimes not How do antibiotic-resistant bacteria
How do antibiotics work?
happening to vaccines that are used work? become more common over time?
to prevent viruses?

Lesson 13 Lesson 14
Chapter Assessments: Summative/Unit Assessment:
What explains the increasing How can we work together with
- Unit 1, Formative #1 = lesson 6 - Unit 1 assessment = lesson 14
incidence of antibiotic-resistant medical professionals to be better
- Unit 1, Formative #2 = lesson 11
infections? stewards of antibiotics?
Grades
Prepare (Choose up to 9 assignments) Rehearse (Choose 3 Assignments) Perform (Choose 1 or 2 Assignments)

Smaller assignments that allow students to practice Assignments that provide students with feedback on Culminating/formative assessments that measure
new learning. Can be graded for completion or progress towards mastery of standards (i.e. Quizzes, mastery of one or multiple standards (i.e. Unit
accuracy. (i.e. Homework, warm-ups, exit tickets, labs, mini-assessments, mini-projects, classwork) assessments, common assessments, performance
smaller checks for understanding) tasks, writing assignments, projects with rubrics)

9 min/18 max 6 min/10 max 3 min/4 max

5 min/9 max for A Day/B Day 3 min/5 max for A Day/B Day 2 min/3 max for A Day/B Day

​ Warm ups ​ Unit 1, Formative #1 = End of Lesson 6 ​ Unit 1 Summative Assessment = Lesson 14
​ Exit tickets ​ Unit 1, Formative #2 = End of Lesson 11
​ Student notebook checks
​ Model trackers and key ideas
​ Student sheets used throughout unit

Resources & Materials - Toolbox

Unit 1 Student Workbook ML Support BSCS Unit 1 Sheets
Unit 1, Lesson 1 (Slides, Essential Content, Student Sheets: Liam’s Timeline, 1.1 C) BSCS Alignment: Lesson 1

Lesson/Essential Question: (ANCHOR) How can bacteria make us so sick?

Standard & Objective: (This is an intro to the phenomena for the unit, so no direct standards will be taught.)

Lesson Objective/Learning Target: SWBAT generate ideas and questions around why Liam got sick by creating a model.

Navigation → Last Class: Last class was based on Navigation → This Class: After examining a case Navigation → Next Class: We will dive into more cases
teacher discretion. Ideally, students engaged in of an 11-year-old boy with a severe, to see what is similar and different about Liam’s case.
culture building and had discussions around what it life-threatening infection, we explore initial ideas We will develop our first Driving Question Board (DQB).
looks like to be in a science classroom. about how and why we get infections. We create
our initial and consensus models.

Differentiation Opportunities: None

Materials Needed:
​ Student science notebook
​ Student sheets (linked above)
​ Liam’s video
​ Liam’s timeline

Preparing for the Lesson → Background Info: Methicillin-resistant Staphylococcus aureus (MRSA) is a bacteria that can cause an infection that is difficult to treat
because of resistance to some antibiotics. Anyone can get MRSA and most often MRSA causes infections in the skin. The symptoms of the MRSA infection depend
on the part of the body that is infected. For example, people with a MRSA infection in their skin have swelling, warmth, and redness in the area. Because the
symptoms of a MRSA infection are often very similar to symptoms of less serious bacterial or viral infection or insect bite, infections can progress because of
misdiagnosis or delayed treatment. In most cases, it is difficult to tell if an infection is due to MRSA or another bacteria without ordering laboratory tests to identify
the type of bacteria.

Lesson Agenda:
1.​ Warm Up (7 minutes): Think about a time you were sick…
2.​ Adding to Story (2 minutes): Add more info to the story (healing, etc)
3.​ Turn & Talk (5 minutes): Share your story with a partner. Have students discuss similarities and differences between their stories.
4.​ Liam’s Story (17 minutes): Notice & Wonder (Liam’s Video & Liam’s Timeline)
5.​ Scientific Models (5 minutes): Show students two models and have them discuss which model is a scientific model and why.
6.​ Our Models (20 - 30 minutes): Students will independently draw a model (Student Sheet 1.1 C) to represent how and why Liam got so sick (5 minutes). Then,
students will turn and talk with a partner to compare models. They will identify similarities and differences between their models (7 minutes). The class will
participate in a whole group to identify what we agree with about our models and what we disagree with on how to show Liam’s story.
7.​ Exit ticket (5 minutes): What is one thing you discovered from Liam’s story.
Model: Key Ideas from Lesson:
●​ A scientific model is a representation that is used as a tool to explain how or
why something in the world works the way it does.
●​ There are similarities across cases of severe bacterial infection—symptoms
worsen and the infections are often difficult to treat with antibiotics.
●​ Bacterial infections can be life-threatening.
●​ They can strike seemingly anyone.
●​ They can be caused by a variety of bacteria, including MRSA, E. coli, and
Salmonella.
●​ It sometimes seems hard to find antibiotics that will work for these infections.

Notes:
●​ There may be some autonomous time for teachers in lesson 1 depending on the length of your class. Suggestions include more culture building, review of
classroom expectations & routines.
Unit 1, Lesson 2 (Slides, Essential Content, Student Sheets: 1.1 D, 1.1 E, ML 1.1.E, 1.1 F, 1.1 G, 1.1 H, 1.1 I, 1.1 J) BSCS Alignment: Lesson 1

Lesson/Essential Question: How can bacteria make us so sick?

Standard & Objective: Introduce a puzzling phenomenon or problem and motivate further investigation.

Lesson Objective/Learning Target: SWBAT discuss how we will learn more about Liam’s case by creating a driving question board (DQB).

Navigation → Last Class: After examining Liam’s Navigation → This Class: We set our unit Driving Navigation → Next Class: We will figure out what
case, students created their initial models and a Question: How can bacterial infections make us so bacteria are and where we find them. This will leave us
class consensus model around how Liam got so sick, and why are they getting harder to treat? wondering what bacteria need to survive and how they
sick that he almost died. Before we can make progress, we realize we need grow.
to know more about bacteria.

Differentiation Opportunities: Use ML versions of articles as needed

Materials Needed:
​ Student science notebook
​ Student sheets (linked above)
​ Driving Question Board - Poster paper, sticky notes, pens or pencils

Preparing for the Lesson → Background Info: Liam was a CMS student diagnosed with Methicillin-resistant Staphylococcus aureus (MRSA), an antibiotic-resistant
bacteria. Yesterday, students drew models to show how and why they think Liam got sick. After comparing models with classmates, students collaboratively
developed a model that could best describe Liam’s story.

