Lesson Plan | Active Methodology | Monera Kingdom: Bacteria

Premises: This Active Lesson Plan assumes: a 100-minute class duration, prior student study both with the Book and the beginning of Project development, and that only one activity (among the three suggested) will be chosen to be carried out during the class, as each activity is designed to take up a large part of the available time.

Objective

Duration: (5 - 10 minutes)

Setting clear objectives is critical for outlining the learning journey for the lesson. By clearly stating what is expected from the learners, the teacher can guide their focus and ensure that prior knowledge is applied effectively. This section also aligns expectations, ensuring both teacher and learners share a common understanding of the desired outcomes.

Objective Utama:

1. Empower learners to grasp what bacteria are and identify their essential structural and metabolic traits.

2. Enable learners to recognise and describe key diseases caused by bacteria in humans, including symptoms, how they spread, and possible treatments.

Objective Tambahan:

1. Encourage critical thinking and the ability to relate theoretical knowledge to everyday situations.
2. Promote teamwork and communication skills during hands-on activities.

Introduction

Duration: (15 - 20 minutes)

The introduction is designed to engage learners and link previously covered topics to real-world situations and new challenges, using a flipped classroom approach. By presenting problem scenarios, learners are encouraged to apply their theoretical knowledge in practical contexts, setting the stage for a more profound and relevant learning experience. This contextualization aims to underline the relevance of bacteria not just in biology but also in everyday life and public health, thereby boosting learners' interest and understanding of the topic.

Problem-Based Situation

1. Imagine a team of researchers has stumbled upon a new bacterium in an untouched part of the Amazon. They've gathered samples and now need to check if this bacterium poses a threat to human health. How could they go about this assessment?

2. A respiratory disease outbreak, linked to an unknown bacterium, is spreading rapidly in a town. Local doctors need to identify the culprit to formulate an effective treatment. What methods could they employ to identify the responsible bacterium quickly?

Contextualization

Bacteria are incredibly varied and found everywhere in nature. They play vital roles in processes such as digestion, nutrient recycling, and food production. Many bacteria, however, are also pathogenic, leading to illnesses ranging from mild infections to serious conditions. For instance, the bacterium Streptococcus pyogenes can cause anything from a simple sore throat to severe rheumatic fever if not treated well. Understanding these complexities is crucial in appreciating the importance of bacteria in our world and their direct influence on human health.

Development

Duration: (70 - 75 minutes)

The development phase allows learners to apply their existing knowledge about bacteria in a practical and engaging way. By selecting one of the outlined activities, learners can work in teams, enhance their problem-solving and communication skills, and solidify their grasp of the subject. The activities are designed for learners to explore different dimensions of bacteria, from identifying and controlling diseases to visualising their structures and functions.

Activity Suggestions

It is recommended that only one of the suggested activities be carried out

Activity 1 - Investigating an Epidemic: The Mystery of the Contaminated City

> Duration: (60 - 70 minutes)

- Objective: Apply theoretical knowledge about bacteria in a hands-on, simulated environment, enhancing investigative and communication skills.

- Description: Learners will be divided into groups of no more than 5, with each group acting as a local medical team in a made-up town facing a bacterial respiratory disease outbreak. Their task will be to trace the epidemic's origin, identify the bacterium responsible, understand its mode of transmission, and suggest control and treatment strategies.

- Instructions:

• Review previously studied information about bacteria and their structural and metabolic features.

• Analyse the provided data about the fictional town, including health reports, environmental conditions, and demographics.

• Use the school laboratory to conduct basic microbiological tests on simulated samples from the town.

• Prepare a report detailing the identified bacterium, its mode of transmission, and treatment and preventive recommendations for the affected population.

• Share your findings and recommendations with the class, justifying each step of the investigative process.

Activity 2 - Microworld Builders: Bacteria Modelling

> Duration: (60 - 70 minutes)

- Objective: Visualise and comprehend the various structures of bacteria, reinforcing theoretical knowledge through a practical and creative task.

- Description: In this creative task, learners will make 3D models of bacteria using materials like modelling clay, toothpicks, and foam balls. The aim is to visually depict the different structures of bacteria and discuss their functions.

- Instructions:

• Form groups of up to 5 learners.

• Select a bacterium that has previously been studied to model (for instance, Escherichia coli).

• Conduct quick research on the structural characteristics of the chosen bacterium to ensure accurate modelling.

• Use modelling clay and other materials to construct a 3D model of the bacterium, highlighting key structures such as flagella, plasma membrane, and DNA.

• Present the model to the class, explaining each part and its function within the bacterium.

Activity 3 - Microbial Battle: The Disease Game

> Duration: (60 - 70 minutes)

- Objective: Interactively and dynamically understand the concepts of transmission and control of bacterial diseases, fostering teamwork and strategising.

- Description: Learners will partake in a board game designed by the teacher, where each team represents a type of bacterium with unique characteristics and modes of transmission. The goal is to 'infect' as many 'hosts' (other players) as possible while evading being 'treated' by the available 'medications' on the board.

- Instructions:

• Organise into groups of no more than 5 participants.

• Each group selects a type of bacterium to represent, each having different characteristics and modes of transmission.

• Adhere to the game’s rules to navigate your bacterium around the board, attempting to infect other groups while avoiding treatment.

• Use 'evolution' cards to alter your bacterium's characteristics during gameplay.

• Discuss the strategies employed and how the various characteristics of the bacteria influenced the game outcome.

Feedback

Duration: (15 - 20 minutes)

This phase aims to consolidate learners' learning, allowing them to reflect on their practical experiences and share their insights with their peers. The group discussion reinforces the understanding of the studied concepts and promotes communication and teamwork skills. This collective feedback also provides the teacher with a chance to evaluate how effective the activities were and how well the content was grasped by the learners.

Group Discussion

After completing the practical activities, gather all learners for a group discussion. Kick off the discussion by summarising the lesson objectives and asking how the activities contributed to achieving them. Encourage learners to share their most significant discoveries and how the activities impacted their understanding of bacteria and their implications for human health.

Key Questions

1. What were the biggest hurdles you encountered while investigating and modelling the bacteria, and how did you navigate them?

2. How do the characteristics of the bacteria observed in the activities correlate with disease spread in the real world?

3. What insights did you gain from the activities that can be applied to understanding and preventing infectious diseases?

Conclusion

Duration: (10 - 15 minutes)

The conclusion phase consolidates learners' understanding, merging both theoretical and practical knowledge gained throughout the lesson. This phase serves to reinforce the learners' grasp of the topic, linking learned information with practical applications and showcasing the relevance of studying bacteria to everyday life and careers. Additionally, it helps prepare learners for applying their knowledge in future real-world scenarios.

Summary

In conclusion, recap the key points covered about bacteria, their structures, functions, and the significant diseases they can cause in humans. Remind learners of the practical activities and highlight the discoveries and challenges encountered.

Theory Connection

Explain how the practical activities carried out in the classroom helped link the previously studied theory with real-world applications like investigating epidemics and modelling bacteria. Emphasise how this hands-on approach bolsters theoretical learning and equips learners for real-world scenarios they may face in biology and health fields.

Closing

Highlight how studying bacteria is crucial not only from a biological perspective but also for its importance in medical practice and public health, especially when it comes to controlling infectious diseases. Stress how understanding bacteria can help with prevention and treatment of diseases in day-to-day life.