Superbugs

Created Feb. 7, 2024 by Jessica Payeur, Karen Desjadon, Mary Mirabello Sohm

Institute for the Study of Knowledge Management in Education

UNIT TEMPLATE: Text-Based STEM Inquiry

This template provides an approach for creating a science investigation that includes reading-focused inquiry to build student science literacy skills. The template was created to support library media specialists and STEM teacher cohorts in the School Librarians Advancing STEM Learning project, led by the Institute for the Study of Knowledge Management (ISKME) in partnership with Granite State University, New Hampshire, and funded by the Institute for Museum and Library Services (IMLS).

Part I: Unit Title: Superbugs (How Did Antibacterial Resistance Evolve?) Superbugs, Why Should I Worry?

Part II: Background on LMS and Science Teacher relationship:This lesson was created by Library Media Specialist [Jessica Payeur] and [Biology teacher Mary Sohm] and Technology Integrationist [Karen Desjadon]. Jessica’s strengths are the curation of resources and science content knowledge, as she was a science teacher before becoming a librarian. Mary’s strengths are science content knowledge, as well as differentiating instruction from years of training and implementation in the classroom. Karen’s strengths are the identifying text-based inquiry, curation of resources and technology integration.

Part III: Unit Description: This unit includes 9 lessons that culminate in students creating a sketchnote project on defining superbugs, raising awareness of superbugs, and questioning antibiotic resistance.

Using inquiry-based reading, students will explore the anchor text Stop the Spread of Superbugsand then develop their own essential and supporting questions to guide theirinquiry.

Over the course of the unit, students willexplore a variety of texts and grow in their knowledge of superbugs and and their evolution over time. They will use informational text, video, lab activities and infographics to support their inquiry and research.

Part IV: Standards

RST.9-10.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
RST.9-10.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem
HS-LS1-4. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
NGSS Crosscutting Concepts Systems and System Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy , matter, and information flows— within and between systems at different scales. (HS-LS1-4)

Part V: Unit Essential Question

Why do I need to worry about Superbugs?

Part VI: Goals for Using Inquiry: The goal for using inquiry in this unit is to have students examine an anchor text, develop their own supporting research questions around superbugs and antibiotic resistance, select their own additional resources to use, and determine their own solution to why antibiotic resistance evolved.The science teacher and the media library specialisthave selected an anchor text about superbugs and provided support for students additional texts that support the idea of antibiotic resistance and the evolution of superbugs.

The goal for using inquiry in this unit is to have students examine the anchor text as an open invitation to inquiry about superbugs. Using the anchor text ,Stop the Spread of Superbugs, as the base and 1-2 supplements about antibiotic resistance. Students will develop their own set of inquiry questions (ex: “I wonder…”) for a culminating activity on stopping the spread of superbugs. Students will narrow down their inquiry questions to one specific, targeted question that they seek to answer through the culminating activity.The final project will be a project using sketchnoting about superbugs and awareness of antibiotic resistance driven by student inquiry.

Part VII: Summative Assessment Description and Rubric

Students will be working with sketchnoting throughout this unit. We will begin by teaching students about doodling and move to digital storytelling. The unit will contain links to video, readings, formative assessments, lab activities, and the summative assessment. We will use the schoolwide rubric and a rubric more specific to the unit, to evaluate student learning.

Superbugs Superbugs, Final Project-Sketchnoting

Rubric-Superbugs, Why Should I Worry School Wide Rubric

Part VIII: Prior Knowledge Needed

Basic understanding of the immune system and the different types of Pathogens

Basic molecular genetics-mutations, adaptation and cellular evolution

Part IX: Student Learning Objectives

(Breakdown of the unit into discrete units of both science content and literacy skills. Please use the format TSWBAT...by...)

