Kimberly Hanslovan Spring 2012 Clarion University Secondary Science Education

Student Teaching Learning Assessment Portfolio

Lesson Topic Instructional Strategy(ies) Disease activity investigation, Peer learning, Reflective discussion Lecture, yogurt investigation, compare and contrast structures, Model basic Moneran structure Bacterial growth investigation, compare and contrast effects of antibiotics on bacteria, inquiry about bacterial colonies Content Unifying themes Nature of Science Scientific Inquiry STS Community Context

Diseases

2, 3

Bacteria

Bacterial Growth

Section I Lesson plan 1 Classification tables Teacher notes Lesson critique/ reflection Section II Lesson plan 2 Practice quiz PowerPoint slides Homework Lesson plan 3 PowerPoint presentation Basic structure of Moneran Yogurt Activity instructions

Lesson critique / reflection Section III Lesson Plan 4 Bacteria activity instructions Bacteria activity worksheet Lesson critique/ reflection Section IV Bacteria review game questions Bacteria quiz Section V Assessment data Reflective analysis

SECTION I

Secondary Education Suggested Lesson Plan one

Name: Kim Hanslovan Title of Unit: Bacteria

Title of Lesson: Deadly Diseases Among Us Grade Level(s): 9th Goal: Introduce students to a variety of diseases that occur in our daily lives and to categorize these diseases as endemic, re-emerging and emerging. Objective(s): Recognize that infectious diseases are a continuing problem among all human populations Be able to define and give examples of emerging infectious disease Be able to define and give examples of re-emerging infectious diseases Classify infectious diseases according to infectious agent, method of transmission and history of occurrence Standards/Assessment Anchors Content 3.1.B.A1: Describe the common characteristics of life. 3.1.10.A1: Relate changes in the environment to various organisms ability to compensate using homeostatic mechanisms. Unifying Themes 3.1.B.A8: Recognize that systems within cells and multicellular organisms interact to maintain homeostasis. Science as Inquiry 3.1.8.A9 Identify questions and concepts that guide scientific investigations. Formative Assessment Class discussion describing the different categories the diseases fall into Reflective Conclusion Rationale: This lesson will provide the students with information concerning the types of infectious diseases that have and still do plague the world. This is a great introductory lesson to gain the students interest into how the infectious agents are spread. It is also used to assess students misconceptions and learn of their prior knowledge. Content Knowledge: Biology introduction to bacteria, viruses, protists and fungi Procedures Student engagement students work in small groups to find and discover information about infectious diseases including information concerning history of disease, infectious agent, and mechanisms of transmission Lesson Beginning 1. Introduce the module and this activity by asking students, What disease do you think is the greatest threat to students in this class? What disease do you think is the greatest threat to the worlds

population? Solicit several responses and entertain a brief discussion about the diseases students perceive as threats and why. List students responses on the board or a transparency. 2. Organize students in teams of three and distribute five Disease Cards made from Master 1.2 to each team. Distribute the cards in such a way that each disease is reviewed by at least one team.

Lesson Development 3. Explain that scientists find it useful to group diseases in different ways, depending on the problems they want to address. Direct the teams to review their disease cards and sort them into piles that represent different categories of infectious agents. 4. Solicit headings for the categories identified from several teams and write them on the appropriate place on Disease Classifications. Then, ask the other teams to name one or more diseases they classified in the categories and write these into the appropriate columns. Ask students to describe the symptoms of each disease as they do so. 5. Ask students to suggest reasons why scientists might find it useful to classify diseases based on the type of infectious agent. 6. Next, ask students to re-sort their disease cards based on the mechanism of transmission for each disease. 7. Repeat Steps 4 and 5 for this criterion. 8. Finally, have students re-sort their cards based upon the history of the occurrence of the disease. Then, repeat Steps 6 and 7. 9. Supply the headings Emerging for the apparently new diseases, Re-emerging for diseases that have recently increased in incidence after a decline and Endemic for diseases that have remained relatively constant in incidence. Write these labels at the heads of the appropriate columns. Figure 17 History of Occurrence Emerging Diseases AIDS, cholera, CJD, Ebola hemorrhagic fever, influenza, Legionnaire disease, Lyme disease Re-emerging Diseases tuberculosis, malaria, schistosomiasis Endemic Diseases pneumonia, polio, guinea worm disease, plague, strep throat

