Download Bacteria - Princeton ISD

Campus: Princeton High School
Author(s): Meaghan Hodapp
Date Created / Revised: January 30, 2017
Six Weeks Period: 5th
Grade Level & Course: PAP Biology
Timeline: 6 days
Unit 11.2 - Bacteria
Stated
Objectives:
TEK # and SE
Lesson # 2
B.4A Compare and contrast prokaryotic and eukaryotic cells (supporting standard)
B.8 Science concepts. The student knows that taxonomy is a branching classification based on the
shared characteristics of organisms and can change as new discoveries are made. The student is
expected to:
B.8B Categorize organisms using a hierarchical classification system based on similarities and
differences shared among groups. (Readiness Standard)
B.8C Compare characteristics of taxonomic groups, including archaea, bacteria, protists, fungi, plants,
and animals.
See Instructional Focus Document (IFD) for TEK Specificity
Key
Understandings
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Students should be able to describe the differences between bacteria and other types of eukaryotic
cells.
Bacteria are the simplest organisms on Earth, yet carry out all essential functions of a life form.
Bacteria play very important roles in maintaining and disrupting the health of both organisms and
ecosystems.
Student need to understand how bacteria reproduce.
Students should be able to identify common bacterial diseases (strep throat, staph infections,
diphtheria, whooping cough, tetanus, gonorrhea, syphilis, and chlamydia).
Misconceptions
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Key Vocabulary
See vocabulary words for each day. Understanding vocabulary is imperative for students if they are going
to pass STAAR. Use these words repeatedly.
Suggested Day
5E Model
Instructional Procedures
Day 1- March 3
Topic: Bacterial Structure
Objective of the day: We will discuss basics of bacteria
structure, benefits of bacteria and harmful bacteria.
Engage
 Complete Understanding Bacteria video
 Go over video worksheet
 Write the word bacteria on your whiteboard. Pose the
following question: What are the first thoughts that come
to your mind when you hear the word “bacteria”? Student
answers will vary, record all answers and encourage all
Engage
Explain
Students may think all bacteria are harmful.
Students might not think of bacteria as living.
Students might think that viruses are a type of bacteria.
Students may think bacteria are the only unicellular organisms.
Students may think blue-green algae are types of plants.
Materials, Resources, Notes
(Engage, Explore, Explain, Extend/Elaborate, Evaluate)
Materials
 Copy notes and activities for
each student
Resources – 525, 580
Notes
Vocabulary Words
 Prokaryote
students to respond. Students may have very negative
reactions to the word bacteria and may not think of any
positive impacts. (Optional)
Explain
 Notes on Bacteria (May not have time to get to on this
day)
HW: Bacterial structure worksheet
Closing task, product or question: I will complete the
bacterial structure worksheet by coloring AND labeling the
components.
Day 2-March 13
Explain
Materials - Copy notes and
activities for each student
Explain
 Notes on Bacteria -finish
 Use notes to explain classification and reproduction to
bacteria
Notes
Closing task, product or question: I will use KAGAN
strategies to review bacteria information.
Explore
Eukaryote
Bacteria
Circular DNA
Peptidoglycan
Capsule
Pilus (pili)
Flagellum (flagella)
Asexual
Sexual
Heterotroph
Autotroph
Aerobic
Anaerobic
Topic: Bacterial Structure (continued), Bacteria Friend or
Foe (Harmful/helpful bacteria)
Objective of the day: We will discuss the bacterial structure
and beneficial/harmful effects of bacteria.
HW:Pre-lab: Bacteria
Day 3-March 14
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Topic: Bacteria Lab
Objective of the day: We will successfully inoculate E. coli
on petri dishes using our lab safety.
Resources – pg580, 582-583
Vocabulary Words
 Bacillus (i)
 Coccus (i)
 Spirillum (i)
 Strept
 Staph
 Gram-negative
 Gram-positive
 Exotoxin
 Endotoxin
Materials - Copy notes and
activities for each student
Resources – pg 584-586
Explore
 Discuss zone of inhibition and how antibiotics are
considered more resilient.
Explore
 Lab: Bacteria lab: inoculating E.coli to petri dishes and
placing different antibiotic disks on plates.
 Students will analyze the plates in two days then
determine which antibiotic was the best and resisting
growth of E. coli.
Closing task, product or question: I will make sure to
thoroughly clean my station to ensure contamination does
not get passed.
Day 4-March 15
Explore
Elaborate
Topic – Bacteria Classifying and Antibiotic resistance
(MRSA)
Objective of the day: We will classify bacteria using a
dichotomous key.
Explore
 Dichotomous key over bacteria
Notes
Vocabulary Words
 Bacterial culture
 Petri Dish
 Agar
 Antibiotics
 Antibiotic resistant bacteria
Materials
 Copy of dichotomous key and
mrsa reading
Resources
 TedTalk-how bacteria talk-if
time!
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Parts of Bacteria Worksheet
Elaborate
 MRSA antibiotic resistant reading with questions and
answers. Finish for homework if not complete
Closing task, product or question: I will understand bacteria
can mutate quickly and cause harmful effects on humans.
Day 5-March 16
Engage
Elaborate
Topic – Analysis of Bacteria Lab
Objective of the day: We will analyze the bacteria growth
from two days ago. We will determine which antibiotic
worked best against E. coli.
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https://www.ted.com/talks/bo
nnie_bassler_on_how_bacteri
a_communicate
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Notes –
Vocabulary Words
Materials
 Petri dish with antibiotic
Resources
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Notes –
Engage
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Common Cold Introduction-get students to
understand the difference between bacterial/viral
sicknesses
Vocabulary Words
Elaborate
 Complete Bacterial Lab analysis of petri dishes
Closing task, product or question: I will determine which
antibiotic is the best at inhibiting growth of E.coli
NEXT CLASS: Quiz over Viruses and Bacteria
Day 6-March 17
Evaluate
Topic – Bacteria and Virus Quiz
Objective of the day: We will compare viruses and bacteria
on a quiz.
Evaluate
 Quiz: Bacteria and Viruses
After quiz, start Fungi Gallery Walk
 Closing task, product or question: I will understand
bacteria can mutate quickly and cause harmful effects on
humans.
Accommodations
for Special
Populations
Materials
 Copy quiz for each student
 Copy of gallery walk
 Need iPads reserved
Resources
Notes –
Vocabulary Words
Accommodations for instruction will be provided as stated on each student’s (IEP)
Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.