Goals and objectives
In this unit, we spend a lot of time on the bacteria lab. This is because one of the overarching goals of this unit (and the class as a whole) is to teach students how to do science, one component of which is designing investigations with a control.
Another important aspect of this unit is making the material relevant to students' lives. Through testing for bacteria in locations they encounter every day, testing factors that affect bacterial growth, and developing a view on the possible over or under-use of antibacterials and sanitation, students will be able to make informed decisions about when to and when to not kill bacteria, and understand the role of bacteria in their lives. Students will understand that while some bacteria are bad and cause disease, most are harmless and that there are differences between bacteria and viruses, which are not especially helpful. As students go beyond this unit, it is my hope that they take with them a view of bacteria and viruses that can help others, by asking themselves and encouraging others to consider the question, "Are we too clean?"
Objectives:
Students will be able to...
Standards:
B1.1B Evaluate the uncertainties or validity of scientific conclusions using an understanding of sources of measurement error, the challenges of controlling variables, accuracy of data analysis, logic of argument, logic of experimental design, and/or the dependence on underlying assumptions (Michigan Department of Education, 2006).
B2.4h Describe the structures of viruses and bacteria (Michigan Department of Education, 2006).
B2.4i Recognize that while viruses lack cellular structure, they have the genetic material to invade living cells (Michigan Department of Education, 2006).
CCSS.ELA-LITERACY.WHST.9-10.1.A Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence (Common Core State Standards Initiative, 2010).
Another important aspect of this unit is making the material relevant to students' lives. Through testing for bacteria in locations they encounter every day, testing factors that affect bacterial growth, and developing a view on the possible over or under-use of antibacterials and sanitation, students will be able to make informed decisions about when to and when to not kill bacteria, and understand the role of bacteria in their lives. Students will understand that while some bacteria are bad and cause disease, most are harmless and that there are differences between bacteria and viruses, which are not especially helpful. As students go beyond this unit, it is my hope that they take with them a view of bacteria and viruses that can help others, by asking themselves and encouraging others to consider the question, "Are we too clean?"
Objectives:
Students will be able to...
- · Identify where bacteria can be found.
· Identify that there are both good and bad bacteria.
· Describe the structures of bacteria.
· Describe the means by which bacteria reproduce (binary fission).
· Describe the conditions in which bacteria can survive, and use that knowledge to predict locations with greater or fewer bacteria. - · Use data to make and support a conclusion.
· Evaluate the validity of experimental results.
· Design an experiment with a control to test a variable.
· Properly support a claim, according to the guidelines of scientific argumentation.
· Understand that the sheer number and intricacy of bacteria is an exhibition of God’s awesome work.
- · Recognize that some bacteria can be bad, but most are not.
· Carry out a self-designed investigation - · Use data to make and support conclusions.
· Evaluate the validity of experimental results.
· Understand that some bacteria are bad and can spread disease - · Identify the structures of viruses
· Recognize differences between bacteria and viruses.
· Explain the life cycle of viruses.
· Know the beneficial uses of viruses (creating vaccines), and how the immune system fights viruses.
· Employ epidemiological practice to determine the origin of a disease in a small population.
Standards:
B1.1B Evaluate the uncertainties or validity of scientific conclusions using an understanding of sources of measurement error, the challenges of controlling variables, accuracy of data analysis, logic of argument, logic of experimental design, and/or the dependence on underlying assumptions (Michigan Department of Education, 2006).
B2.4h Describe the structures of viruses and bacteria (Michigan Department of Education, 2006).
B2.4i Recognize that while viruses lack cellular structure, they have the genetic material to invade living cells (Michigan Department of Education, 2006).
CCSS.ELA-LITERACY.WHST.9-10.1.A Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence (Common Core State Standards Initiative, 2010).