Lesson Closure Conclude the activity by telling students that public health workers are becoming increasingly concerned about the emergence of new diseases and the re-emergence of some old diseases. These biologists have found it useful to classify infectious diseases as emerging, re-emerging, or endemic because there tends to be different factors related to each category. Given what they have covered in History class what do they think about the impact of emerging and re-emerging diseases today as compared with those in the past? Tell students that they will explore factors related to disease emergence and re-emergence in upcoming activities.

Homework In their science notebooks, have students write a reflective conclusion. Students should define in their own words what an emerging disease is and what a re-emerging disease is. What did they learn? What new questions do they have? How does the lab connect to real life?

Materials: Master 1.2 Disease Cards Disease classification transparency Class worksheet References: http://pulse.pharmacy.arizona.edu/10th_grade/disease_epidemics/science/deadly_disease.html Mode: Engagement Special Adaptations: Peer help Highlighted text Give students a copy of my notes Anticipated Difficulties: Students will not know the appropriate categories to place in the columns. Students may not understand the terminology used on the cards Students may not know enough about the history of these diseases to be fully engaged SECTION 1 Lesson Critique and Reflection

This lesson was a great exercise to gain an understanding of the students knowledge into infectious diseases. They surprised me with their amount of knowledge of the content. I had originally thought this would end up being a very boring activity but the students applied the knowledge they already had and made this activity much more interesting. I would have done a few things differently with this activity if I had done it before. Some examples are, knowing more background knowledge to all of these diseases so I can easily talk about the infectious diseases and asking the students the day before, to talk to their grandparents and parents about diseases they have had or remember so that these diseases could really hit home in a students life. Nature of science question 3 Community context question 7

SECTION II

Secondary Education Suggested Lesson Plan Two

Name: Kimberly Hanslovan Title of Unit: Bacteria

Title of Lesson: Bacteria Notes Day 1 Grade Level(s): 9th Goal: My goal is to assess students prior knowledge about bacteria and supplement that knowledge with notes. Objective(s): Students will be able to Define prokaryotes Describe and draw the three shapes of bacteria Explain how bacteria reproduce List the three ways bacteria exchange genetic information Standards/Assessment Anchors Content 3.1.B.A1: Describe the common characteristics of life. Compare and contrast the cellular structures and degrees of complexity of prokaryotic and eukaryotic organisms. 3.1.10.A1: Relate changes in the environment to various organisms ability to compensate using homeostatic mechanisms. Unifying Theme 3.1.8.A8: Explain mechanisms organisms use to adapt to their environment. 3.1.10.A8: Investigate the spatial relationships of organisms anatomical features using specimens, models, or computer programs. 3.1.B.A8: Recognize that systems within cells and multicellular organisms interact to maintain homeostasis. Formative Assessment Hw Bacteria Introduction Worksheet Answer any student questions that may arise during the notes Rationale: Students must be familiar with bacteria because it affects the students directly. This lesson will not only provide a lot of information about prokaryotes but also about some of the diseases they may cause in humans. This lesson will also introduce students to various ways of reproduction and exchanging genetic material Content Knowledge: Bacteria kingdoms, bacteria shapes, prokaryotes, bacteria replication, endospores and how bacteria exchange genetic information. Procedures: Direct Instruction student explanation Lesson Beginning Open the lesson by asking students where bacteria can be found

Review the knowledge the students have about the kingdoms, lead the students to start talking about the kingdom Monera. Discuss the fun facts slide to gain the students interest in the material to come. Pass out the bacteria note sheet Lesson Development Direct lecture of power point slides Pass out homework Allow students class time to work on their homework and answer any questions they may have. Lesson Ending Before students leave ask three volunteers to draw the three shapes of bacteria. Remind students their homework will be graded on accuracy and is due at the beginning of the next class. Inform students that they will be taking notes in the next class. Materials: PowerPoint, projector, student note sheet, homework paper, chalk board References: class text book Mode: Direct instruction / explain Special Adaptations: Printed PowerPoint slides Highlighted text Reading words on slides out loud