Lesson Agenda:
1.​ Warm Up (5 minutes): Revisit Liam’s Story - what is one question you still have about Liam’s story? What are the gaps? What can’t be explained?
2.​ Reviewing Case Studies (10 minutes): Students will get into six homogenous groups to review different case studies (case studies: 1.1 E, ML 1.1.E, 1.1 F, 1.1
G, 1.1 H, 1.1 I, 1.1 J)
3.​ Jigsawing Case Studies (10 minutes): Students will get into heterogeneous groups (one student from each case) to share their findings from the case
studies. Students will capture their thoughts in Student Sheet 1.1 D.
4.​ Driving Question Board (15 minutes): Students write down questions they have after the case studies and from the unit so far. One question per sticky note.
5.​ Categorizing the DQB (5 minutes): Have students create categories based on similar questions asked on the Driving Question Board (DQB). Potential
categories include: what are bacteria? How do bacteria live?
6.​ Philosophical Chairs:
a.​ Option A - Whole Class (6 minutes): What makes something alive? Are bacteria living?
b.​ Option B - Move to Groups (18 minutes): Is it living (biotic) or nonliving (abiotic)?
7.​ Exit Ticket (5 minutes): Based on the discussion from today, identify two to three things that make something alive.
Model: (no model for this lesson - creating Key Ideas from Lesson:
DQB instead - found on age 55 of TE) ●​ We are questioning and wondering how and why bacteria can make us so
sick and why bacterial infections are getting harder to treat.
●​ We are starting to consider that science is a human endeavor, and that
science, culture, and society are interrelated.

Notes:
●​ There may be some flexible time in this lesson depending on the length of your classes. Suggestions include more culture building, review of classroom
expectations & routines, and/or discussion around what a science classroom looks like.
Unit 1, Lesson 3 (Slides, Essential Content 1 & 2, Student Sheets: 1.2 A, 1.2 C, ML 1.2.C, 1.2 E) BSCS Alignment: Lesson 2

Lesson/Essential Question: What are bacteria and where are they? How are they different from viruses?

Standard & Objective: LS.Bio.1.4 - Construct an explanation to compare prokaryotic and eukaryotic cells in terms of structures and degree of complexity.

Lesson Objective/Learning Target: SWBAT identify and exemplify characteristics of life by comparing bacteria and viruses.

Navigation → Last Class: We set our unit Driving Navigation → This Class: We will figure out what Navigation → Next Class: We will investigate what
Question: How can bacterial infections make us so bacteria are and where we find them. This will bacteria need to live and how they grow. That will leave
sick, and why are they getting harder to treat? leave us wondering what bacteria need to survive us wondering why sometimes bacterial growth can
and how they grow. cause us problems.

Differentiation Opportunities: Use ML version of reading as needed; Use 1.2B for groups to give each other feedback if time permits

Materials Needed:
​ Student science notebook
​ Student sheets (linked above)
​ Bacterial Collection: Petri dishes (prepared with nutrient rich agarose), Q-tips, Gloves, Ziploc bags, Tape
​ Cup of Stuff: cups, yeast warm water, sugar
​ Word Wall: poster paper, markers

Preparing for the Lesson → Background Info: In this lesson, we are culturing bacteria. It is important to emphasize the safety precautions necessary for this activity.
Although students are sampling different environments with unknown bacteria, it is important to note that the petri dishes, once swabbed, are sealed with tape,
placed in two plastic bags, and are never opened again by students at any point during the lab. While most bacteria around us are not pathogenic, when working
with unknown bacteria in a laboratory setting it is important to take proper safety measures and treat unknown bacteria as if they are pathogenic. For example,
cotton swabs and gloves should be properly disposed of in a hazardous material container. Students should also have the opportunity to observe their teacher
model these safety techniques as they demonstrate how to properly swab, plate, seal, and store petri dishes. Students will then have an opportunity to practice all
the safety measures using petri dishes without agar in order to demonstrate their proficiency to safely carry out their investigations. At the conclusion of the lesson,
teachers need to autoclave petri dishes in appropriate biohazard bags. As an alternative, teachers can open each dish and cover the agar surface with a 10%
bleach solution for a minimum of 6 hours, then dispose of them in the trash. While having students engage in an actual lab in this lesson is ideal, not every
classroom, school, or community will have the capabilities to engage in this activity. This lesson includes an alternative activity, in which students can still engage
fully in planning the investigation and analyzing (pre-collected) results; this activity is fully equivalent in terms of the key ideas students need to come away with for
this chapter. It is each teacher’s responsibility to know their own classroom, school, and district policies with students working with microorganisms in the
classroom. Teachers considering this lab should also research and determine if their classroom is equipped to perform this lab in a safe and ethical manner. Please
reach out to your department chair if you have any questions. For more detailed background, please see page 67 of your teacher edition unit 1 guide.
Lesson Agenda:
1.​ Warm Up (5 minutes): have you ever caught a little creature before? How did you catch it? What did you do to keep it alive?
2.​ Cup of Stuff (5 minutes): students will observe their cup of stuff and create predictions to determine if the stuff is alive. They will discuss why or why not.
3.​ Designing Investigations (15 minutes): students use 1.2A to design their own investigations for the bacteria (investigation poster)
4.​ Collecting Bacteria (8-10 minutes): students will follow our safety procedures to collect bacteria for their investigation. Suggestion is to give directions (1
minute), 5 minutes of collection time (give students very clear directions on where they are and are not allowed to collect their samples from), and 3 minutes
of placing samples in designated spot and cleaning up
5.​ Read Bacteria vs. Viruses (10 minutes): Students will use the reading protocol (1.2E) to read 1.2 C or ML 1.2.C, Bacteria vs. Viruses.
6.​ Revisit Cup of Stuff (5 minutes): Students will determine if the cup of stuff is living or not based on the discussion from today.
7.​ Our Word Wall (5 minutes): Students will share the words they have earned (and learned) the last few days.
8.​ Model Tracker (10-15 minutes): Students will lead the discussion to share what they have learned about bacteria in the last few days. Capture key ideas in a
visible spot for students, then have students individually create a model to represent the key ideas.

Model: Key Ideas from Lesson:

-​ Bacteria are all around us.
-​ There are some ways to get rid of bacteria.
-​ Bacteria are living and viruses are not.
-​ Living things use nutrition, excrete wastes, and reproduce.
-​ Variation exists within types of bacteria.
-​ Some questions can be tested with the resources we have while others
cannot.
-​ Possible extension: We all have experiences that result in biases
influencing questions we develop.

Notes:
●​ This is a very lab dense day - all materials will need to be prepared in advance of this class. You may opt to not do the bacterial collection; instead, use
alternative lab simulation (lab scenarios & images).
●​ Emphasis should be on exploring structures (genetic materials, plasma membrane, internal and external structures) in order to determine that there is a
difference in complexity between prokaryotic and eukaryotic cells.
●​ Students are NOT expected to know the following terms or concepts: pili, gram positive or negative, and capsule.
Unit 1, Lesson 4 (Slides, Essential Content 1 & 2, Student Sheets: 1.3 A, 1.3 B or CMS Version - directions & placemat) BSCS Alignment: Lesson 3

Lesson/Essential Question: What do bacteria need to live and grow?

Standard & Objective: LS.Bio.5.1 Use mathematics and computational thinking to explain how interactions between organisms (predator/prey, competition) affect
carrying capacity and maintain stability in an ecosystem.

Lesson Objective/Learning Target: SWBAT represent patterns of population growth by completing the bacterial growth simulation.

