Name: Sadia Waheed

Title of lesson: Introduction to Bacteria

Date of lesson: TBA

Length of lesson: Two 50 minute periods.

Description of the class:
Name of course: Biology
Grade level: 9-10
Honors or regular: Regular

Source of the lesson:
1. Website: http://school.discovery.com/lessonplans/programs/bacteria/
2. Textbook:
Miller, Kenneth, and Joseph Levine. Prentice Hall: Biology.
Pearson Prentice Hall. New Jersey and Massachusetts

TEKS addressed:
(1) Scientific processes. The student, for at least 40% of instructional time, conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices. The student is expected to:
(A) demonstrate safe practices during field and laboratory investigations;
(2) Scientific processes. The student uses scientific methods during field and laboratory investigations. The student is expected to:
(A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology;
(B) collect data and make measurements with precision;
(C) organize, analyze, evaluate, make inferences, and predict trends from data; and
(D) communicate valid conclusions.
(3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:
(C) evaluate the impact of research on scientific thought, society, and the environment;
(E) evaluate models according to their adequacy in representing biological objects or events;
(4) Science concepts. The student knows that cells are the basic structures of all living things and have specialized parts that perform specific functions, and that viruses are different from cells and have different properties and functions. The student is expected to:
(A) identify the parts of prokaryotic and eukaryotic cells;
(D) identify and describe the role of bacteria in maintaining health such as in digestion and in causing diseases such as in streptococcus infections and diphtheria.
I. Overview :
This lesson will give an introduction to bacteria. The lesson will cover the main characteristics of bacteria such as their shapes, sizes, modes of reproduction, places of survival, and harmful and beneficial characteristics of bacteria. This concept is very important for the students to learn as it will give them an introduction to bacteria and later on help them understand the contribution of bacteria in causing infectious diseases.
II. Performance or learner outcomes
Students will be able to:
1. Understand the main characteristics of bacteria including size and shape.
2. Research how bacteria move, where they live, and how they reproduce.
3. Learn the many ways in which bacteria can be harmful or helpful.
4. Communicate their research and results to the class with the of a poster display.

III. Resources, materials and supplies needed

? Poster boards.
? Color pencils and markers.
? Scissors.
? Computer with internet access.
? Microscopes.
? Microscope slides of shapes of bacteria.
? Marbles, beads, and circular candy like M&M or Skittle.
? Tylenol tablets.
? Springs and pipe cleaners.
IV. Supplementary materials, handouts.

? Quiz photocopies for the whole class.

Five-E Organization
Teacher Does Probing Questions Student Does
Engage:
Have three different kinds of object shapes on the table and ask students to tell the differences between them. The purpose is to model three basic shapes of bacteria with some common items. For example represent cocci with marble, beads, and a circular candy like M&M or Skittles. Then model bacilli with pieces of chalk, small unsharpened pencils, and a Tylenol tablet. In the end represent spirilla with springs or pipe cleaners that have been shaped into spirals by wrapping them around a pencil.
Also set up three microscope stations with slides representing shapes of bacteria and their structure. Handle the slides carefully so that they don’t break.

How many different shapes do bacteria exist in? Name the shapes.
Describe the cocci, bacilli, and spiral shape of bacteria in terms of how they look?
What do you learn from the shape of bacteria?
What kinds of internal structures are you able to see from the microscope slides prepared?
Can you tell if bacteria are prokaryotic or eukaryotic? What is the difference between the two?

Students might describe the three different shapes of bacteria they observed in the demonstration. They might describe cocci as circular or spherical while bacilli as rod shaped and spirilla as squiggly lines. Looking at the microscope slides, the students might say that they see a cell membrane covering the cell from outside and then describe the inside of cell as cytoplasm.