Anticipated Difficulties: Students are not interested in topic stress how this topic effects each one of them individually remind students of common sickness that can be caused by bacteria and ways to prevent the spread of pathogens SECTION II Lesson Critique and Reflection

I am uncertain how I feel about having the note sheet for students to follow along on the PowerPoint. It really sped up the process and allowed me to get through all the material but I do not think they were really listening except to read the slide and fill in the blank. A direct instruction PowerPoint is a very boring way to present this information but I believe it was the easiest way for the students to gain an introduction and understanding of the material. I attempted to break up the monotony by asking students questions through out, yet most were unresponsive. I believe this is a transition from the two different teaching styles employed by Mrs. Meals and myself. I am hoping that by the end of my experience, the students will be much more responsive. Nature of Science question 1 Scientific Inquiry question 4 Community Context question 7

SECTION II

Secondary Education Suggested Lesson Plan Three

Name: Kimberly Hanslovan Title of Unit: Bacteria

Title of Lesson: Bacteria Notes Day 2 Yogurt activity Structure of basic moneran Grade Level(s): 9th Goal: To have the students gain an understanding of the advantages and disadvantages of bacteria. Enlighten the students to the good bacteria found in yogurt and give a community context of bacteria in food, as well as the structure of a basic moneran and how it difference from our basic cell. Objective(s): students will be able to. Identify basic shapes of bacteria in a sample of yogurt Explain the advantages of bacteria Explain the disadvantages of bacteria Describe how antibiotics work Label the structure of a basic moneran Distinguish between overuse, underuse, and misuse of antibiotics Standards/Assessment Anchors Content 3.1.B.A1: Describe the common characteristics of life. Compare and contrast the cellular structures and degrees of complexity of prokaryotic and eukaryotic organisms. 3.1.10.A1: Relate changes in the environment to various organisms ability to compensate using homeostatic mechanisms. Unifying Theme 3.1.8.A8: Explain mechanisms organisms use to adapt to their environment. 3.1.10.A8: Investigate the spatial relationships of organisms anatomical features using specimens, models, or computer programs. 3.1.B.A8: Recognize that systems within cells and multicellular organisms interact to maintain homeostasis. Formative Assessment Overview homework from the prior night, have students grade their partners work, have the student explain their answers. Exit slip list three things you thought were interesting and could apply to the outside world that you learn in class today. Hw- 18.1-18.6 Study Guide Rationale: This lesson introduces students to the bacteria that can be found in their food and how it can help them maintain homeostasis. The yogurt activity provides a great community context for this material as well as scientific inquiry towards the bacteria lab that will proceed this lesson. Content Knowledge: Basic moneran structure, advantages and disadvantages to bacteria, how antibiotics work

Procedures: Direct lecture Student explanation Lesson Beginning Review the three shapes of bacteria how bacteria reproduce definition of prokaryote Inform students they will be looking at the structure of bacteria, view bacteria found in yogurt and take notes Hand out note sheet Lesson Development Start lesson with structure of basic monera. Have students draw the structure in their notebook and color their paper similarly to the overhead that is projected. Define and review the basic structure of prokaryotes. Proceed to give direct instruction notes from the PowerPoint End the lesson by having students observe bacteria found in yogurt, if time permits have students create their own slide to view the bacteria movement and shapes. Lesson Ending Discuss with the students common foods that have bacteria in them. Ask the students to explain why this bacterium is helpful to you as a human. Review with the students why it is not good to overuse underuse or misuse antibiotics. Inform the students that the next class we will be collecting bacteria to grow and observe. Inform the students of the expectations for the lab (remain quite walking through the halls, keep everything as sterile as possible, ask students to bring in common cleaning agents.) Pass out homework Materials: Transparency of moneran structure, PowerPoint slides, See yogurt activity, Study guide hw References: Class Text Mode: Direct Instruction/ explore/ explain Special Adaptations: Printed PowerPoint slides Highlighted text Reading words on slides out loud Anticipated Difficulties: Students are not interested in topic stress how this topic effects each one of them individually remind students of common sickness that can be caused by bacteria and ways to prevent the spread of pathogens

