Title of Lesson: Antibiotic resistance

Source of Lesson: W.K. Kellogg Biological Station

Description of Concepts to be Taught (include a brief summary of why the lesson is important to
students):

Antibiotic resistance and plating bacteria. The lesson is important because antibiotic resistance is a huge
issue that has dire consequences on the future.

Louisiana Grade Level Expectations (GLE’s):

HS-LS4-2: Construct an explanation based on evidence that the process of evolution primarily results from four
factors:

1. The potential for a species to increase in number,

2. The heritable genetic variation of individuals in a species due to mutation and sexual reproduction,

3. Completion for limited resources,

4. The proliferation of those organisms that is better able to survive and reproduce in the environment.

HS-LS4-4: Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

Student Learning Objectives:

SWBAT state what antibiotic resistance is.

SWBAT know that antibiotic is a product of evolution.

SWBAT discuss the different types of antibiotics and their cellular targets.

SWBAT discuss the role humans played in antibiotic resistance.

SWBAT comprehend the next steps in dealing with antibiotic resistance as a public health concern.

SWBAT state where different bacteria are commonly found.

Safety Precautions: The agar plates must be sealed once they have been swabbed.

Advanced Preparations: Materials for all activities must be gathered and the assessments and
worksheets must be printed.
Lesson Plan for Week 1, Day 5
ENGAGEMENT Approximate Time:
5 minutes
What the Teacher Will Do Eliciting Questions and What the Students
Student Responses Will Do

Day 1: The teacher will walk around
the classroom answering any
questions the students may have.
The teacher will use popsicle sticks
with the students names on it in order
to call on students to give the
teachers answers.
Questions from pre-assessment Day 1: The students
quiz: What is antibiotic will complete a pre-
resistance? A person’s assessment quiz.
resistance to medicine
prescribed by a doctor.
How did antibiotic resistance
come to be? Humans have
taken too many antibiotics.
What is one type of bacteria you
know? E. coli etc.

TRANSITION
Students will start thinking about what antibiotic resistance is as they set up the explore activity.

EXPLORATION Approximate Time:

15 minutes
What the Teacher Will Do Eliciting Questions and What the Students
Student Responses Will Do

The teacher will pass out a See attached worksheet labeled The students will
ziploc bag of m&m’s, a ziploc bag of “m&m and marshmallow activity complete the m&m
marshmallows to each group, and a worksheet” and marshmallow
worksheet for the activity. activity. They will
also complete the
questions on the
worksheet.
The teacher will lead the students in
completing the activity.

TRANSITION
The students will get ready to listen to a powerpoint presentation given by the teachers.

EXPLANATION Approximate Time:

15 minutes
What the Teacher Will Do Eliciting Questions and What the Students
Student Responses Will Do

Day 1: The teacher will hand out the See attached worksheet labeled The students will use
“guided notes worksheet” to the “guided notes worksheet” the internet
students and instruct them to use the (google) to fill in the
internet to fill in the blanks with the blanks of the “guided
answers they find. The student will notes worksheet.”
have ONLY 15 minutes to find the
answers to the questions. Even if not
all of the groups have finished their
worksheet completely, the teacher
will move on to the elaboration in
order to ensure all the students have
the correct answers and understand
why those answers are correct.
The teacher will walk around
answering any questions the
students may have.
TRANSITION
The students will get ready to give their answers to the guided worksheet.

ELABORATION Approximate Time:

10 minutes
What the Teacher Will Do Eliciting Questions and What the Students
Student Responses Will Do
Day 1: The teacher will pull up a See attached powerpoint The students will
powerpoint with the “guided notes labeled “guided notes answer the question
worksheet” questions and answer powerpoint” when the teacher
blanks. calls on them.
The teacher will call on students The students will
using popsicle follow along with their
sticks with their names on it to give worksheet and
their answer to one of the question correct any of the
from the “guided notes answer they missed.
worksheet.”The teacher will then
type the answer into the powerpoint
if it is correct. If the answer is
incorrect, the teacher will try to lead
them to the correct answer.
Finally, the teacher will go over how The students will
to plate bacteria and then how to listen to the lecture
streak bacteria on an agar plate. on plating bacteria.
TRANSITION

The teacher will hand out the agar plates.