Explore:
Begin lesson by asking students what they know about bacteria and how do they view bacteria (do they think that all bacteria are bad and do they have any idea about benefits of bacteria).
Then explain the students that they will be learning about bacteria including their characteristics, their helpfulness, and harmfulness. Students will focus on the basic characteristics of bacteria: what they look like, where they live, how they move, how they breathe, and how they reproduce.
Students will work in groups of three and will be provided with different websites from which they will have to answer questions in their notebooks.
The first assignment is to look at the basic characteristics of bacteria and answer the questions.
Websites providing information on basic characteristics of Bacteria
Bacteria
Virtual Museum of Bacteria
Counting bacteria
Introduction to the Spirochetes
Where Microbes Live
Bacteria
While going through these websites, students will be asked to answer the following questions in their notebooks.
Questions
a. What do bacteria look like?
b. What are the three basic shapes?
c. How are bacteria classified? Name the two large classes.
d. Where have bacteria been located? Name as many places as possible.
e. How many bacteria live on Earth? (The third Web site listed above has information on this.)
f. How quickly do bacteria reproduce?
g. What do bacteria eat? How do they take in their food?
In the second part of the lesson, the students will research about the helpful and harmful bacteria. The students will be working in two major groups. The class will be divided in half where one half works on helpful bacteria and the other half works on harmful bacteria. The student will be provided with the related websites. In the end when the research is complete, the two groups of students will debate with each other and will try to convince the other party about their research.
The websites are as follows:
Helpful Bacteria
Friend Or Foe?
Microbes Working For Us
What Microbes Do
Bacteria
Questions
a. Name some helpful bacteria.
b. How are bacteria helpful to humans? Give at least four examples.
c. How do bacteria help keep ecosystems healthy?
d. What do bacteria do that is especially helpful to plants?
Harmful Bacteria
Pathogenic bacteria
Group A Streptococcal Disease
Foodborne Microorganisms
Food Poisoning - and How to Prevent It
Bacteria
Questions
a. What are pathogenic bacteria?
b. Where do these harmful bacteria usually live?
c. Describe how bacteria can cause food poisoning.
d. Give two examples of bacteria that cause disease. Include their names and how the bacteria spread.
e. How can these diseases be prevented?
When the students have completed this part of their research, then they will be asked to make a comprehensive poster on their research covering the main ideas of their topic. The students should make the poster neat and show their data as graphs. They should also have some pictures of the bacteria they observed or researched. After that the students will be given a chance to debate and describe their research to the opponent team.

Name some important bacteria that you came across a lot while during your research. Give some main characteristics of the bacteria you looked at.
What were some interesting and surprising facts you learned from your research? “For example, did you know that bacteria live in your body? How have your ideas about bacteria changed as a result of working on this lesson.”
Why do you think is it important to learn about bacteria? Why are they important to us? List some ways in which bacteria are helping our environment and our bodies. Also list ways in which bacteria are a major source in many different diseases.
What did you learn about bacterial reproduction rate? How fast do you think bacteria divide? How does this property help them to develop many resistant strains?

Expected Student
Responses/Misconceptions
Students will be able to list the names of bacteria they came across. The students can list the main characteristics such as the different shapes of bacteria, their modes of division, the places where they can be found, etc.
Students will discuss about the importance of bacteria in our environment and our bodies by explaining the function of bacteria which carry out different functions in our body such as help fight against outside flora. The students will also be able to reply to questions dealing with the benefits of helpful bacteria and the harmful effects of certain bacteria. Students will be able to relate their importance to their lives by talking about bacteria such as the ones making our yogurt etc.

Explain:
Once the students have completed the posters, the debate will start in which the students will first take a few minutes to explain their topic and research. Then they will present data to show the relevance of their research information. The other team will get a chance after that to present their research. After the presentations, the students can ask questions to other fellow class mates and try to convince them that (if they had the topic of harmful bacteria) the main property of bacteria is to harm people and talk about the different ways it does it. The same thing is done for the group with helpful bacteria topic.
In the end of the lesson, the teacher will summarize the main points of the lesson covering concepts on characteristics of bacteria and their contribution as helpful or harmful to our societies.

Give me the most important characteristics of bacteria. Explain the many ways in which they are helpful to us and our environments. Give me examples of events or things in which the bacteria help us. Can we carry out the functions of bacteria in our body without them? Is there presence really required?
Give me at least three ways in which bacteria are harmful to us. What methods can we establish to get rid of them? What kinds of diseases are they responsible for? The students answers might include things such as the characteristics of bacteria explaining the three important shapes, their internal structure, their modes of reproduction, etc. The students might give the example of yogurt as a benefit of bacteria. The students will list ways in which bacteria harm us including the many diseases they are responsible for. The students can also list some prevention methods like cleaning and sanitation. The treatment methods for diseases caused can include different drugs.

Extend / Elaborate:
Ask the students to collect variety of craft materials from home, school, or market to make model of bacteria. Some examples of the materials include yarn, sandpaper, textured fabrics, and pipe cleaners. The students will be allowed to use internet as a resource to look for the pictures of bacteria for making their model. The students can also use their textbook and they can also get some help from the observations they made from microscope slides of bacteria.


What are the three most important and most common shapes of bacteria? How do the specific shape look like? What other organelles might the bacterium have? Are bacteria included under prokaryotes or eukaryotes? Whats the difference between the two? What kinds of structures does your model represent? The students will explain their models by describing all the important characteristics. They will be able to describe them as prokaryotes and tell that they lack a nucleus. The students will describe the three different shapes of bacteria and show which one their model represents.

Evaluate:
Students will be evaluated on how well they conducted their research and how well was it presented.
The students will also be given a quiz at the end which will summarize the main ideas covered in the lesson and will help the students make connections and link the material learned.




What are bacteria and how are they different from other organisms? How do beneficial bacteria live in our bodies and what role(s) do they play in our bodies? What are the main characteristics of bacteria? Provide examples of their benefits and harmful effects. Expected Student
Responses/Misconceptions
Students will finish the quiz according to the information they learned through out this lesson.