Navigation → Last Class: We investigated places Navigation → This Class: We investigate what Navigation → Next Class: This will leave us wondering
and conditions in which bacteria exist and we bacteria need to live and how they grow. how one bacterium can reproduce to make more
compared bacteria, viruses, and human cells. This bacteria.
left us wondering how bacteria grow.

Differentiation Opportunities: Use ML supports, Use CMS modified version of simulation as needed

Materials Needed:
​ Student science notebook
​ Student sheets
​ Simulation materials: directions, placemat & beads

Preparing for the Lesson → Background Info: For students, the word growth can mean the individual growing larger. Population growth means the number of
individuals within that population changing in amount over time. Bacteria reproduce through binary fission, meaning one cell divides into two. This asexual
reproduction can occur rapidly, sometimes as quickly as every 10 minutes in Clostridium species or longer, about 12 hours for Mycobacterium tuberculosis. This
results in populations reaching huge numbers in relatively short amounts of time as long as resources are available and favorable conditions like temperature exist.
This exponential growth cannot be maintained indefinitely, however, as resources like food and space become scarce.

Lesson Agenda:
1.​ Warm Up (5 minutes): students think about two things in an environment that allows bacteria to grow.
2.​ Bacterial Growth Video (5 minutes): First, have students create a T chart to capture their observations & draw a sketch during the video. Students will watch a
time lapse video of bacteria dividing. Students will make a prediction about time and growth rate.
3.​ Bacterial Growth Simulation (30 minutes): Students will simulate two different species of bacteria growing to see how reproduction rates can impact the
amount of bacteria. Students will be introduced to limited capacity and see how that impacts bacterial growth. After each species simulation, students will
use the identify & interpret strategy to analyze the bacterial growth graphs.
a.​ Simulation Option A (BSCS Version): student sheet 1.3A - directions for simulation & sheet 1.3B - placemat for simulation
b.​ Simulation Option B (CMS Modification): directions for simulation & placemat
4.​ Creating Scenarios (10 minutes): Students will use their knowledge of population growth to create scenarios around different population graphs - one
experiencing exponential growth and one experiencing logistic growth.
5.​ Key Ideas (8 minutes): students will collectively share their key ideas from today’s lesson
6.​ Model (7 minutes): students will draw a model to represent today’s learning on their key idea page.
 7.​ Exit Ticket (5 minutes): students will think back to the bacteria they collected - do they think the bacteria will experience exponential growth or bacterial
growth?

Model: Key Ideas from Lesson:

-​ Bacteria grow.
-​ Bacterial growth, whether on agar plates or in the body, is a phenomenon
of population growth (in number of organisms), rather than the growth (in
size) of individual organisms.
-​ The factors of type of bacteria and environmental conditions both affect
the rate of population growth.
-​ Exponential growth occurs when resources are not limited, but growth rate
slows when resources are limited.

Notes:
●​ Emphasis is on analyzing factors that impact the carrying capacity of an ecosystem
●​ Students are expected to determine carrying capacity from graphs.
●​ Students are expected to describe trends in graphs or tables as increase, decrease, or remain stable.
Unit 1, Lesson 5 (Slides, Essential Content, Student Sheets: 1.2D,1.3D, ML1.3D, Asexual Repro, ML Asexual Repro) BSCS Alignment: Lesson 2,3 & CMS Bend

Lesson / Essential Question: How does one bacterium make more bacteria?

Standard & Objective: LS.Bio.9.4 - Construct an explanation to explain how natural selection leads to adaptations within populations.

Lesson Objective/Learning Target: SWBAT describe how bacteria reproduces by completing the article and organizing the cardsort.

Navigation → Last Class: We investigate what Navigation → This Class: We investigate how Navigation → Next Class: This leaves us wondering why
bacteria need to live and how they grow. bacteria reproduce and make more bacteria. sometimes bacterial growth can cause us problems.

Differentiation Opportunities: Use ML versions of articles as needed

Materials Needed:
​ Student science notebook
​ Student sheets (linked above)
​ Class sets of card sort activity (print 4 slides to page / cut / laminate)

Preparing for the Lesson → Background Info: Binary fission may look like mitosis (one cell dividing into two) but since bacteria are prokaryotes, they lack a nucleus
and the division of genetic material is much simpler. Mitosis is cell division in eukaryotes where the presence of chromosomes and a nucleus require more
complexity in how the cell divides.

Lesson Agenda:
1.​ Warm Up (5 minutes): students will reflect on their petri dishes and what they could look like and could mean.
2.​ Collecting Data from Lab (20 - 30 minutes): students will use student sheet 1.2D to collect information from every group's investigation via a gallery walk.
3.​ Connect & Reflect (8 minutes): students will connect and reflect on the labs they completed. They will consider which categories were addressed from the
DQB and the designing investigations board.
4.​ Close Reading (10 minutes): students will read student sheet 1.3D or ML 1.3D. Students should use their science reading annotation stems to annotate the
article while reading.
5.​ Card Sort (5 minutes): students will reflect on the article to see if they can predict how bacteria grow and divide using this card sort.
6.​ Asexual Reproduction (10 -20 minutes): students will review images of asexual reproduction and compare it to their card sort. After, students will watch a
video of a starfish regenerating and complete a notice and wonder chart. Students will briefly research the different types of asexual reproduction & ML
Asexual Reproduction in groups. Each group will share key information about their type of asexual reproduction. After the share out, the class should create
a class list of advantages and disadvantages for asexual reproduction.
7.​ Key Ideas & Model Tracker (10 - 15 minutes): students will collaboratively come up with a list of key ideas from today and add to their lesson 5 page. After,
students will individually create their models to visualize the key concepts from today.
Model: Key Ideas:
●​ The bacterial colonies became more by producing more bacterial cells, hence
the growing population
●​ Cells follow the cell cycle to create more cells
●​ Asexual reproduction is how bacterial cells reproduce
●​ The offspring of asexual reproduction are identical to the parents

Notes:
●​ Adaptations can include an organism’s behaviors, morphology, and/or physiology.
●​ Examples of reproductive adaptations: sexual vs asexual reproduction
●​ Focus is on asexual reproduction and NOT mitosis
Unit 1, Lesson 6 (Slides, Essential Content, Student Sheets: 1.4F, 1.4B, 1.4C, 1.4D, ML 1.4D; Optional Materials*) BSCS Alignment: Lessons 4 & 5

Lesson / Essential Question: Why do some bacteria cause us problems? How can those bacteria cause infections?

Standard & Objective: LS.Bio.9.4 - Construct an explanation to explain how natural selection leads to adaptations within populations.

Lesson Objective/Learning Target: SWBAT analyze various bacteria and how they cause problems

Navigation → Last Class: We investigated what Navigation → This Class: We figure out that Navigation → Next Class: We will learn that our bodies
bacteria need to live and how they grow. This left us bacteria are on us and in us all the time, but they have conditions, like temperature, that can be outside
wondering why bacterial growth can sometimes only cause symptoms when particular types grow their optimal ranges when we are sick. We will wonder
cause us problems. and reproduce in particular environments. This why these changes would happen.
leaves us wondering how this process worked in
Liam’s case and whether it always works the same
way to cause symptoms.

