Spark 101 Lesson Plan
Video Presentation Title: Researching Bacterial Virulence in Space
Unit of Instruction:
Microbiology & Inquiry Processes
Subject/Course: Pre-AP Biology
Standard(s):
Objective(s):
Pre-AP Biology
Students will:

B.2.E The student is expected to plan and implement descriptive,
comparative, and experimental investigations, formulating
testable hypotheses, and selecting equipment and technology.
 B.3.A The students is expected to in all fields of science, analyze,
evaluate, and critique scientific explanations by using empirical
evidence, logical reasoning, and experimental and observational
testing, including examining all sides of scientific evidence of
those scientific explanations, so as to encourage critical thinking
by students
 B.3.D The student is expected to evaluate impact of scientific
research on society and the environment
 B.4.A The student is expected to investigate and explain cellular
processes, including homeostasis, energy conversions, transport
of molecules, and synthesis of new molecules.
 B.6.D The student is expected to recognize that a gene expression
is a regulated process.
 B.11.B The student is expected to investigate and analyze how
organisms, populations, and communities respond to external
factors
Assessment/Demonstration of Learning:
1) Design of an experimental investigation which includes:
a) Valid research question and testable hypothesis
b) Correct choice of independent and dependent variables, a
control, and constants based on valid assumptions
c) Written or technologically-presented procedures, including
© 2014 Spark 101


Utilize scientific inquiry to explore the effect of microgravity on
pathogenicity and virulence of bacteria.
Debate the importance of the research on virulence of bacteria
in space in order to build a ‘big picture’ understanding of effect
of scientific inquiries on the course of humanity
Note: Teacher implements a project-based learning approach to help
students gain awareness of and insight in processes of inquiry, scientific
principles of gene expressions and their effect on subsequent
populations, and influence of scientific endeavors on a progress of
humanity beyond the realm of our existence on Earth.
Resources Needed:

Easel pads and markers to create a semantic/web map during
the brainstorming phase
o Access to www and printed materials organism and
population genetics, molecular biology
o Access to various ‘design’ applications such as Google
Developed by Julia Glowacki, Travis Middle School, Irving, Texas
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alternatives pathways (If this does not work, then change
…because…)
d) Construction of a prototype of the testing mechanism using
real or digital materials
2) Clear comparison and analysis of experimental designs proposed
by students and scientists, incorporating evidence of:
a) Understanding that gene expression in Salmonella
typhimurium (and in any other organism, including humans
immunological response) is a process regulated by
environmental agent, such as microgravity, radiation, lack or
presence of chemical agents in surrounding
b) Planning further inquiry on why/how homeostasis may be
factor in the response of humans and bacteria to
microgravity
c) Planning further inquiry on to what degree each of the
aforementioned factors plays a role in the change of the
population of Salmonella typhimurium



Sketch, Minecraft
Access to various ‘presentation’ applications such as Prezi,
Glogster, Google presentation, Animoto
Commonly available items of students’ choice
Access to the Lego Mindstorms for students who might want to
design a robot as an alternative to eliminating a human contact
with the pathogens onboard the ISS
3) Argumentation in the debate on whether the space flight research
in pathogenicity/virulence is worth federal investments,
incorporating evidence of:
a) Understanding the effect of scientific research on space
exploration and future of society
b) Understanding the effect of scientific research on predicting a
course of evolution
c) Understanding the connection between scientific research
and medical advancements
© 2014 Spark 101
Developed by Julia Glowacki, Travis Middle School, Irving, Texas
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Lesson Component
Activator
(Prior to showing the
video presentation)
Problem/Motivation
(Part I of video)
Problem Solving
Activity
(Describe process for
identifying possible
solution(s) to the problem
presented)
© 2014 Spark 101
Time Allotted
Time:
30 minutes
Time:
2-5 minutes
Time:
120-180 minutes
Grouping:
Independent
Pairs
Small groups (3-5)
Whole group
Teacher Procedure
Brainstorming: In groups, students discuss, and if necessary, research auxiliary
information to the question: Why do organisms, including humans, become sick? The
process of brainstorming should be visualized by creation of a semantic map/web in
order to narrow down subsequent focus to bacteria. It is crucial that students realize
prior to watching the video that pathogenicity is comprised of physical interactions
between an agent and a host, and that chemical response pathways of each of the
players involved are different. Pathogenicity leads to virulence once the pathogen
successfully enters a host system and begins to replicate.
Show this first segment of the video to your students, letting them know that they will
be working on solving the real-world problem after viewing.
In groups of 3-5, have students begin working on the experimental design by:
 Identifying a valid research questions
 Discussing and identifying valid assumptions associated with listed constrains
based on the research information gained during the Activator phase
 Clearly stating and justifying choices of independent and dependent variables, a
control, and constants reached on the premise of the assumptions
 Using an easel pad or technology to create a flow map of procedural steps,
including a brief reasoning behind a choice of each step. Alternative pathways
may be included at this point.
 Presenting the flow maps of the groups to other class members followed by
subsequent class discussion leading to a consensus on plausibly realistic and
Developed by Julia Glowacki, Travis Middle School, Irving, Texas
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workable designs
Creating the plausible prototypes/models of mechanisms presented in the
experimental design(s) accepted by the class.
Checks for Understanding
 Teacher monitoring students’ progress during the group work
 Final presentations
 Model design