The student will be able to create a digital story (sketchnote) about superbugs and awareness of antibiotic resistance driven by their own inquiry.
The student will be able to use unit specific vocabulary appropriately, throughout their digital story.(sketchnote)

Part X: Text Set Description (used to analyze the purpose and goal of each text they provide to the students)

Text Title & Hyperlink

Text Purpose
(discuss complexity of the text along with its purpose/goal )

Text-Dependent Questions (created by the teacher/librarian to help students analyze the text in a specific sequence)

Accommodations for Diverse Learners

Stop the Spread of Superbugshttps://newsinhealth.nih.gov/issue/feb2014/feature1	This is our Anchor Text, designed to provide science content about the discovery and development of antibiotics, the importance of using them properly, the problems with the development of resistance to antibiotics, and what we can do to solve this problem. The ATOS level of the text is an 10.0, which is appropriate for the middle of a 10th grade year. Linked here is the ATOS for Text Analyzer Results	1. How do antibiotics work?2. How do bacteria become resistant to antibiotics and what are the biochemical mechanisms that they use?3. What has added to the growth of antibiotic resistant bacteria?4.What are possible solutions to slow down or reverse antibiotic resistance?	1.Tier two vocabulary will be reviewed in advance of the unit beginning. Images will be used to scaffold learning of vocabulary. 2. Tier three words will be introduced and images will be provided for students to scaffold their learning. This may be done differently per individual to diversify their instruction..3. Specific chunks will be chosen ahead to support students in breaking the reading down into manageable sections.
TED talk: Doodlers Unite by Sunni Brown	The goal of showing this video is for students to understand how to use doodling to effectively enhance note taking.	What doodles will be help me to remember the important ideas from what I read or watch?How will I know what to doodle?	Doodling on paper and then moving to iPads
TED Talk Maryn McKenna “What do we do when antibiotics don’t work anymore”	The goal of showing this video is for students to gain a basic understanding of how antibiotics came to be, and how they may be coming to an end.	What are the important ideas from the movie to doodle?What happened to McKenna’s Uncle?Why is it important to understand the progression of how antibiotics work?
Stop the Spread of Superbugs (Anchor)	The goal of this text is for students to understand what “superbugs” are and how people can stop spreading them.	1. How do antibiotics work?2. How do bacteria become resistant to antibiotics and what are the biochemical mechanisms that they use?3. What has added to the growth of antibiotic resistant bacteria?4.What are possible solutions to slow down or reverse antibiotic resistance?	Annotations, small group setting, read aloud