EVALUATION Approximate Time:

5 minutes
What the Teacher Will Do Eliciting Questions and What the Students
Student Responses Will Do
The teacher will pass out new agar
plates that have different antibiotics
in them.
The teacher will then tell the
students to plate their bacteria on
the different agar plates.
What are the steps for plating
bacteria? Label the plate; swab
the sample with a loop, and
then spread the loop in a zigzag
motion onto the agar plate.
The students will
show their
understanding of how
to plate bacteria by
actually plating their
own bacteria.
M&M and Marshmallow Activity Worksheet
Name: ________________________________________________
Date: ________________________
Partner: ____________________________________

How do bacteria gain resistance to antibiotics?

Tuesday morning you wake up with a mild sore throat, but you figure it will probably be better in a
few days. Unfortunately, you end up staying up really late the next few nights studying for a test
and you wake up feeling very sick the morning of the test. You stay home for the day, but you agree
to go to the doctor.

1. The doctor prescribes you an antibiotic. This leads you to conclude that
____________________________ are causing you to feel sick?

2. What is an example of a sickness that an antibiotic would not help?

3. Can you ever think of a time when you had to take antibiotics? Does it make sense why your doctor
prescribed you antibiotics?

On the way home from the doctor you pick up your prescription from the pharmacy and
immediately take the recommended dose. Now let’s think about what is happening in your body
after taking the antibiotic.

Materials:Toothpick, mini-marshmallows, M&Ms, stop watch or phone, paper.

The mini-marshmallows represent the bacteria that are causing you to feel sick. Start by putting 25
marshmallows on the paper.

4. The toothpick represents the antibiotic your doctor prescribed. Name your toothpick after an antibiotic
_________________________________________.

You now have 5 seconds to pick up as many marshmallows as possible using the toothpick (i.e. kill as
many bacteria as possible). But before you begin list two ways that antibiotics kill bacteria?

5.

6.

Dose 1: Now start the clock for 5 seconds (one person time and one person use the toothpick) GO!

How many marshmallows were you able to grab in 5 seconds? This is representative of how many
harmful bacteria are still alive in your body. Record your results in the table below.

Certain bacteria may not have been killed by the antibiotic because the dose was not strong enough
or because they are resistant to the antibiotic. Many bacteria are naturally resistant to bacteria
and others develop resistance through beneficial mutations that prevent the antibiotic from
working. To represent mutated bacteria, take one marshmallow away and replace it with an
M&M. Then to represent binary fission (asexual reproduction), double the number of
marshmallows and M&Ms!

Dose 2: Now it is time for the second dose of antibiotics. This time the antibiotic is stronger and you will
have 10 seconds to pick up as many marshmallows and M&Ms as possible with the toothpick.
Switch off who was timing. Set the clock for 10 seconds. GO!

Record below how many marshmallows and M&Ms are still in the population. If there are no M&Ms at
the end of a dose, a new mutation will arise and you should add one M&M. Now double the number of
marshmallows and M&Ms.

Dose 3: Apply a third dose of antibiotics that is the strongest yet. This time you have 15 seconds to pick
up marshmallows and M&Ms with the toothpick.

Record how many marshmallows and M&M’s are left in the population after the third dose of
antibiotics? You can keep going for 3 more doses, but do not extend the time limit any longer as you are
already taking the strongest legal dose of antibiotics.

Marshmallows M&M’s
Finish Start Finish
Start

Dose 1 25 -- --

Dose 2 2

Dose 3

Dose 4

Dose 5

Dose 6

Below graph the number of marshmallows and M&Ms at the end of each dose (before doubling). Before
you begin determine what to plot on the X and Y axes.