SECTION II

Lesson Critique and Reflection

This lesson was a bit better than the last time I gave formal notes. The students were much more responsive to my questions and they really seemed intrigued by the yogurt activity. Many thought it was horribly gross to watch the bacteria move around (we displayed the yogurt through a microscope on the smart board) the students and I had a great discussion about the need for bacteria in digestion and maintain homeostasis. It was great to pull on their prior knowledge as we went through the structure of a bacterial cell and assess how well they remembered the parts of the cell. The next time I do this lesson I will definitely allow

more time for inquiry of the students with the yogurt activity, it is really a cost effective activity that got the students interested in the topic at hand. STS Yogurt activity

SECTION III

Secondary Education Suggested Lesson Plan Four

Name: Kimberly Hanslovan Title of Unit: Bacteria Title of Lesson: Observing bacteria and testing disinfectants Grade Level(s): 9th Goal: To familiarize students with the techniques used by microbiologists as well as inform them of the effectiveness of common cleaning agents against common bacteria. Objective(s): Student will be able to List the characteristics found in common bacteria Create a streak plate Swab various surfaces to test for bacteria Assess the effectiveness of common cleaning agents against common bacteria. Standards/Assessment Anchors Content 3.1.B.A3: Explain how all organisms begin their life cycles 3.1.10.A1: Relate changes in the environment to various organisms ability to compensate using homeostatic mechanisms. Science inquiry 3.1.8.A9: Compare and contrast scientific theories. Know that both direct and indirect observations are used by scientists to study the natural world and universe. Identify questions and concepts that guide scientific investigations. Formulate and revise explanations and models using logic and evidence. Recognize and analyze alternative explanations and models. Explain the importance of accuracy and precision in making valid measurements Unifying Theme 3.1.10.A8: Investigate the spatial relationships of organisms anatomical features using specimens , models, or computer programs. Formative Assessment Informal lab report Observations of participation in gathering and assessing bacteria Rationale: This will give the students a good community context of the bacteria that is found in the school. This lesson will also introduce the students to the basics of microbiology. Another reason for teaching this lesson is the nature of science aspect. The students will learn how scientists test areas for pathogenic bacteria as well as how they test the effectiveness of certain cleaning agents. Content Knowledge: Proper lab technique, bacteria structure, agents used to kill bacteria Procedures: Student exploration students take their knowledge of bacteria and apply it to a microbiology setting

Observing the growth of bacteria- activity plan

Component 1 - Preplanning task Activity objective 1. Students will test a variety of surfaces in the school and compare and contrast the different types of bacteria that are growing around the school 2. Students will summarize using a data chart the effectiveness of certain antibiotics on the bacteria collected from around the school Activity description The students will create bacteria cultures from bacteria swabs around the school. They will compare the different types of bacteria that were found and where they were found around the school. We will also test the effectiveness that common cleaning agents and antibacterial agents have against bacteria that is common around the school. Activity rational This activity will gain the students interest by testing common spaces around the school for bacterial growth. This will also relate to the real world by testing the effectiveness of common cleaning agents. This will give the students a real introduction of the field of microbiology and give them background information for us to continue learning the in depth details about bacteria. Prerequisite skill swabbing a surface and creating a good petri dish culture Vocabulary Pathogen, inoculating loop, petri dish, antibiotic, bacterial culture Materials Petri dishes with nutrient agar as a base, sterile cotton swabs, common antibacterial agents, incubator, tape, markers, Bunsen burner, tweezers, paper discs, small cups, matches, notebooks Component II - Activity Beginning Setup Signal for attention all eyes up here Behavior Expectations stay in seats, raise your hand if you have a question, listen to my directions, take notes on proper lab procedures, maintain school and classroom rules as we leave the classroom, your participation and behavior are factored into your grade for this lab. Opening Introduction (pull on prior knowledge) Ask the following questions - Where does bacteria grow, can you see it with the naked eye, how do we get rid of bacteria, are all bacteria harmful Motivate Inform the students they will be taking samples from around the school to test the amount of bacterial growth that occurs in common areas in school. Activity background review with the student proper lab technique concerning spreading bacteria, keeping petri dish as sterile as possible, proper swabbing techniques, proper bacteria culturing techniques and a review of the purpose of nutrient agar. Component III Activity Middle Post instructions for creating bacterial cultures. Collecting bacteria 1. Swab the area you would like to test 2. Create a streak plate a. Streak the culture back and forth in one quadrant b. Rotate the plate 90 degrees and touch the agar in an un-inoculated region, streak again c. Repeat step b d. Rotate cotton swab and streak one last time to center of plate. e. Incubate the plate in an inverted position over night.

