Set-up Directions:
Two different options are presented for this portion of the lesson. They have the same aim, but are structured slightly differently. One is described as Activity One, and one as Activity Two. A class should do one OR the other.
For both versions each group of students will need access to a computer with internet access, or articles (from websites) printed out by the teacher. They will also need PowerPoint, or materials to make a poster or oral presentation (this can be teacher or student choice). It will be a time saver if the websites you want students to visit are bookmarked.
For Activity One: Each group of students will need a RESEARCH SHEET and the PRESENTATION RUBRIC for development and evaluaion of their presentation
Each student will need the SUMMARY SHEET.
For Activity Two: Each group of students will need RESEARCH OUTLINE.
Each student will need RESISTING ANTIBIOTICS INVESTIGATION, REFLECTION and about 5 copies of GRADING RUBRIC.
The class will also need a number articles printed out, put in folders, and numbered.
Teacher Presentation & Motivation:
In this part of the lesson students willl investigate selection pressures that may contribute to the development of antilbiotic resistance, and explore the consequences of reducing those pressures.On the first day(s) students will do research, and on the last day the students will present their findings to the class in a PowerPoint presentation, poster, or skit. The three areas to research are: antibiotic overuse in health care, antibiotic use in animal feed, and antibacterial use in soaps and other household items Students can select one of these topics (making sure that each is covered) or they can be assigned by the teacher (in Activity 2 the students choose), The method of presentation can likewise be determined by the students or by the teacher.
If, after doing their ressearch, students feel that levels of antibiotic/antibacterial use should be maintained that could be the focus of their presentation. If they feel it should be reduced, that could be their focus. They can also take a neutral stance, explaining each position. Two groups arriving at different conclusions can provide a good opportunity to discuss what constitutes good data, understanding bias in data sources, and potential differences in data interpretation. Bias is addressed directly in Activity 2.
The students should be introduced to the difference between and antibiotic and an antibacterial. An antibiotic is a naturally occuring substance that kills or prevents multiplication of bacteria; many are now man-made, but the original antibiotics came mostly from fungi. Antibiotics, by definition, do not harm the host and so are useful for treating infections. Antibacterials kill or prevent multiplication of bacteria on the external surfaces of the body, but cannot be ingested like antibiotics can.. At the end of the lesson this distinction can be reviewed by the groups that investigated consumer products.
Hopefully the previous day's lesson will spark interest in this topic, and students will be eager to know how they can help prevent rapid development of antibiotic resistance. For some students the animal feed topic will be least relevant to their immediate lives. The relevance of this can be demonstrated by showing the students organic milk, egg, chicken, beef, etc. wrappers that say "no antibiotics in feed" . This topic will help them decide if this is an importatnt label to look for when purchasing food.
Activity 1 - Research
Students will research their assigned topic using the internet sites provided and present their findings to the class. They will use the RESEARCH SHEET as a guide to what they should include, and receive a copy of the PRESENTATION RUBRIC so they know exactly what is expected.
Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
For each topic students will use the websites to complete their research sheets on which they should detail:
What the problem is
Why it is a problem
What are the advantages and disadvantages of cutting back on this use
Their opinion and ideas for strategies to convince people to reduce (or maintain) current levels of use.
Some general websites:
Miracle Drugs vs. Superbugs
Microbes: What Doesn't Kill Them Makes Them Stronger
The Problem of Antibiotic Resistance
Websites specific to the topics:
antibiotics in animal feed
Antibiotics in Livestock and Poultry Feed
WHO:Farmers Should Cut Antibiotic Use
EU Bans Farm Use of Antibiotics
medical use of antibiotics
The Overuse of Antibiotics
CDC expands campaign against overuse of antibiotics
Using Antibiotics Sensibly
antibacterials in household soaps and cleansers
Study Washes Away Antibacterial Claims
FDA advisors say...
Antibacterial Cleaning Products and Drug Resistance
Antibacterial Products Play an Invaluable Role
Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
While gathering the information, the students will fill out the research sheet. They can decide if the use assigned them constitutes overuse and should be cut back, or if it is justified and the risk of creating antibiotic resistance is worth taking.
Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
Students will create a presentation in which they aim to educate the audience about their topic and present logical and scientific arguments to reduce (or maintain) current levels of antibiotic use. They are expected to explain the concerns about reducing (or maintaining) the level of antibiotic use. Students also will be expected to explain how antibiotic resistance is promoted by the use of antibiotics in the way they have researched.
While listening to the presentations of other groups, students can fill out the SUMMARY SHEET. They can include their own presentation information on it as well. By the end of all the presentations, they should have a good summary of the topic. This can be collected and used as an assessment if the teacher would like.
Activity 2 - Research--Plan B
Each student should receive a copy of RESISTING ANTIBIOTICS INVESTIGATION worksheet. The numbered folders with the print outs should be distributed around the room. Students will "speed research" They are given 3-5 minutes with a folder. They find which general category it fits into (Agriculture, Home,Personal, Medical) and write the source number. They then write direct statements taken from the article in the appropriate column (Pro or Con that use of antibiotic/antibacterial). After 3-5 minutes they switch and do the same with a different article. Each student should be able to review 7-10 articles in a 45 minute class period. Once finished with this "speed researching" students should get together with their group and decide which of the general categories they want to research further.
Going back to the sources they have looked at, and researching others (online if possible), students work on RESEARCH OUTLINE worksheet as a group. The students can also be given a copy of the POSTER GRADING RUBRIC at this point so they know what is expected.
In the process of completing the Research Outline, students should evaluate two of the articles they are using for bias. This is addressed in question 10 of the research outline. At some point while students are doing their research, a class discussion about what bias is, how to spot it and why there is bias in articles would be appropriate. Students should be able to cite examples from the resources they have used.
Finally, students work on the final poster, or presentation (the materials attached here are for a poster, but can be modified for a PowerPoint or other presentation type). Once all are completed, they are posted in a central location and each student gets 5 GRADING RUBRICS to complete on 5 different posters. In addition, each student should receive a REFLECTION to complete, grading themselves and the other members of their group. The Research Outline of each group can also be assessed by the teacher.
Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
Students will identify and describe the issues surrounding one use of antibiotics/antibacterials. In addition, they will look for bias in sources they examine.
Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
In completing the RESEARCH OUTLINE students will define key vocabulary, and write down 5 direct quotes from the sources of important points. They will also examine two sources for evidence of bias.
Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
Students will use the completed outline to create a poster or presentation. They will critically evaluate the work of their group, and that of others.
Wrap Up:
Once all groups have made their presentations, review the pros and cons of the limitations of each. This is a very good example of hard choices, but where good scientific data can really help make good decisions. Discuss with students how they can explain the issues to others. Bring the discussion back to evolution and review the process by which each of these factors will promote the evolution of resistant bacteria.