Solving the Problem
(Part II of video)
Comparing Solutions
and Meaning
(Describe process for
identifying possible
solution(s) to the problem
presented)
Time:
2-5 minutes
Time:
60 minutes
Grouping:
Independent
Pairs
Small groups (3-5)
Whole group
Show this second segment of the video to your students, letting them know that they
will be comparing their solutions to the actual solution shared by the industry
professional(s).
In the small groups, have students compare and contrast the experimental design
proposed by them with the design presented by the scientist. In the steps leading to the
comparison, students should:
 Reach consensus on the most useful graphic organizer(s) to analyze and
compare the designs
 Provide reasons why each of the steps proposed by the scientists may be a
proper solution
 Critically analyze and discuss whether the steps proposed by students could be
utilized by the scientist, and how the students would logically convince the
scientist that their ideas may work as well
 Present analyses and proposals via a gallery walk. Each student may leave
constructive feedback/suggestions for improvement on their peers’ proposal.
Checks for Understanding
 Peer-assessment in form of feedbacks written on sticky notes on the gallery
walk displays
 Teacher verbal feedback presented to the groups
Future Impact and
Meaning
(Part III of video)
© 2014 Spark 101
Time:
2-5 minutes
Show this third and final segment of the video to your students, letting them know that
they will be reflecting on their thoughts related to pursing possible education pathways
and careers presented in the video.
Developed by Julia Glowacki, Travis Middle School, Irving, Texas
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Future Impact and
Meaning
(Have students reflect
on how solving the
problem might relate to current or
future goals)
Summarizer/Closure
Assessment (if applicable)
© 2014 Spark 101
Time:
_30__ minutes
Grouping:
Independent
Pairs
Small groups (3-5)
Whole group
Time:
30 minutes
After reflecting individually on the presentation by the scientists, have students
participate in a debate on whether the research on the virulence of bacteria in the space
flight should be federally funded. The debate should lead to the expansion of students’
awareness of importance of the current research into development of treatment of
diseases, genetic engineering of gene expression pathways, deep space exploration - for
which each shapes the future of humanity.
As an extension of the debate, students individually reflect on how they may help
scientific endeavors in a genuine letter/email written to a real scientist of their choice.
In their correspondence, the students also ask questions which interest them.
Checks for Understanding
 Teacher facilitates the debate and questions as needed
As an extension of the debate, students individually reflect on how they may help
scientific endeavors in a genuine letter/email written to a real scientist of their choice.
In their correspondence, the students also ask questions which interest them.
Debate
Assessment
Individually crafted
draft of thoughts
Beginning Debater
Developing Debater
Competent Debater
Insufficient or
irrelevant
information
Simple and basic
information; limited
critical thinking is
evident
Comprehension of
scientific concepts
No comprehension
is demonstrated
Construction of
meaning during
debate
Needs clarity and
focus; undeveloped
Attempts to construct
meaning, but
rambles; unclear
Information is
generally clear and
understandable
Oral presentation
Needs help to
present a point
Needs some help;
lacks fluency, eye
contact, or gestures
Prepared; good
gestures, and eye
contact; well paced
Critical thinking
evident; compares
and contrasts;
integrates topics
across time or
discipline
Response reflects a
Appropriate use of
beginning level of
details and
understanding of
vocabulary;
some
adequate
information/concepts understanding
Distinguished
Debater
Beyond expected
level; analyzes
multiple
perspectives and
issues; abstract
thinking
Precise vocabulary;
supportive ideas;
related concepts;
demonstrates
thorough
understanding
Cohesive;
meaningful; clearly
focused; in-depth
analysis
Exceptional; fluent;
mannerisms add to
a total effect
Developed by Julia Glowacki, Travis Middle School, Irving, Texas
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Additional Notes (if needed)
CK12 Connections (if available)
OpenStax Connections (if available)
Free video available at:
http://www.ck12.org/life-science/Prokaryotic-and-Eukaryotic-Cells-inLife-Science/rwa/Bacterial-ID/
Free video available at:
http://www.ck12.org/life-science/Bacteria-Nutrition-in-LifeScience/lecture/Bacteria/
© 2014 Spark 101
Developed by Julia Glowacki, Travis Middle School, Irving, Texas
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