Differentiation Opportunities: Use ML versions of articles and CMS modified materials as needed ; Include 1.4A and 1.4E for Honors extension*

Materials Needed:
​ Student science notebook
​ Student sheets (linked above)

Preparing for the Lesson → Background Info: Bacteria, viruses, and fungi are everywhere in the world—on virtually every surface and in virtually all the air we
breathe. Our bodies are covered by bacteria, both inside and out. However, the vast majority of these are harmless, or even beneficial to people (and animals), and
never cause disease or symptoms of any kind. These bacteria live, grow, and reproduce on and in our bodies all the time without our being aware of them. Students
may need to be reassured that these frequent interactions with harmless bacteria are a normal part of living on Earth, and there is no reason to be concerned about
them. A small subset of bacteria (or viruses, or fungi) are pathogenic. That is, they can cause disease under some circumstances. When pathogenic bacteria enter
into an environment on or in the body where they have the food and space they need to grow and reproduce sufficiently, they cause symptoms of disease. This is
called an infection. Bacterial species such as E. coli, P. acnes, or S. mutans often have several different “strains” that are distinguishable biochemically. In a single
species, there may be some strains that are pathogenic and some that are not. So, for instance, only certain strains of E. coli can cause disease symptoms in
people. Other E. coli strains can grow on us and in us normally without causing any symptoms. Bacteria that cause infections in people can usually be passed from
person to person either directly (e.g., by touch or by sharing of bodily fluids) or indirectly (e.g., by fecal material contaminating a water source that is used to wash
food that is consumed without being cooked). Occasionally, bacteria that are pathogenic to humans can grow in an environment outside the body, and may be
passed from that environment to a person where they cause an infection.

Lesson Agenda:
1.​ Warm Up (5 minutes): start thinking about infections - ask students about how bacteria grow, what they need to live and how our body knows if we have a
bacteria growing inside of it.
2.​ Turn & Talk (5 minutes): What are symptoms of an infection?
 3.​ Lesson Launch (5 minutes): get students asking questions and connecting to today’s lesson by asking them to share their personal experiences with
common bacterial infections (UTIs, diarrhea, cavities, and acne).
4.​ Science Close Read Protocol (6 minutes): introduce students to the science close read protocol.
5.​ Jigsaw Cases (10 minutes): students will deep dive into three cases (1.4B: Bacteria in the Mouth, 1.4C: Myth Busted, 1.4D or ML 1.4D: What Really Causes
Acne?)
6.​ Finding Similarities (5 minutes): as a class, review key components of each case. Discuss the similarities amongst all of them. Have students draw chart or
use the CMS modified sheet*.
7.​ Key Ideas & Model (10 minutes): students will collaboratively share their key ideas from today’s lesson. After key ideas have been collected, students will
have 3 to 5 minutes to draw a model under their key ideas to visualize the key concepts.
8.​ Unit 1, Chapter 1 Formative Assessment (20 - 30 minutes): students will complete their first formative assessment on MasteryConnect®. Preview that the test
will be representative of the new EOC they will have this year.

Model: Key Ideas:

●​ Bacteria naturally exist in and on our bodies.
●​ Not all bacteria are harmful; some are neutral and some are helpful.
●​ Bacteria use things in their environments as nutrient sources to grow and
reproduce.
●​ Bacteria interact with other bacteria and/or human cells.
●​ The things bacteria do to live, grow, and reproduce, and the substances they
produce can affect human cells.
●​ Harmful effects to human cells can impact body systems at multiple levels to
cause symptoms of disease.

Notes:
●​ Feel free to modify the case studies - you may choose to model the science reading protocol with case 1.4 A or you could include it in the jigsaw and have
students complete four cases instead of three in their groups.
●​ This lesson includes the first chapter/formative assessment. The assessment focuses on population growth and asexual reproduction. It will be delivered
via MasteryConnect.
●​ Have students update Mastery Tracker after assessment has been scored.
Unit 1, Lesson 7 (Slides, Essential Content, Student Sheets: 1.6A, 1.6B, 1.7D, 1.7E, 1.7F, 1.7G) BSCS Alignment: Lessons 6 & 7

Lesson / Essential Question: What is the body doing when we get an infection? How do we know when we’re sick?

Standard & Objective: LS.Bio.3.1: Carry out investigations to explain how homeostasis is maintained through feedback mechanisms.

Lesson Objective/Learning Target: SWBAT investigate how our bodies know when an infection is happening.

Navigation → Last Class: We figure out that Navigation → This Class: We develop a model to Navigation → Next Class: We learn that our bodies have
bacteria are on us and in us all the time, but they help us discuss and explain our different ideas conditions, like temperature, that can be outside their
only cause symptoms when particular types grow about how the body and its immune system optimal ranges when we are sick. We will also develop a
and reproduce in particular environments. This respond to bacterial infection. We will learn that model to figure out how all the ideas from this chapter
leaves us wondering how this process worked in our bodies have conditions, like temperature, that connect. This leaves us wondering: what happens when
Liam’s case and whether it always works the same can be outside their optimal ranges when we are our bodies can’t fight off an infection?
way to cause symptoms. sick. We will wonder why these changes would
happen.

Differentiation Opportunities: Use ML supports, Additional push it practice with graphing and temperatures on slides 21-22

Materials Needed:
​ Student science notebook
​ Student sheets (linked above)
​ 1.7A (pre-cut)
​ Poster paper, sticky notes, pens or pencils (DQB)

Preparing for the Lesson → Background Info: When we have a bacterial infection, our body may respond in a variety of ways. The body has healthy ranges
(regulation) that it maintains despite environmental changes through homeostasis, and when our body goes outside that range, it often indicates illness.

Lesson Agenda:
1.​ Warm Up (5 minutes): Revisiting Liam’s story. If the infection was in Liam’s leg, then why would he end up fighting for his life? Do all cuts or infections cause
people to need to go to the hospital?
2.​ Infection Stories (13 minutes): Students will use 1.6A to explore various infection timelines. Then they will create a list of similarities and share out whole
group.
3.​ Revisiting Liam’s Story (5 minutes): Students apply generalized infection story to Liam’s timeline.
4.​ Bacteria Prediction Model (11 minutes): Students think about what is happening to the bacterial population when the body has symptoms and is fighting the
bacteria and create model (1.6B)
5.​ DQB (2-3 minutes): Update board with any new questions. Discuss any questions that we have answered.
6.​ Temperature Investigation (13 minutes): Students construct a graph on the board and define “normal” temperature.
7.​ Homeostasis (8-18 minutes): Students use 1.7D, 1.7E, 1.7F, and 1.7G to examine various cases to help define and stamp the concept of homeostasis
8.​ Key Idea Tracker (2-3 minutes): students will collectively share their key ideas from today’s lesson
Model: Key Ideas:
●​ Our body has a normal temperature range - a fever goes outside that
range
●​ Homeostasis is the process by which the body attempts to maintain
stability
●​ Stability does not necessarily mean static - relative stability can still involve
small changes within a range
●​ Getting sick is a deviation from the body’s optimal range

Notes:
●​ Students are expected to carry out investigations to illustrate the need for homeostasis within organisms
●​ Students are NOT expected to know the cellular and chemical processes involved in the feedback mechanism.
●​ Students are NOT expected to learn types of transport during this lesson - the focus is on the overall process of homeostasis.
Unit 1, Lesson 8 (Slides, Essential Content, Student Sheets: 1.8A, ML 1.8.A, 1.8B) BSCS Alignment: Lessons 8 & 10

Lesson / Essential Question: Why are all these changes happening in the body? How does the body respond to infection?