Disinfectant instructions Step 1 Draw a quadrant on the lid of your petri dish. Step 2 create streak plate (see above) Step 3 - Label quadrant 1 as control Step 4 Walk over to the counter Step 5 dip the tweezers into alcohol and flame them Step 6 pick up a paper disc with the tweezers Step 7 dip it into one of the cleaning agents and place in one of the quadrants on your petri dish Step 8 label the quadrant on your lid with the appropriate cleaning agent Step 9 Repeat step 4 6 with two more cleaning agents BE SURE TO KEEP A CONTROL GROUP! Step 10 Label your quadrants with the appropriate cleaning agent! Step 11 Tape your petri-dish shut be sure to keep the labeled top with the appropriate quadrant Step 12 write your name on your petri dishes! Explain directions using black board and drawing of petri dish and appropriate swabbing technique Check for understanding answer any questions the students have have two students model the proper way to streak plate a petri dish Hand out bacteria activity work sheet have students answer all the questions they can for homework. Allow students to collect their bacterial samples (25 min) DAY 2 Pass out student petri dishes of bacteria around the school- have students observe differences in the types of bacteria culture they found around the school and write this in their notebooks. Have students get out the worksheet that was handed out the prior day and observe and record the effects of the various cleaning agents they tested. Component IV Activity Closing Lead a class discussion covering the following topics Different types of bacteria observed color sheen shape - raise Where in the school was the dirtiest Which cleaning agent killed the most bacteria Preview of next lesson tomorrow we will take notes on bacteria and look at the bacterial cultures found in regular yogurt! Homework finish the questions from the bacteria culture worksheet Materials: Petri dishes, nutrient agar, sterile cotton swabs, 5 common cleaning agents, tape, marker, chalk board, 5 medicine cups, paper discs References: Mode: Student exploration/ elaboration

Special Adaptations: Work with partner Draw pictures of steps Read directions out loud Anticipated Difficulties: Bacterial growth may not occur Cleaning agent may not kill the bacteria Student absenteeism SECTION IV Lesson Critique and Reflection The students really enjoyed this lesson and I really learned a lot! I figured this would be an easy lesson, go let the kids get some samples, stick it in the incubator and then have the students observe the bacteria. After the first class completed the lab, I was frantic. I was frankly shocked to learn how little the students know about proper laboratory technique and maintaining a sterile environment. Before the next class came in I wrote detailed notes about the proper procedures instead of simply saying them and had the students model the correct swabbing technique before I allowed them to swab a surface and create the plate. When I have my own classroom I hope to have the resources and opportunity to complete many lab activities of this nature and proceed with gram staining and really give the students exposure to microbiology techniques used in science today. Nature of Science question 1 Scientific inquiry question 2 Community context question 3 STS Collecting bacteria, discussing gram stain, observing growth of bacteria, testing common cleaning agents on bacteria

Section V

Bacteria Review and Post test

Bacteria ReviewHave students ask each other questions by passing a ball around, whomever possess the ball must answer the question. If they cannot get the answer they may call upon another student for help.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23.

