Lesson 1: Virology lab
Objectives:
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1.
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Demonstrate how infectious diseases are transmitted from human to human contact
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Essential Question: How are infectious diseases spread from individual to individual
Materials:
Plastic cups (1 per student)
Calgon water softener or NaOH
Phenolphthalein pH indicator
Droppers
Index Cards
Procedure:
Teacher Procedure-
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1.
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Prepare the basic solution of NaOH or Calgon water softener by mixing it with water, creating a 1/8 diluted solution.
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2.
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In each of the student's cups, pour 10 mL of the basic solution into one plastic cup.
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3.
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In the remaining plastic cups, place 10mL of water.
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4.
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Pass cups to students in the classroom with one index card.
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Student procedure-
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1.
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Each student is responsible for finding three different students in the classroom to share fluids.
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2.
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The student must use the dropper to remove some of their liquid in the cup and pour into the other person's cup. The partner must do the same thing. The person that receives fluid must write the name of whom they received the fluid from.
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3.
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Once the student has swapped fluids with three classmates, the teacher will use the pH indicator to determine who is infected with an infectious disease. Students with a color change of pink are positive for the infection.
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Post activity:
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1.
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List the students infect and uninfected.
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2.
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Determine the ratios of the infected and uninfected individuals.
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3.
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Using a map, solve for the individual who was originally infected.
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4.
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Discuss the method in which disease are transmitted.
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5.
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Discuss the ways that the human body might protect itself against a pathogen.
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6.
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Describe any errors in the transmission process.
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7.
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Identify the variables that should have been controlled in the experiment.
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Lesson 2: Timeline of important scientists
Objectives:
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1.
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Recognize the scientists who've contributed to the field of microbiology and evolutionary biology
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Essential question: How have scientists contributed to the field of microbiology and evolutionary biology?
Materials:
Computer (internet)
Library
Organizational guide to research (Optional)
Grading rubric
Procedures:
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1.
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Using list of scientists provided, students will select a scientist who has contributed to the field of microbiology and/or evolutionary biology .
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2.
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Students will research their scientist by identifying the following:
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a.
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Date of birth
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b.
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Place of birth
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c.
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Schooling
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d.
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Life as a student
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e.
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Life as a researcher
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f.
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Discussion of scientist's research
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g.
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Evaluation of how the scientist contributed to the field of biology
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h.
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Portrait of the scientist
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3.
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Students will create a poster on the scientist providing all the information mentioned in step 2. Teacher may modify the list accordingly.
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Post activity:
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1.
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Students will present in class their posters and hang the posters in the classroom by date of discover/research.
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2.
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Students will write a response on:
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a.
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What it means to be a scientist?
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b.
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How to think like a scientist?
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c.
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Why is science important? What has been learned from the project?
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Lesson 3: Bacteria Inhibition lab
Objectives:
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1.
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Observe the growth of bacteria populations and the factors that inhibit the growth of bacteria including antibiotics
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Essential question: How do bacteria grow? How can we inhibit the growth of bacteria using natural substances?
Materials:
E.Coli K12
Petri dishes with agar
Antibiotic disk
Spices (ex. Cinnamon, garlic, red pepper)
Incubator
Q tips
Procedure:
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1.
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Students will use the Qtip to swab Petri dishes with E.Coli K12 (total of two dishes). Note: Students must wear all safety materials before performing lab which includes apron, gloves, and goggles.
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2.
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On the bottom of the petri dish with the agar, using a marker, divide the petri dish into two or three separate but equal sections.
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3.
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In one section, place one antibiotic disk.
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4.
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In the second and third section, choose a spice to place on top of the agar.
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5.
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Leave one section without any spices or antibiotics (control group).
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6.
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Let the dishes sit in the incubator for 24 hours.
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7.
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Measure the ring around the placement of the spices and antibiotic called the zone of inhibition- area where bacteria did not grow.
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Post activity:
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1.
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Student lab report to demonstrate the proficiency in the steps of the scientific method
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2.
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Discussion on what was observed and learned within the lab:
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a.
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Discuss procedural process and observation of petri dishes after incubation.
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b.
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Best spice for inhibiting bacteria growth
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c.
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Worst spice for inhibiting bacteria growth
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d.
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Compare antibiotic use to spices.
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e.
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Connect the lab to real world -How could this lab be beneficial and applicable in real life situations?
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Lesson 4: Debate on medicinal treatment of patients suffering from infectious diseases
Objectives:
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1.
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Evaluate the use of medicine (antibiotics, vaccines, and prescription drugs) as treatment options for patients.
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Essential Question: How does evolution play a role in the medical treatment of patients with infectious diseases?
Materials:
Classroom divided into two sections for a debate or roundtable discussion
Procedure:
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1.
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Teacher will prepare classroom for debate/ discussion.
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2.
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Teacher will organize students into groups of students who agree with medical treatment and those who oppose medical treatment.
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3.
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Teacher will read the rules of the debate that allows each group to have equal time to defend their position. The teacher must create rules ahead of time that is specific towards the management of his/her classroom. Example rules include allowing each team adequate time for talking, each member in the team must speak, and students must use data and/or other forms of evidence to support their arguments.
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4.
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Teacher will list all of the essential questions on the board to help organize and facilitate the discussion.
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a.
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Is it possible to prevent becoming ill by a microbe?
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b.
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How often should prescription medicine be used to treat an illness?
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c.
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Should there be a universal healthcare to help those who are ill? And prevent others from becoming ill?
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d.
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Should doctors be required to have a background in evolutionary biology in order to accurately treat patients?
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Post activity:
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1.
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Post assessment on unit content and debate
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2.
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Essay: Personal response to the importance of Darwinian medicine when treating ill patients
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