TITLE of LESSON
Immune system – Structure and life style of bacteria
LANGUAGE
German and English
DESCRIPTION OF LESSON
KEYWORDS
immune system, immun response, bacteria cell, pathogen, bacteria life style, reproduction (bacteria), multiplying
(bacteria), propagation (bacteria), growth (bacteria), exponential growth (bacteria) DNA (bacteria), pili, flagellum
BRIEF OVERVIEW OF
LESSON CONTENT
Bacteria are one sort of pathogenes. Students work out the structure/histology of bacteria as well as their life
style (life cycle). The goal is to identify the bacterial metabolism as cause of a disease, not the bacterial intention.
SUBJECT COVERAGE
Secondary Science
CURRICULUM
see “Unit of work”
LEARNING OBJECTIVES
Learners …
 explore the typical structure of a bacteria cell (structure knowledge, mental modelling, cognitive load)
 study the exponential growth of bacteria and the dependence of time and temperature (cognitive flexibility).
For advanced learners, a link to the mathematical modelling is possible (cognitive flexibility, see also MathFlyer
on Shodor.org)
MATERIALS REQUIRED
 Interactive Whiteboard (alternatively beamer or tablets)
 For less able pupils a real 3D model of a bacteria cell
 Print-out with fotos of various bacteria shapes (or reference of pages in school book
(example: http://klettbib.livebook.de/978-3-12-068470-1/ > page 199, 200)
 a chess board and a package of normal rice to reply the Persian fairytale
DURATION
2 x 45 min
TARGET AUDIENCE
Secondary School (in Germany: Realschule, Gymnasium)
AGE RANGE
14 – 16
CONNECTION
Lesson 2 of 8 in this Unit of work “Immune System”
ASPECTS FOR
COLLABORATION
While exploring the bacteria cell and life style, in-class collaboration throughout all activities of prediction,
investigation, recording of results (on IWB) and discussion.
REQUIRED KNOWLEDGE
Basic knowledge about structure of a cell
EDUCATIONAL DESCRIPTION OF LEARNING ACTIVITY / ACTIVITIES
SUGGESTIONS FOR USE IN THE CLASSROOM
1
ACTIVITY
DESCRIPTION
METHODOLOGY
KEY QUESTIONS FOR
SCAFFOLDING
Structure of a bacteria cell
Pupils explore the bacteria cell by
their own (or in small groups) on a
tablet or desktop computer.
Using a micro-module of type
“picture information” pupils
transfer the texts (technical term
and explanation) into their own
exercise books (mental
modelling).
A real synthetic 3D model of a
bacteria cell may help less able
pupils to “grasp” bacterial
structures.
In addition a foto album could
overview the various shapes of
bacteria cells (print-outs or pages
of school book)
Predictions, what causes disease
– structure or “behaviour” of the
bacteria – can be recorded on
IWB
Teachers moderates classroom
activity and records predictions on
IWB
What are the main structures of a
bacteria cell? What is the specific
function of the structure?
Teacher focuses dialogue on the
understanding, that the bacterial
metabolism causes disease.
What is the difference between
bacteria cell and plant cell and / or
animal cell?
What causes illness: A specific
structure of the bacteria cell or a
specific “behaviour”?
LEARNING OBJECT/S
The interactive picture information
“modell of a bacteria cell” explores
the characteristic features of a
bacteria
[STRG]+Click on preview to
navigate to online version
In first level of information, it shows
technical terms. The second level the
explanation. Pupils are able to
assume the function of a structure
and – in a second step - verify (or
falsify) their assumption.
Interactive 3D model of
bacteria cell:
http://www.youtube.com/watch?v=bY
CUxIhDOOs
ACTIVITY
DESCRIPTION
METHODOLOGY
KEY QUESTIONS FOR
SCAFFOLDING
2
Lifestyle of bacteria
Pupils work in small groups are
trying to investige the exponential
growth of a bacteria population.
Using a simulation (or step by
step animation) pupils are able to
change time period and the
temperature of bacterial
environment.
Simulation output is a picture (see
illustration) and a graphical curve
(cognitive flexibility > supplantation)
For advanced pupils a
mathematical modelling is
possible.
Besides the virtual simulation
pupils can experience a “real”
simulation by replaying the
Persian fairytale “chessboard and
rice corn). Pupils here should
estimate how many doubling
steps are needed to cover the
whole chess board and predict
whether one package of rice is
enough to do so.
Inquiry based pupils activity, using
simulation to predict, talk and
discuss bacterial propagation.
What is the regularity of bacterial
growth? Is it just a linear growing
or an exponential growing?
What are the effects of time and
temperature on bacterial growth?
Can bacterial growth be limited?
3
QUESTIONS FOR WHOLE CLASS DISCUSSION FOLLOWING LEARNING ACTIVITIES:
> See “Key Questioning for scaffolding”
LEARNING OBJECT/S
ASSESSMENT METHODS
Documentation in pupils exercise book (structure of bacteria)
Teacher questioning
Recorded teacher observation on IWB
DIFFERENTIATION
A plastic 3D model to “grasp” and understand the bacterial structure
Replaying the fairytale “chessboard and rice corn”
Mathematical model for gifted pupils.
CREATOR
Steffen Schaal, Toni Cramer
RIGHTS
Creative Commons 3.0 (or use only, if resource from Klett Verlag)
ANNOTATION USER
ANNOTATION DESCRIPTION