Standard & Objective: LS.Bio.2.2: Construct an explanation to illustrate that proteins regulate gene expression resulting in cellular differentiation, specialized cells
with specific functions, and uncontrolled cell growth.

Lesson Objective/Learning Target: SWBAT explain how and why the body is able to respond to infection with specialized cells.

Navigation → Last Class: We develop a model to Navigation → This Class: We learn that our bodies Navigation → Next Class: We figure out that antibiotics
help us discuss and explain our different ideas have conditions, like temperature, that can be are a type of medicine used to treat bacterial infections
about how the body and its immune system respond outside their optimal ranges when we are sick. We and we notice that antibiotic resistance is an increasing
to bacterial infection. We will learn that our bodies will also develop a model to figure out how all the problem. We wonder how antibiotics work and how their
have conditions, like temperature, that can be ideas from this chapter connect. This leaves us use is connected with antibiotic resistance.
outside their optimal ranges when we are sick. We wondering: what happens when our bodies can’t
will wonder why these changes would happen. fight off an infection?

Differentiation Opportunities: Use ML versions of articles as needed; If students need scaffolds and supports with finding text to support their argument, use slides
25-28

Materials Needed:
​ Student science notebook
​ Student sheets (linked above)
​ Poster paper, sticky notes, pens or pencils
​ Word wall poster & marker

Preparing for the Lesson → Background Info: The body increases body temperature as well as levels of specialized immune cells and signal molecules because it
can use these to actively fight the bacteria, even though the body's response contributes to our symptoms. This can happen over time because of your immune
response, or it happens very quickly if you get medicine.

Lesson Agenda:
1.​ Warm Up (7 minutes): When our body has levels that are beyond the usual (or optimal) range, what can that tell us?
2.​ Your Body at Work (20 minutes): Students read an article (1.8A or ML 1.8.A) and watch a video to determine if bacteria actions are detecting, destroying or
mobilizing action
3.​ Word Wall (2 minutes): A potential list of “earned” Word Wall words for this lesson: immune response, specialized cells, bloodstream
4.​ Your Body at Work (10 minutes): Students use article and a video to complete a three table chart
5.​ Turn and Talk Series (5 minutes)
6.​ Argument Tool (20 minutes): Students use 1.8B to co-construct an answer to the question “How do our symptoms and test results show that specialized cells
and signal molecules are fighting infection?”
7.​ Key Idea Tracker and Exit Ticket (10 minutes): students will collectively share their key ideas from today’s lesson
Model: Key Ideas:
●​ The body has a variety of specialized cells and molecules in the
bloodstream that can fight infection
●​ The amount of cells and molecules increases and often exceeds their
normal ranges in our bodies during an infection
●​ Activities that are part of the immune response can be observed through
our body symptoms and medical tests
●​ The more our body increases levels of our immune cells and molecules, the
more we can kill off the bacteria
●​ Exceeding the normal range for cell and molecule amounts in our
bloodstream can be dangerous if maintained for a long period of time

Notes:
●​ Students are responsible for knowing all cells within an organism have the same DNA sequence.
●​ Gene expression determines protein production within different cells, which result in the specialization of cell types and functions
Unit 1, Lesson 9 (Slides, Essential Content, Student Sheets: 1.11A, 1.11B, CNN Article, ML CNN Article) BSCS Alignment: Lesson 11 & CMS Bend

Lesson / Essential Question: Why aren’t all antibiotics working as well as they used to? Is this also happening to vaccines that are used to prevent viruses?

Standard & Objective: LS.Bio.9.1: Analyze and interpret data to summarize how various factors such as geographic isolation, pesticide resistance, antibiotic
resistance can influence natural selection.

Lesson Objective/Learning Target: SWBAT analyze the antibiotic resistance timeline to determine how antibiotics work and why resistance is occurring.

Navigation → Last Class: We learn that our bodies Navigation → This Class: We figure out that Navigation → Next Class: We will figure out how
have conditions, like temperature, that can be antibiotics are a type of medicine used to treat antibiotics work to affect the survival and reproduction
outside their optimal ranges when we are sick. We bacterial infections and we notice that antibiotic of bacterial cells and the effects this has on populations
will also develop a model to figure out how all the resistance is an increasing problem. We wonder of bacteria growing inside the body. This will leave us
ideas from this chapter connect. This leaves us how antibiotics work and how their use is wondering: what might be happening that makes them
wondering: what happens when our bodies can’t connected with antibiotic resistance. not work in some cases?
fight off an infection?

Differentiation Opportunities: Teachers can print the antibiotic resistance graph (1.11C shown on slide 11) and have students use annotate tool to dig deeper prior to
discussion; Use ML versions of articles as needed

Materials Needed:
​ Student science notebook
​ Student sheets (linked above)
​ Poster paper, sticky notes, pens or pencils (DQB)

Preparing for the Lesson → Background Info: Antibiotics are not as effective against some bacterial infections as they used to be. Antivirals are not seeing the same
decline because scientists can keep changing the vaccines and antivirals to match the evolving viruses.

Lesson Agenda:
1.​ Warm Up (7 minutes): Students contemplate different types of medicines and discuss their thoughts
2.​ Revisiting Past Cases (8 minutes): Students examine past cases and use of antibiotics. Lead to lesson question: Why aren’t antibiotics working as well as
they used to?
3.​ Antibiotic Resistance (20-25 minutes): Students analyze a timeline (1.11A) and graph to help reflect on and discuss antibiotic resistance then use 1.11B to
record their initial ideas.
4.​ DQB Update (5 minutes): students reflect on questions that we have answered and consider any new questions they may have. New questions are added to
DQB.
5.​ Vaccines and viruses (10 - 15 minutes): the purpose here is to have students start to think about genetic engineering in regards to designing medicine.
There are two options:
a.​ Option A - watch video about the flu vaccine and why it needs to be changed each year
b.​ Option B - read CNN article or ML CNN article (or watch video from the article) about a patient who required genetically engineered medicine to treat
 her antibiotic resistance
6.​ Word Wall (3 - 5 minutes): have students collaboratively add any words they have learned to their unit 1 word wall.
7.​ Key Ideas (3 - 5 minutes): have students collaboratively add any key ideas they have learned to their science notebooks.
8.​ Exit Ticket (5 minutes): Do you think antibiotic resistance happened the same way for these different antibiotics? Are all antibiotics the same? How might
antibiotics be different? How might understanding how antibiotics are designed to work help us understand how antibiotic resistance happens?

