Sara Patterson Smart Board Lesson with flipped aspect Bacterial Evolution Learning objectives: Students will be able

to explain three factors that contribute to the rapid development of drug resistant microbes. Assessment criteria: Students will be able to calculate bacterial population growth. Students will be able to explain how selective pressures influence bacterial evolution. Students will be able to describe the sources of mutations. (Note: the details of DNA mutation will not be discussed, students should be able to describe how natural variation in a population and a changed environment can lead to certain traits becoming dominant.) Benchmarks/Standards: MS-LS1.B: Growth and Development of Organisms Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MSLS3-2) MS-LS3.B: Variation of Traits In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism. (MSLS3-1) Instructional strategies: modeling demonstration Instructional resources used: Lindsey Fullop (teacher at St. Matthews) Materials and set-up needed: smart board, calculators, and instructional packets Time required: 50 min Cautions: None, except extra vigilance will be needed to ensure that all students are on task during the stations.

Introducing the lesson: At home: students will watch the video that describes the stations and describes how to calculate bacterial growth. Remind students that there are three stations to attend; modeling bacterial growth, error replication and resistance modeling. Explain that students will have 12 minutes to do each station. There is a packet of instructions at each station. Body of the lesson: There will be three stations, resistance modeling, bacterial growth modeling and error replication. They may be done in any order, but would make most sense in the order; bacterial growth modeling, error replication and resistance modeling. Students who need the most support should be put into the group that will move in that order. Stations should take approximately 12 min. Students will arrive at each station and open the packet. Each packet will have their instructions, worksheets other needed materials. Resistance modeling: o Here students will use the smart board to model how certain conditions promote the growth of antibiotic resistant bacteria. See Antibiotic Resistance Activity and smart file for further instruction. Bacterial growth modeling: o Students will work on a work sheet which demonstrates how quickly microbes replicate. See Bacterial Growth Worksheet for more details. Error Replication: o Students will participate in an activity which models broadly how trait changes come about. See Error Replication Activity for more information. Wrapping up the lesson: Students will be called back to their seats. Lead a discussion on how all three of the stations relate to antibiotic resistance. What was demonstrated in the Bacterial growth activity? How does that relate to antibiotic resistance? What is the main idea of the Error Replication activity? How does this relate to antibiotic resistance? What was important about the Resistance modeling activity? Lets put these ideas together. (The speed at which microbes replicate allows for many opportunities for errors to occur and if we add selective pressures we can speed up/direct microbe evolution.) Have the students write in their journals the main ideas of the lesson. They must write at least three sentences and use the words evolution, selective pressure and variation. If needed the discussion and journal writing can be held until the next day if the stations take longer than expected. Evaluating learning: Student responses to the journal will be used to evaluate whether the main idea of the lesson was appropriately absorbed. (Microbes reproduce very quickly and usually have huge populations.

When there are so many individuals the opportunities for variation increase. If selective pressures are added, microbes who are best suited to the new environment will survive and the others will die. This leads to evolution of the microbe populations.) The worksheets will be evaluated for participation/completion. Design Rationale: I chose to have a number of stations because I wanted the students to be able to interact with the smart board. I wanted that activity to be interactive rather than a fancy powerpoint. Unfortunately, my skills with the smartboard program are weak at best so the program is a pretty basic, but I consider this a first generation technology problem and I figure by the time Ive been teaching a few years the programming should be a bit more robust. I also wanted to incorporate a bit of math in my lessons and calculating bacterial populations is a fairly simple operation that really illustrates how bacteria behave and how they differ from people. It also demonstrates how many microbes can be in a population after just a short time. The error replication activity was added because I needed another station, but I think it is useful because it demonstrates in a nontechnical way how errors are spontaneously generated and then perpetuated through generations. It also adds a bit of fun to draw in class. The three stations draw on different skills and interests. It is my hope that the students in each group will be able to work together in order to do each station even if they could not do it on their own.

Error Replication Activity Instructions MAKE SURE THE ONLY PICTURE YOU SEE IS THE ONE DRAWN BY THE PERSON AHEAD OF YOU. 1. Choose one person to be the Timer. 2. The Timer will set the clock for 20s. 3. Choose one person to be the Beginner. Everyone else should line up behind the Beginner and close their eyes. 4. When everyone except the Timer and Beginner have their eyes closed, the Timer is going to open the Secret Envelop and show the Beginner the Secret Picture. He or she will start the timer as the Beginner starts drawing the Secret Picture. 5. When twenty seconds are up the Timer will take away the Secret Picture and reset the clock. The Beginner will go to the back of the line and the next person will move up. 6. The timer will write one on the Beginners picture. 7. The next drawer will look at the picture the Beginner drew and attempt to redraw it on a new sheet of paper while the Timer runs the clock. 8. Repeat until everyone, except the timer, has a chance to draw. 9. Discuss the discussion questions and record your response to number 4 in your journals.

1. 2. 3. 4.

Discussion Questions Did the last image look like the first? Why or why not? Did you see a lot of errors? Did the errors continue from image to image? How does this relate to what we have been reading about mutations?

Secret Images:

Bacterial Growth Worksheet Bacterial growth can refer to two different events. In the first case, bacterial growth can refer to an individual bacterial cell growing larger, just like you grow larger. However, most of the time when scientists refer to bacterial growth, they are talking about the increase in population through reproduction. Bacteria reproduce through a process called binary fission. In binary fission, one bacteria splits into two bacteria cells. This process can be mathematically modeled with the equation P = I x 2n. P refers to the final population, I refers to the initial population and n refers to the number of generations that have passed. A generation is the amount of time it takes for a bacterial population to double in size. Most bacteria have generation times that can be measured in minutes or hours. Humans generation time is measured in years. For example: I have 15 E. coli cells on my agar plate. Under optimal conditions, E. coli have a generation time of 20 minutes. How many cells would I have on my plate in three hours? First, I will need to find out how many generations will occur in 3 hours. 3hr x (60 min/1 hr) = 180min 180min/20min= 9 generations Then I can use the formula to find the number of bacteria. P = 15 x 29 = 15 x 1054 = 15360 cells

Fill out the data table and graph the results. (Remember the importance of a regular scale and labels on your graph.) To begin, you have one staphylococcus cell. Staphylococcus have a generation time of 30 min. How many will you have in one hour, two hours, three hours?
One hour Number of bacteria Two hours Three hours Four hours Five hours Ten hours Fifteen hours Twenty hours

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Resistance Modeling Activity 1. Describe the cells you see on the first slide (how many, color, special properties etc).

2. On the second slide choose solution A and read the description. What are solution As important properties?

3. What do you think is going to happen when you add the solution to the plate?

4. What happened when you added the solution?

5. On the third slide choose solution B and read the description. What are its properties?

6. What do you think is going to happen when you add the solution to the plate?

7. What happened when you added the solution?

8.

Imagine you repeated the experiment in question 5 many times in the lab. What might happen to the bacteria population? (Describe the characteristics the cells might have.)