This is a characteristic common to all monera - PROKARYOTE These are the three basic shapes of bacteria - BACILLI (ROD) COCCI (SPHERE) SPIRILLA (SPIRAL) Name three types of food bacteria help to make - CHEESE, YOGURT, SOUR CREAM, PICKLES, SAUSAGE What is a pathogen - DISEASE PRODUCING AGENT This is the defining characteristic of prokaryotic cells - LACK A NUCLEUS Describe the role bacteria plays in decomposition - HELP BREAK DOWN DEAD MATERIAL GRADUALLY ENRICHING THE SOIL Name three diseases caused by bacteria - DIPTHERIA, TB, TYPHOID FEVER, TETANUS, LEPROSY, SYPHYILIS, PLAGUE, LYME, STREP This is the reason why prokaryotic cells are smaller than eukaryotic cells - LACK MEMBRANE BOUND ORGANELLS AND HAVE NO NUCLEUS This is a technique used to study the chemical nature of bacterial cell walls - GRAM STAINING True or false all organisms on our planet are dependent on Monerans for nitrogen - True this is because plants and most other organisms cannot use the nitrogen gas in our atmosphere. Why dont antibiotics work on viruses? - ANTIBIOTICS DO NOT WORK ON VIRUSES BECAUSE THEY ARE NOT ALIVE What can you do to fight bacterial disease - USE VACCINES, ANTIBIOTICS, STERALIZE, REFRIDGERATE, WASH YOUR HANDS Why do gram positive bacteria take up more of the purple stain during gram staining? - THICK WALL OF PEPTIDOGLYCAN Define obligate anaerobe - CANNOT SURVIVE IN THE PRESENCE OF OXYGEN What do bacteria in our intestine do for us? - HELP WITH OUT DIGESTION AND PRODUCE VITAMINS What are two general ways that bacteria cause diseases? -DAMAGING CELLS RELEASE TOXINS Bacteria exist as COLONIES Bacteria have become RESISTANT to antibiotics Why is it harmful to humans if livestock is injected with antibiotics WE INGEST THE ANTIBIOTICS Bacteria that live in us and on us are called NATURAL FAUNA The first antibiotic was PENICILLIN The common cold is a bacterial disease FALSE BEFORE ANTIBIOTICS AFTER ANTIBIOTICS THE RESULT

Post-test mode: Evaluation

Section V Blue = Pre test Red = Post-test 50 30 60 90 50 70 20 70 40 90 20 70 70 60 90 70 80 40 90 70 89 61 94 100 83 89 56 83 61 83 94 56 83 78 78 89 67 56 100 83

Assessment Data and Reflective analysis

100 100 60 40 80 80 100 60 50 80 100 90 30 60 40 80 20 100 90 80

100 94 56 67 61 83 94 67 67 83 89 83 89 83 61 89 72 83 100 100

80 40 30 80 70 30 80 100 20 90 70 60 100 80 40 60 90 50 50 80

100 78 94 89 83 89 72 100 61 94 83 94 100 72 94 94 89 83 17 78

60 50 100 10 50 90 80 80 80 90 60 80 40 100

100 78 83 83 89 100 100 94 100 94 94 100 100 89

Student Scores : Pre-test vs Post-test Bacteria Unit

100 Score Percentage 80 60 40 20 0 1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55 57 59 61 63 65 67 69 71 73 Student

Figure 1.1 This data table represents each students score for their pre-test and the post-test. It can be seen that the majority of the students did better after the presentation of data than before. Mean Data Scores Pre Test- 66.98% Bacteria introduction worksheet 74.9% Testing the Effects of Antibiotics on Bacteria Activity 83.02% 18.1-18.6 Study Guide 79.1% Post Test- 83.3%

Reflective Analysis
Given the above data, it is evident that the students have increased their knowledge base of the material that was presented. The mean data scores display that the students performed better on the post-test than they did on the pre-test. This was expected given the fact that the students did not have prior knowledge about the material being presented. The most definitive example of the students improving their performance can be seen by looking at the above data table. Each student and their corresponding score on the pre-test and post-test is displayed in the table. It is apparent that the majority of students performed better on the post-test than they did on the pre-test. I attribute this increase in performance to the variety of techniques used to teach the students that material. The most effective teaching method I had used after the direct instruction was when the students participated in the mode of elaboration during testing the effects of antibiotics on bacteria lab. Utilizing the 5 E model provides a logical approach to organize the material to ensure that students perform well and learn the material at the end of the unit. When I have the opportunity to teach this unit again, I hope to incorporate another activity that will tie the introduction activity in better with the last activity. In addition, I would choose another was to explain the material that is a bit more exciting than the PowerPoint presentation. There is a very good use for PowerPoint however it can become repetitive.