This module is to be implemented following Activity 50 in Unit C "Micro-Life". Activity 51 has been integrated into the module; choosing to implement the remaining activities is up to the teachers discretion. Prior to teaching this module ensure students have a strong background in how antibiotics work and the difference between a virus, bacteria, and protist. Activities 43, 44, and 45 provide the necessary background knowledge. Students should also understand that not all bacteria are bad and/or make you sick.
In this module students will learn about how antibiotic resistance develops via natural selection and look at three aspects of the discussion, antibiotic overuse and misuse, the use of antibacterial products, and antibiotic use on the farm.
Students will also connect what they learned in the previous unit, unit B "Body Works", and discuss the impact antibiotic resistance has on human health. Students will communicate their learning by developing a brochure to be shared with the general public.
This module addresses the following year-long Life Science Colorado Academic Standard.
"Changes in environmental conditions can affect the survival of individual organisms, populations, and entire species."
Students are set up for successful completion of the task with strategic instructional scaffolds for 1) close reading of complex texts 2) organizing information with structured collaborative note-taking 3) structured collaborative discussion of the information resulting in a compare/contrast map and 4) application of the information in engaging role play scenarios. These strategies are repeated in a pattern with each relevant text. Furthermore, the writing process is structured with planning documents specific to the task, as well as instruction in self and peer revision processes.
For description of strategies, see the appendix @ ldc.dpsk12.org/resources
Special Note:
This module’s instructional ladder uses several fields in ways not conventional to LDC for the purpose of meeting requirements of Denver Public Schools and its common module approach.
SkillandMini-TaskRepetition. Toprovideclarityaroundthesequencingoftheteachingofthesameskillmultipletimesinthismodule,thesame skill and/or mini-task sometimes appears multiple times in the Instructional Ladder’s “Reading Process.”
Mini-TaskPrompts. Tomeetthelocalmandateofincludingcontent/languageobjectives(CLOs)ineverylesson,thesemini-taskpromptsincludethe sentence starter “students will be able to (SWBAT).” While these are not strictly “student-facing” as required by LDC, each CLO is always communicated to students in this format as a daily goal.