Model: Key Ideas:

●​ There are different kinds of medicines. Some are used to immediately treat
-​ No model for today’s lesson
symptoms and some are used to immediately kill infections
●​ Antibiotics are a type of drug that is directly used to kill bacteria or slow
their growth
●​ “Resistance” causes the medicine not to work anymore
●​ Antibiotic resistance is increasing over time

Notes:
●​ Emphasis is on considering how multiple factors can alter the outcomes of natural selection.
●​ Antibiotic resistance occurs when bacteria or fungi become less susceptible to the antibiotics that are designed to kill them. The result is reproduction of
antibiotic-resistant bacteria or fungi.
●​ There are 4 slides from BSCS at the end of the deck teachers can use if there is time -- slides have students consider antibiotics and if they have been used
properly.
●​ Mechanisms of evolution are more thoroughly discussed in Units 3 and 4.
Unit 1, Lesson 10 (Slides, Essential Content, Student Sheets: 1.12C, ML 1.12.C, 1.12E, Cell Chart; Optional Materials*) BSCS Alignment: Lesson 12 & CMS Bend

Lesson/Essential Question: How do antibiotics work?

Standard & Objective: LS.Bio.1.4: Construct explanations to compare prokaryotic and eukaryotic cells in terms of structures and degree of complexity. LS.Bio.1.3: Use
models to explain how the structure of organelles determines its function and supports overall cell processes.

Lesson Objective/Learning Target: SWBAT explain how antibiotics work to attack certain cells, but not all cells.

Navigation → Last Class: We figured out that Navigation → This Class: We figure out how Navigation → Next Class: We will figure out that
antibiotics are a type of medicine used to treat antibiotics work to affect the survival and bacterial populations have variation because some
bacterial infections and we noticed that antibiotic reproduction of bacterial cells and the effect this individuals have different traits, some of which are
resistance is an increasing problem. We wondered has on populations of bacteria growing inside the differences in structures that are advantageous
how antibiotics work and how their use is connected body. This leaves us wondering why antibiotics because they make an antibiotic ineffective against
with antibiotic resistance. are not working as well as they used to, and what them. This leaves us wondering how antibiotic
might be happening that makes them not work. -resistant bacteria become more common over time.

Differentiation Opportunities: Options included for interpreting graphs, students may do in groups or as a class (teacher choice); Use ML versions of articles as
needed; Choose Cell Organelles activity based on class needs

Materials Needed:
​ Student science notebook
​ Student sheets (linked above)

Preparing for the Lesson → Background Info: Many different kinds of antibiotics are used to treat bacterial infections in people. Antibiotics are generally classified
according to the way they function to attack the bacterial cell (note: the different classes of antibiotics are not important for students to understand in this lesson). All
antibiotics, regardless of class, are designed to target and interrupt vital functions in bacterial cells while minimizing the impact on human cells, thus resulting in
reduction of bacterial cell numbers in the human body without seriously harming human cells and tissues. In spite of this, many antibiotics can harm human cells
somewhat, especially at high doses. Therefore, doctors try to use the lowest dose of antibiotic that will be effective against the bacteria causing the infection in
order to avoid side effects. Antibiotics can be very effective at killing bacterial cells (bactericidal) or at preventing them from growing and reproducing
(bacteriostatic). However, even in ideal circumstances in a population of bacteria that is susceptible to the antibiotic, not every single bacterial cell may be killed or
stopped from growing. At the population level, this results in only a certain percent of bacterial cells being affected under any given antibiotic conditions. Within the
body, the immune system cells play an important role in eliminating the bacterial cells that are not destroyed by antibiotics. Data on bacterial cells in human samples
may be inherently inaccurate. Laboratory techniques used to determine numbers of bacterial cells in a sample often necessarily involve serial dilutions and multiple
transfers of material from one sample or growth medium to another, rather than direct observations of numbers of cells in samples. Thus, while these laboratory
methods are the most accurate available, the methods of determining cell numbers may be a source of some inaccuracies or variability in results. In addition,
collecting samples from sick patients in a clinical setting is an unreliable method for getting accurate results because the treatment and health of the patient must
always be prioritized over getting accurate samples for scientific examination. (more detailed background on page 354 of the TE)
Lesson Agenda:
1.​ Warm Up (5 minutes): have students complete warm up from slides, following teacher procedure (ex: notebook, warm up sheet, etc)
2.​ Interpreting Graphs (15 minutes): students will collaboratively review the graphs found on student sheet 1.12A. For time purposes, you may not be able to do
all graphs.
a.​ Option A: have students collaboratively review them using the slides
b.​ *Option B: Print out the sheet 1.12A and have students review four separate graphs. Then, connect as a group and determine the answer to the
question along with the evidence they used (using student sheet 1.12B if desired)
3.​ Close Read (12 - 15 minutes): students use student sheet 1.12C or ML 1.12.C - cell diagrams to identify parts of bacterial cells and human cells. Teacher will
show eukaryotic vs. prokaryotic cells. Students will use a venn diagram (*student sheet like 1.12D) to compare the structures they found in the bacterial cells
and the human cells.
4.​ Discussion (5 minutes): students will discuss what cell structures antibiotics could target so that they are weakening or killing off bacteria without harming
human cells.
5.​ Group Read (5 - 8 minutes): students will read sheet 1.12E to determine if they were correct or not in targeting bacterial cells. Teacher will follow up with the
question: how else are human cells different from bacterial cells?
6.​ Identifying Organelles (20 minutes): students will engage in the teacher’s option choice to learn more about the following organelles (nucleus, plasma
membrane, cell wall, mitochondria, vacuoles, chloroplasts, ribosomes, smooth and rough endoplasmic reticulum, lysosomes, Golgi apparatus, cytoplasm,
flagella, and cilia). Students will capture their learning in the Cell Structure Chart.
*Options:
a.​ Option A: students gallery walk to learn about the different types of organelles present in eukaryotic animal cells
b.​ Option B: students explore Cells Alive to learn more about the organelles
c.​ Option C: students complete the card sort activity to identify and define each organelle.
7.​ Key Ideas & Models (10 minutes): students will collaboratively identify the key ideas from today’s lesson (5 minutes). Have students copy the key ideas into
their science notebook. Students individually draw models to represent their key ideas (5 minutes).

