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LESSON PLAN TEMPLATE 5 SECONDARY

Year Level: 10

Date: Wednesday June 10th

Time: 11.30 am 12.20 pm

Period/Lesson: 4

Topic: E. Coli streaking and antibiotic resistance

Length: 50 minutes

What do the learners already know, do and value?


The students have already learnt aseptic technique and how to use an inoculating loop to transfer and streak a culture of E. Coli to a fresh agar plate. They understand that microorganisms can develop resistance to antibiotics.
Where do the learners need and want to be?
The learners need to understand that antibiotics can develop resistance to bacteria and formulate a hypothesis about the outcome of the experiment (declarative). They need to use correct aseptic technique to apply a culture
of E. Coli to a fresh agar plate and then apply antibiotic discs to the plate (procedural).
How do the learners best learn?
Piagets Discovery Learning: Students will learn about antibiotic resistance through this practical rather than verbally from the teacher. This method has been shown to help students construct more understandings.
Vygotskys Cooperative Learning: Students will work in small groups, with those more experienced helping their less experienced peers. It has been shown that in this situation both types of students benefit in achievement
and self-esteem, compared to if the teacher had assisted.
Curriculum Outcomes and Essential Learnings:
This lesson will demonstrate antibiotic resistance, and prepare the students for the techniques required in their summative practical for the unit.
Lesson Outcomes:
Students will be able to (know cognitive processes AND do demonstrate):
Use aseptic technique appropriately; transfer a culture of E. Coli to a fresh agar plate; apply antibiotic discs to streaked agar plate; formulate hypothesis about bacterial growth zone; analyse E. Coli growth on plate; analyse
and measure the zone of bacterial inhibition; understand that bacteria can develop resistance to antibiotics.
Assessment of the outcomes: (How will I assess that students have achieved/demonstrated the outcomes?)

Verbal feedback during practical on aseptic technique

Verbal feedback on worksheet questions after completion (formative)

Students will perform summative practical of own design later in the unit
Productive Pedagogies: (How will productive pedagogies/ behaviour management be applied to / realised in the learning?)
Capture students attention quickly at beginning of lesson to dissuade chatting/distractions. Warn students of dangers of unwashed hands after using E. Coli and ensure they all wash their hands at the end of the practical
(verbally ask for confirmation). Move around room during practical work to ensure students stay focused and do not misuse practical equipment (particularly the Bunsen burners and matches). If students are misusing
equipment, give verbal warning first, then remove from responsibility over the equipment if behaviour continues. If students are becoming distracted by chatting/etc., give verbal encouragement to continue, then warning,
then separate groups if necessary (change partners).
Safety and Risk assessment: (prac lessons)
Ensure students wash hands thoroughly after using the E. Coli cultures. Ensure Bunsen burners are turned to safety flame when not in use. Benches should be thoroughly wiped down with ethanol before and after the
experiment.
Anticipatory Set: (How do I settle students/ prepare them for lesson/ encourage participation/ motivate?)
Greet in a positive manner as they enter the classroom; engage quickly with practical introduction/demonstration to try to prevent chatting starting which will delay lesson; relate back to previous practical where they learned
aseptic technique.
INTRODUCTORY PHASE:
Time:

5 mins

Teacher direction/ activity / instruction:

Settle students
Pass out practical worksheets
Re-explain aseptic technique
Demonstrate crosshatch pattern/use of
inoculation loop
Explain practical

Student activity / what students are doing:

Arrive in class, take seats


Giving confirmation they understood/are
confident with previous practical
Listening to explanation/demonstration

Check for understanding / key questions / manage


the learning:

Ask students for confirmation they


understand/are confident with previous
practical

Ask students for confirmation they are


happy with explanation/demonstration

Ask students if they have questions about


the practical

Resources:

Measuring the zone of bacterial inhibition


practical worksheets
Whiteboard and whiteboard markers

BODY OF LESSON:
Time:
30 mins

Teacher direction/ activity / instruction:

Student activity / what students are doing:

Move around room observing students practical work


Ensure students are staying on task and not misusing equipment
Ensure correct use of technique/laboratory practice
Encourage students to formulate hypothesis about results after incubation

Performing practical (Vygotskys


Cooperative Learning, Piagets
Discovery Learning)

Check for understanding / key questions /


manage the learning:

Relate to questions on practical


worksheet; get them thinking about a
hypothesis and what they might expect
to see on the plates after incubation
(hypothetico-deductive reasoning)

Ask students for real-world examples


(links to propositional thought)

Resources:

Check for understanding / key questions /


manage the learning:

Are students able to develop a logical


hypothesis? (hypothetico-deductive
reasoning)

Can they logically deduce expected


results? (propositional thought)

Resources:

Measuring the zone of


bacterial inhibition practical
worksheet
Practical equipment (inc. E.
Coli cultures)

CONSOLIDATION:
Time:

Teacher direction/ activity / instruction:

Student activity / what students are doing:

15 mins

Call for and supervise pack-up


Ensure all students wash hands and wipe down benches with ethanol
If time available, begin class discussion of hypothesis/expected results

Packing up
Washing hands
Formulating hypothesis/thinking about
expected results

Measuring the zone of


bacterial inhibition practical
worksheets
Hand wash
Whiteboard and whiteboard
markers

Finish / summing up / link to the next lesson:


Next lesson: analysing incubated plates and answering questions on practical worksheet.
Homework:
Think about hypothesis for zone of bacterial inhibition, and worksheet questions, ready for analysis.
Evaluation:
Student: Outcomes met / engaged / on task / learning

Did the students appear to understand the concepts?


How did the students perform in the practical was my demonstration/explanation clear and
understandable?
Were the students interested/engaged? Did they stay focussed during the practical?
Should all students choose their own practical partners? Did students stay focused on the task, or did
conversation wander? Was it as a result of not understanding the concepts, or lack of focus/distraction?

My teaching:

Strengths / Weaknesses / Changes

Was the behaviour of the students managed effectively?


Were the students interested/engaged in my teaching style?
Did the class settle easily/quickly at the beginning of the lesson, or do I need to engage them more
effectively?
Was the practical the best way to measure understanding? Did the students complete it in time/too
fast? Is it too hard/easy/boring?