Part XI: Suggested Lesson Breakdown/Pacing

Day

Student Learning Objectives

Aligned Student Learning Task and Suggested Timing

Formative Assessment

Important Accommodations

Day 1TED talk: Doodlers Unite by Sunni Brown	1. Introduce sketchnoting - value of doodling to students. We will be using sketchnoting as a way for students to take notes and eventually formulate an end of unit project.2. Show TED talk Doodlers Unite to introduce sketchnoting.3. Practice sketchnoting by having students journal: Discuss a time you or a family member were ill and a doctor prescribed an antibiotic.4.Students will be introduced to the word antibiotic.	Students will sketchnote a journal entry about a time that they have been sick and needed medicine for that illness. We will share the thoughts with each other to get us thinking about the types of medicines we have taken, and if any of us have taken an antibiotic. We will go over the definition of this word.	Journal entry	Sketchnoting provides accommodations within itself, allowing drawing, writing, doodling, etc.
Day 2One (48 minute block)TED Talk Maryn McKenna “What do we do when antibiotics don’t work anymore”	1.Students will begin class today with a vocabulary review, and sketchnoting. They will write the word and then draw a picture on each of the squares of the poster provided. We will allow students to work for 20 minutes and continue on another day. 2. Students will watch the TED talk. Topics covered include: antibiotic development their function/implementation, and the reasons for future antibiotic resistance, which will lead to SUPERBUGS.	1. Students will view the TED Talk and we will pause for questions as we view.2. Exit Ticket- Students will complete the exit ticket on Google Forms. They will access the form using a QR code on the iPads from the library.	1. The (teacher/LMS) will monitor student discussion.2. Students will complete Exit slips at the end of the class based on the video. 3. The (teacher/LMS) will check exit tickets to monitor progress to see if certain areas of the video are confusing.	1. The (teacher/LMS) will provide a list of defined vocabulary for the students. 2. Scaffolded Questions through Google Forms3.Transcript of video
Day 3Stop the Spread of Superbugs	1. Students will be introduced to the structure of how a science research article is written. 2. Students will use the knowledge from the TED talk that was viewed yesterday to read through the first section of the article. 3. Students will learn about the ways antibiotics work.	5 min to review the video from yesterday.Students will break into small groups with an adult for reading. We will sketchnote to annotate as we read through the article, paying attention to particular vocabulary.Students will complete the exit ticket at the end, which will be their sketchnotes for the day.	Each adult in the group will monitor the group as they highlight and annotate the article using sketchnoting.	We divided the article up into 3 sections, to present it in smaller chunks for our class. Each day the students will get the portion of the article to read, they will annotate using sketchnoting, and then they will answer an exit ticket on the iPad to show understanding of the reading assignment.
Day 4Stop the Spread of Superbugs	1. We will continue with the reading of the article today. Part 2 with sketchnoting for annotating and the exit slip at the end.	We will begin class by going over the sketchnotes from the previous day. This will help to remind us of what we have read in the article. We will continue to read the article, and continue with our sketchnotes. We will pay particular attention to vocabulary. 3. We will end class with passing in out completed sketchnotes from the article.	Each adult in the group will monitor the group as they highlight and annotate the article using sketchnoting.	We divided the article up into 3 sections, to present it in smaller chunks for our class. Each day the students will get the portion of the article to read, they will annotate using sketchnoting, and then they will answer an exit ticket on the iPad to show understanding of the reading assignment.
Day 5PracticingQuestioning/Inquiry	Banana Activity	Inquiry refresherStudents will be shown a banana and a bucket of water and made predictions as to what will happen when the banana is put into the bucket of water.	Sketchnotes will be looked at by teacher for inquiry and to see if the student completed the activity.	Using notes for sketchnoting and saving into google drive
Day 6Lab	Students will further their understanding of how bacteria become antibiotic resistance through the sharing of genetic material	Students will watch an interactive on how bacteria conjugate, and spread bacterial resistance. We will also go over the lab activity for student, making sure each student understands their tasks.	Student sketches and questions	Conjugation Interactive
Day 7Lab continued	Students will perform the lab activity.	Students will work on the lab today. When finished, students will complete the lab activity sheet, their questions.	Data Collection Sheets	Vocabulary sheetsLarger fontMore white space for questions
Day 8	Students will be using all of the tools they have received during the unit-reading, sketchnotes, lab data, vocabulary, etc and brainstorming “I Wonder” statements to be able to put together for their PSA end product.	Students will use large easel paper to brainstorm ideas. They can write or sketchnote their wonders. The expectation is that each student will write three wonder statements. From these statements, each student will formulate their final project.	Brainstorming sheets, portfolio containing all items that have been collected during unit(sketchnotes, lab, vocabulary, etc.)	Students will have access to all of their items from which to make their wonder statements. Adults will be available to assist students as needed.
Day 9	Students will find answers to the questions they generated using the links provided on this Superbugs_Inquiry sheet.	Students will use iPads to research their questions.	Each student will provide a shared copy of the Superbugs Inquiry Sheet	Assist students with reading, processing, and comprehending the articles that they use on the “Superbugs Inquiry Sheet”.
Day 10	Students will create a Sketchnote using their answers found on the Superbugs_Inquiry sheet.	Students will have 1 hour to produce a sketch.	Finished Sketchnote is the summative assignment.	Assist students with generating and creating images for their Sketchnote.