Model: Key Ideas:

●​ Bacterial cells are prokaryotic; human cells are eukaryotic.
●​ Prokaryotic cells are less complex than eukaryotic cells.
●​ There are different kinds of medicines. Some medicines are used to immediately treat
symptoms, and some medicines are used to immediately treat infections.
●​ Antibiotics are a type of drug that is directly used to kill bacteria or slow their growth.
●​ Antibiotics can be a lifesaving drug when we can’t fight the infection ourselves.
●​ Shortly after an antibiotic is introduced and used as a treatment, medical professionals
observe and report antibiotic resistance to it.
●​ Antibiotic resistance has been increasing over time.
Notes:
●​ Emphasis should be on exploring structures (genetic materials, plasma membrane, internal and external structures) in order to determine that there is a
difference in complexity between prokaryotic and eukaryotic cells.
●​ Emphasis should be on how each organelle or cellular structure supports operations within and among cells.
○​ Organelles and cell structures include: nucleus, plasma membrane, cell wall, mitochondria, vacuoles, chloroplasts, ribosomes, smooth and rough
endoplasmic reticulum, lysosomes, Golgi apparatus, cytoplasm, flagella, and cilia.
○​ Function examples: Folded inner membrane in mitochondria increases surface area for energy production during aerobic cellular respiration; this
energy supports daily cell operation.
●​ Students are NOT expected to identify the following cell structures: microtubules, filaments, nucleolus, cristae or matrix (in the mitochondria), stroma or
granum (in chloroplasts), or centrioles.
●​ Students are NOT expected to know the origin of mitochondria or chloroplasts through the Endosymbiotic Theory.
●​ Plant cells are NOT emphasized right now because they are discussed again during Unit 3.
Unit 1, Lesson 11 (Slides, Essential Content, Student Sheets: None) BSCS Alignment: Lesson 13 & CMS Bend

Lesson / Essential Question: Why do antibiotics sometimes not work?

Standard & Objective: LS.Bio.1.4: Construct explanations to compare prokaryotic and eukaryotic cells in terms of structures and degree of complexity. LS.Bio.1.3: Use
models to explain how the structure of organelles determines its function and supports overall cell processes.

Lesson Objective/Learning Target: SWBAT use models to explain how organelles support overall cell processes by creating an analogy.

Navigation → Last Class: We figured out how Navigation → This Class: We learn how organelles Navigation → Next Class: We will figure out that
antibiotics work to affect the survival and have their own specific function but must also bacterial populations have differences in structures that
reproduction of bacterial cells and the effect this interact to carry out the processes needed to are advantageous because they make an antibiotic
has on populations of bacteria growing inside the sustain life in the cell. We consider how antibiotics ineffective against them. Those bacteria with the
body, work to disrupt those processes. advantageous trait will increase over time.

Differentiation Opportunities: Opportunity to incorporate different ideas or strategies to process cell organelles; use ML supports

Materials Needed:
​ Student science notebook
​ Student sheets (linked above)
​ Poster paper, sticky notes, pens or pencils (DQB)

Preparing for the Lesson → Background Info: Students have started to explore the differences between prokaryotic bacterial cells and eukaryotic human cells.

Lesson Agenda:
1.​ Warm Up (5 minutes): what do you remember about bacterial cells?
2.​ Cell Analogy (5 minutes): introduce the cell analogy to the class. Share a few examples from the analogy: the cell is like a factory.
3.​ Group Work (20 minutes): students will collaboratively design an analogy relating a cell to something of their choosing. Have students document their
analogy on paper with drawings and/or text. As students work, be sure to circulate.
4.​ Formative Assessment #2 (30 minutes): students will complete the 2nd formative assessment of unit 1 on MasteryConnect®

Model: Key Ideas:

●​ There are cell structures found within cells that carry out specific jobs.
-​ No model for today’s lesson ●​ The structure of the organelle determines its function.
●​ The structures/organelles must interact to sustain life processes within the
cell.

Notes:
●​ Formative assessment #2 covers homeostasis (3.1), prokaryotic and eukaryotic cells (1.4), and organelles (1.3)
●​ Have students update Mastery Tracker after assessment has been scored
Unit 1, Lesson 12 (Slides, Essential Content, Student Sheets: 1.13B, 1.14 A, 1.14 B) BSCS Alignment: Lesson 13 & 14

Lesson / Essential Question: How do antibiotic-resistant bacteria become more common over time?

Standard & Objective: LS.Bio.9.1: Analyze and interpret data to summarize how various factors such as geographic isolation, pesticide resistance, antibiotic
resistance can influence natural selection. LS.Bio.9.3 - Use models to illustrate the conditions required for natural selection, including the overproduction of
offspring, inherited variation, and the struggle to survive.

Lesson Objective/Learning Target: SWBAT illustrate how and why resistant bacteria are becoming more common over time by completing the simulation.

Navigation → Last Class: We figured out how Navigation → This Class: We start to figure out Navigation → Next Class: We figure out that in an
antibiotics work to affect the survival and that bacterial populations have variation because environment that exposes bacteria to antibiotics,
reproduction of bacterial cells and the effect this some individuals have different traits, some of individuals with antibiotic-resistant trait(s) will become a
has on populations of bacteria growing inside the which are differences in structures that are larger portion of the overall bacterial population over
body. This left us wondering why antibiotics are not advantageous because they make an antibiotic multiple generations.
working as well as they used to, and what might be ineffective against them. Those bacteria with the
happening that makes them not work in some advantageous trait will become a larger portion of
cases. the overall bacterial population over multiple
generations.

Differentiation Opportunities: Use Card Sort (1.13A) before article if time permits; Use argument tool (1.13D) after discussion

Materials Needed:
​ Student science notebook
​ Student sheets (linked above)

Preparing for the Lesson → Background Info: Bacterial populations have variation because some individuals have different traits, some of which are differences in
structures that are advantageous because they make antibiotics ineffective against them.

Lesson Agenda:
1.​ Warm Up (5 minutes): What do we mean when we say a population of bacteria?
2.​ E. Coli Article (10 - 15 minutes): Students will complete a close read of the article 1.13B - E. Coli Hard-Wired for survival.
3.​ Discussion (8 - 10 minutes): As a class, consider what structures allowed some E. Coli bacteria to become resistant to antibiotics. Have students consider
why antibiotic resistance is increasing in different bacterial species (remind students of bacterial growth simulation in lesson 4).
4.​ Resistant Bacteria Simulation (15 - 20 minutes): in groups of four, students will model how a population of non-resistant bacteria will reproduce with resistant
bacteria using sheets 1.14A - directions and 1.14B - data table.
5.​ Word Wall (5 minutes): students will collaboratively add words they have learned to the unit 1 word wall.
6.​ Key Ideas & Model (10 minutes): students will collaboratively identify key ideas they have learned from this lesson. Students will capture their thoughts in
their science notebooks. (5 minutes) Have students individually draw a model that represents their key ideas.
7.​ Exit Ticket (5 minutes): Students will respond to multiple choice exit ticket prompts according to teacher procedure (ex: notebook, exit ticket sheet, etc.)
Model: Key Ideas:
●​ Bacterial populations have variation because some individuals have
different traits than others do.
●​ When exposed to antibiotics, many individual bacteria in a population die;
however, often some individuals survive.
●​ Individual bacteria that can survive in the presence of antibiotics often
have different structures than those that cannot survive.
●​ The heritable traits some individual bacteria have are structures that limit
the amount of antibiotic that can get in and/or stay in the bacterial cell.
●​ Bacteria that can be killed by antibiotics are said to be
antibiotic-susceptible.
●​ Bacteria that can survive different doses or different combinations of
antibiotics are said to be antibiotic-resistant.