X axis: _______________________________________________________

Y axis: ________________________________________________________

Label which line in your plot represents non-resistant bacteria and resistant bacteria. Use this information
to answer the questions below. For the graph, focus only on how many bacteria are left at the finish of
each round.
7.What can you conclude about the influence of the antibiotic on the population of bacteria?

8.How effective will this same antibiotic be when prescribed to this patient again?

9.What is one human practice that increases the prevalence of antibiotic resistance?

10.Name one medical treatment that will result in a lower human survival rate if antibiotics cannot kill
harmful bacteria anymore?

11.What is one way we can work to prevent antibiotic resistance?

 Guided-Notes Worksheet

Name:_______________________________________

Directions: Fill in the blanks/Answer the questions with the correct term or definition. Terms and
definitions could include a type of bacteria, a type of antibiotic, scientist name or important date.
1. Bacteria must _____________ with each other to survive.
2. One bacterial defense is to secrete ______________.
3. _________________ are these same toxins produced in mass quantities to kill bacteria that harm
mammalian cells.
4. The first antibiotic was discovered by _____________________________ in the year __________.
5. The scientist that discovered the first antibiotic noticed that the fungus _______________ killed
disease causing bacteria.
6. Antibiotics target _______________.
7. What is the zone of inhibition?
_____________________________________________________________________________________
___________________________________________________________
8. ______________________ is the process by which bacteria become resistant to antibiotics.
9. Humans can have allergic reactions to _______________, but cannot become _________ to
_____________.
10. In 1941, ______________ was given to the first patient.
11. In 1942, penicillin ______________ was reported.
12. In 1956, the antibiotic ____________ was introduced.
13. In 1960, the antibiotic ____________ was introduced.
14. In 1962 methicillin ____________ was reported.
15. In 1992, _______ ________ gains vancomycin-resistant gene from __________ ___________.
16. In 1997, partial _____________ resistance was reported.
17. In 1999, the antibiotic_______________________ was introduced.
18. In 2000, _______________________ resistance was reported.
19. In 2000, the antibiotic ------------------- was introduced.
20. In 2001, ___________ resistance was reported.
21. In 2002, full _____________ resistance was reported.
22. In 2003, the antibiotic ______________ was introduced.
23. In 2005, ____________ resistance was reported.
24. In 2005, the antibiotic ____________ was reported.
25. Penicillins and Cephalosporins work as an antibiotic by preventing bacteria from making
______ _______.
26. Sulfonamides work as an antibiotic by inhibiting _______ ________.
27. Fluorquinolones work as an antibiotic by inhibiting ______ ___________.
28. Tetracyclines, Aminoglycosides, and Macrolides work as antibiotic by inhibiting
______ ____________.
29. What are four common uses for antibiotics?
_______________________________________________________________________
30. What are two ways antibiotics are overused?
_______________________________________________________________________
31. How does antibiotic resistance arise?
______________________________________________________________________
32. Antibiotic resistance is an _____________ process.
33. The four mechanisms of evolutionary change are ______________, ________________,
____________________, and ___________________.
34. Antibiotic resistance is a crisis because an ___________ in resistant organisms + a ____________
number of new antimicrobial drugs = a problematic scenario.
35. Currently, there are _____________ new cases of drug-resistant tuberculosis annually.
36. The Davos Declaration states four things: _____________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________
37. _________________ is a new class of antibiotics that was shown to kill Staphylococcus aureus and
Mycobacterium tuberculosis without the bacteria developing a resistance to the antibiotic.
38. The answer to question 37 works as an antibiotic by binding to __________ that build the cell wall.
 Entrance/Exit Ticket
1. What is antibiotic resistance?

2. How did antibiotic resistance come to be?

3. What is one type of bacteria you know?