Part XII: Attachment of Student Work Examples

Presentation

Part XIII: Teacher and Librarian Reflection on the Implementation of the Unit

Project Reflection

Ideas for Readings/Activities

These were given to students to do some of their research.

https://www-tc.pbs.org/wgbh/nova/education/activities/pdf/0303_04_nsn_01.pdf lab

http://www.pbs.org/wgbh/nova/education/activities/0303_04_nsn.html

https://www.cdc.gov/getsmart/community/materials-references/print-materials/everyone/viruses-bacteria-chart.pdf

https://www.cdc.gov/getsmart/week/downloads/antibiotic-resistance-the-global-threat.pdf

https://www.cdc.gov/getsmart/week/downloads/gsw-factsheet-global.pdf

http://mi-marr.org/PDF/HS-curriculum/H.S.BiologyCurriculumModII.pdf

https://newsinhealth.nih.gov/issue/feb2014/feature1

http://www.pbs.org/wgbh/frontline/article/eight-ways-to-protect-yourself-from-superbugs/

h ttp://www.scq.ubc.ca/attack-of-the-superbugs-antibiotic-resistance/

http://www.pbs.org/wgbh/nova/evolution/arms-race-superbug.html

Interactive timeline of resistance

http://www.pbs.org/wgbh/nova/body/killer-microbe.html

video-Iraqibacter-this is a must!!!!!!

http://www.hhmi.org/biointeractive/bacterial-conjugation

Interactive on how bacteria conjugate

https://www.fda.gov/ForConsumers/ConsumerUpdates/ucm092810.htm

Contains a youtube video-so would have to watch as a class or byod

Interesting game where kids have to decide which antibiotic to treat patient with to cure...will require teaching first.

http://www.bbsrc.ac.uk/documents/darwin-2009-activities-pdf/#page=5

Demonstration of how adaption takes place over time peppered moth

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4562685/

https://www.cdc.gov/getsmart/week/downloads/gsw-factsheet-global.pdf

Nanobots in biology

Licensed by ISKME CC-BY 2016

Institute for the Study of Knowledge Management in Education

UNIT TEMPLATE: Text-Based STEM Inquiry

This template provides an approach for creating a science investigation that includes reading-focused inquiry to build student science literacy skills. The template was created to support library media specialists and STEM teacher cohorts in the School Librarians Advancing STEM Learning project, led by the Institute for the Study of Knowledge Management (ISKME) in partnership with Granite State University, New Hampshire, and funded by the Institute for Museum and Library Services (IMLS).

Part I: Unit Title: Superbugs (How Did Antibacterial Resistance Evolve?) Superbugs, Why Should I Worry?

Part II: Background on LMS and Science Teacher relationship: This lesson was created by Library Media Specialist [Jessica Payeur] and [Biology teacher Mary Sohm] and Technology Integrationist [Karen Desjadon]. Jessica’s strengths are the curation of resources and science content knowledge, as she was a science teacher before becoming a librarian. Mary’s strengths are science content knowledge, as well as differentiating instruction from years of training and implementation in the classroom. Karen’s strengths are the identifying text-based inquiry, curation of resources and technology integration.

Using inquiry-based reading, students will explore the anchor text Stop the Spread of Superbugs and then develop their own essential and supporting questions to guide their inquiry.

Over the course of the unit, students will explore a variety of texts and grow in their knowledge of superbugs and and their evolution over time. They will use informational text, video, lab activities and infographics to support their inquiry and research.

Part IV: Standards

RST.9-10.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
RST.9-10.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem
HS-LS1-4. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
NGSS Crosscutting Concepts Systems and System Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy , matter, and information flows— within and between systems at different scales. (HS-LS1-4)

Part V: Unit Essential Question

Why do I need to worry about Superbugs?

Part VI: Goals for Using Inquiry: The goal for using inquiry in this unit is to have students examine an anchor text, develop their own supporting research questions around superbugs and antibiotic resistance, select their own additional resources to use, and determine their own solution to why antibiotic resistance evolved. The science teacher and the media library specialist have selected an anchor text about superbugs and provided support for students additional texts that support the idea of antibiotic resistance and the evolution of superbugs.

The goal for using inquiry in this unit is to have students examine the anchor text as an open invitation to inquiry about superbugs. Using the anchor text ,Stop the Spread of Superbugs, as the base and 1-2 supplements about antibiotic resistance. Students will develop their own set of inquiry questions (ex: “I wonder…”) for a culminating activity on stopping the spread of superbugs. Students will narrow down their inquiry questions to one specific, targeted question that they seek to answer through the culminating activity. The final project will be a project using sketchnoting about superbugs and awareness of antibiotic resistance driven by student inquiry.