Notes:
●​ Models should demonstrate how factors can influence survival and reproduction within a population or species.
●​ Factors may include: overproduction of offspring, inherited variation, limited resources, and struggle to survive.
●​ Natural Selection and Adaptations will be further investigated in Unit 4
Unit 1, Lesson 13 (Slides, Essential Content, Student Sheets: None; Optional Materials*) BSCS Alignment: Lesson 15

Lesson / Essential Question: What explains the increasing incidence of antibiotic-resistant infections?

Standard & Objective: LS.Bio.9.3 - Use models to illustrate the conditions required for natural selection, including the overproduction of offspring, inherited
variation, and the struggle to survive. LS.Bio.9.4 Construct an explanation to explain how natural selection leads to adaptations within populations.

Lesson Objective/Learning Target: SWBAT explain how nature can select certain traits, leading to adaptations within populations.

Navigation → Last Class: We investigated the Navigation → This Class: We will see how nature Navigation → Next Class: This leaves us wondering:
structures some bacteria have and why those traits can select various traits to become adaptations. What can we do to contribute to antibiotic stewardship?
can make them resistant to antibiotics. That left us We will develop a model to figure out how all the How can we show what we’ve learned about population
wondering how those traits become more common ideas from this chapter connect with each other to growth, cells, natural selection and resistance?
in a population. explain the increasing incidence of
antibiotic-resistance.

Differentiation Opportunities: Scaffold review as needed

Materials Needed:
​ Student science notebook
​ Student sheets (linked above)
​ Driving Question Board (DQB)

Preparing for the Lesson → Background Info: According to the CDC, “antibiotic stewardship is the effort to measure and improve how antibiotics are prescribed by
clinicians and used by patients. Improving antibiotic prescribing and use is critical to effectively treat infections, protect patients from harms caused by
unnecessary antibiotic use, and combat antibiotic resistance.” In this lesson, students apply their understanding of how a resistant population of bacteria could
develop to reason about why being careful about the use of antibiotics is necessary. They also explore broader systemic issues such as the use of antibiotics in
agriculture, and the economics of funding research and development of new antibiotics. While students should gain an increasing appreciation for the complexity
of this issue, they should also feel empowered to make a contribution at the individual level in the next lesson.

Lesson Agenda:
1.​ Warm Up (5 minutes): What does the word variation mean to you? Where have we seen variation throughout this unit?
2.​ Selection Stories (8 - 12 minutes): Have students review different organisms that have variations of traits. Have students identify the variations and
determine which trait is advantageous based on the scenario.
a.​ *Option 1: print out 1.4D for each student and follow the directions on the sheet (underline the adaptations and star the advantageous adaptation)
b.​ Option 2: use the slides to lead a class discussion around each organism. Give students 1 minute to read, to identify the variations and to determine
which trait is the advantageous trait.
3.​ Compare (5 minutes): to get students thinking about bacteria and our story line, have them consider how the bacteria we’ve studied are similar and
different to the scenarios we just discussed.
4.​ Driving Question Board (5 - 8 minutes): have students review the driving question board (DQB) to see what questions we’ve answered completely and which
 questions we have made some progress on.
5.​ Unit 1 Wrap Up (15 minutes): prepare to wrap up unit 1 by reviewing the driving question board (DQB) to see what questions have been answered
completely and which questions have not (5 - 8 minutes). Then, have students review the focus question for unit 1: how can bacterial infections make us so
sick, and why are they getting harder to treat? (3 - 4 minutes)
6.​ Unit 1 Study Time (30 minutes): use this time to prepare your students for the unit 1 performance assessment tomorrow.
a.​ Option 1: Use the BSCS assessments to review key concepts with students (chapter 1 assessment, chapter 2 assessment, BSCS unit 1 assessment)
b.​ Option 2: Use item sets to practice what part of the test will look like tomorrow (Item Set for 1.4, Item Set for 9.1)
c.​ Option 3: Use the extension slides at the end of today’s deck to engage in the BSCS culminating task around antibiotic resistance
d.​ Option 4: Design your own review activity to have students review key components from unit 1
7.​ Exit Ticket (5 minutes): Students answer exit ticket prompt according to teacher procedure (ex: Student science notebook, exit ticket sheet, etc)

Model: Key Ideas:

●​ Our models show us that proper use of antibiotics would decrease the
-​ No model for today’s lesson
rate of development of resistant populations of bacteria.
●​ With fewer resistant strains out in the environment, Liam would have
been less likely to get his infection.

Notes:
●​ Models should demonstrate how factors can influence survival and reproduction within a population or species.
●​ Factors may include: overproduction of offspring, inherited variation, limited resources, and struggle to survive.
●​ Natural Selection and Adaptations will be further investigated in Unit 4
Unit 1, Lesson 14 (Slides, Student Sheets: None) BSCS Alignment: CMS Bend

Lesson / Essential Question: How can we work together to be better stewards of antibiotics?

Standard/Objective: LS.Bio.1 Analyze how the relationship between structure and function supports life processes within organisms; LS.Bio.5 Understand
ecosystem dynamics, functioning, and resilience; LS.Bio.3 Analyze the relationship between biochemical processes and energy use; LS.Bio.2 Analyze the growth
and development processes of organisms; LS.Bio.9 Understand natural selection as a mechanism for biological evolution

Lesson Objective/Learning Target: SWBAT apply their knowledge of bacterial infections and how humans respond on their unit summative assessment.

Navigation → Last Class: We reviewed our models Navigation → This Class: We investigate Navigation → Next Class: We will start to investigate a
to figure out how all the ideas from this chapter schoolmates’ perceptions and ideas. We new question about heart disease. We will connect our
connect with each other to explain the increasing demonstrate mastery of our content knowledge by new knowledge in unit 2 to the knowledge we just
incidence of antibiotic-resistant infections. completing the assessment. learned in unit 1.

Differentiation Opportunities: Implement the necessary 504 and IEP accommodations for specific students

Materials Needed:
​ Student science notebook
​ Student sheets (linked above)
​ Charged Chromebook
​ Unit 1 summative assessment on MasteryConnect®

Preparing for the Lesson → Background Info: Students have worked through this unit to learn a variety of content that includes: population growth, asexual
reproduction, cell types, cell organelles, homeostasis, cell specialization, antibiotic resistance and natural selection. As a reminder, most standards were partially
addressed during this unit. The summative assessment reflects the portion(s) of the standard taught.

Lesson Agenda:
1.​ Warm Up (5 minutes): students will complete their warm up according to teacher procedure (Student science notebook, warm up sheet, etc)
2.​ Optional Reflection & Survey Design (15 - 20 minutes): students share the knowledge they’ve obtained and discuss how they could use it to impact other
students/friends. They design a survey to collect information around what their peers already know.
3.​ Unit 1 Summative Assessment (30 - 45 minutes): students will complete the unit 1 summative assessment on MasteryConnect®.
4.​ Exit Ticket (5 minutes): have students reflect on their unit 1 assessment according to the teacher’s exit ticket procedure.

Model: no model for today’s lesson Key Ideas: no key ideas generated for this lesson

Notes:
●​ Unit 1 Summative Assessment can be found on Mastery Connect (be sure your trackers are created from the CMS Biology Curriculum Map)
●​ Have students update Mastery Tracker after assessment has been scored