PROJECT OVERVIEW Page 1 s1

PROJECT-BASED LEARNING (PBL) Planning Template

Name of Project: Let's Get Real About Bacteria Duration (hrs): 2 days- apx 2.5 hrs. plus lab reporting/ project time CTE Course: Health Science 1 Grade Level: 9-10 Academic Course(s): Biology/Marine Biology

Teachers: Tara Butler Pam Mannix

Project-Based Learning Components Project Idea: Each student will be asked to think about places within the school that they think are covered with bacteria. After Summary of the issue, developing a hypothesis, each student will be able to swab various surfaces throughout the school to grow bacteria challenge, investigation, on a nutrient-rich agar petri dish to test their hypotheses. Finally, students will submit three deliverables: 1. A scenario, or problem. bacteria type portfolio (group formative) that they will present to the class, 2. an individual lab report, and 3. a group creative public service announcement that can be distributed to the class, school, and greater community about the common areas bacteria can be found, and proper aseptic techniques to prevent the contraction and spread of a bacterial infection. Driving Question: Which surfaces in the school do you think are most covered with bacteria? The question that both What types of bacteria are on common surfaces? engages student attention Do some surfaces that one would think are high in bacteria actually low in bacteria? What about surfaces that are commonly believed to be “safe?” Are these and focuses their efforts. surfaces really free of dangerous bacteria? Anchor Event/Project Project Launch: each student will do a project on a specific type (species) of bacteria- ex. E. Coli. They will begin by doing research in the media center (both text Launch: book and online research), and they will have to present a project to the class about the common health issues that can arise by being infected. Introduction and/or back- ground information to set the stage and generate interest.

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Inquiry & Innovation: This project allows students to use logic in determining what surfaces will harbor the most bacteria. It allows students to see, and calculate, the amounts of bacteria Discuss how the project that are present on the agar growth solution. It also allows students to better understand why hand washing techniques are so important in the health science field, engages students in and allows them to really understand that dangerous bacteria grow in very common places; not just in areas where one would normally believe (ie: bathrooms, hospitals, doctor’s offices). innovative research and thought in each curriculum area. Process of Investigation: 1. Introduction and Team Planning: Develop student guidelines for each phase Students will be given a problem question: “What areas of the school contain the most bacteria?” and “How can we prevent bacterial infections of project. and insure aseptic conditions in the medical field?”

Project Calendar Student groups will be formed and each group will identify the place in the school where they think the most bacteria will be. They will use this P:roject Teaching & identification as their hypothesis for the lab report they will later write. Learning Guide

Project Management Log

2. Initial Research Phase - Gathering Information:

Students will use technology (computer, internet) and other media sources to research where bacteria tend to thrive. They will also be instructed to research what types of common bacteria are the most harmful.

3. Creation and Development of Initial Artifacts, Product(s), and/or Prototype(s):

Each group should develop a portfolio of “likely suspects”- a file folder with individual pages for each type of bacteria (no less than 5 types). The file should explain what the bacteria looks like, where it is most commonly found, and what possible consequences may arise if a human being contracts an infection from this type of bacteria. Large photographs (color) must also be included. This will be used as the first formative assessment for this project. The project should conclude with a page on proper hand washing techniques, and other useful information to prevent contracting and spreading of biotic infections.

4. Second Research Phase - Additional Information & Revision:

After the “Likely Suspects” portfolios are completed by each group, the students will then prepare the nutrient agar petri dishes by melting and pouring the agar, using aseptic techniques so as not to inoculate the dishes prematurely. Proper hand washing techniques must also be used, utilizing the GloGerm gel to ensure each student scrubs their hands to ensure aseptic conditions. Students will then be instructed proper gloving techniques, and then will be allowed to venture through the school for the place that they hypothesized would have the most bacteria. 5. Final Presentation Development:

Over a time period of about one week, students will check their petri dishes as a group. A journal must be kept with pictures/drawings of each day’s bacterial growth progressions, along with quantitative and qualitative observation notes. This will be included in the results/observation section of the final lab report. A D A P T E D F R O M © 2 0 1 1 B U C K I N S T I T U T E F O R E D U C A T I O N 3

6. Publication of Product or Artifacts:

For the final project, students will write a formal lab report (rubric attached) that determines the acceptance/rejection of their hypotheses based on class data (amount/type of bacteria found per petri dish). Students will then present their findings in a creative public service announcement that can be used throughout the school (announcement on the intercom, short video for Potpourri, Mainland’s TV production channel, laminated warning sign, short video, etc.) Collaboration: Teachers: Discuss collaboration among colleagues in Pamela Mannix and Tara worked together to determine what standards in the Health Science curriculum could be addressed, as well as the teaching the project. biological components this lesson lends itself to.

Discuss collaborative Students: instructional strategies Students are encouraged to work within a group to turn in well-done, high quality, on-time work. Each student must work collaboratively within a utilized by students. group to produce not only a portfolio, but also the delivery of a creative public service announcement what will aid in the dissemination of Collaboration Rubric information throughout the school. Student Voice: Students are able to choose the style of presentation most appropriate for its goals, and are able to have full Describe how students creative reign in deciding what type of public service announcement they produce. play a role in project design and implementation.

Major Products & Products: 1. “Likely Suspects” bacteria portfolio Performances: 2. Lab Report that determines the acceptance/rejection of their original hypotheses Elaborate on products; 3. Creative Public Service announcement using a variety of media Discuss publication and presentation of projects.

Presentation Rubric

Publication/ Group: Presentation Audience Presentation: Class Likely Suspects Bacteria Portfolio Public Service Announcement School

Community

Individual: Experts

Lab Report Business/Community Web

Other:

Instructional Webquests Course Management System Presentation Hardware Technology: Select and discuss the Blogs Alternate Reality Games (ARGs) RSS Feeds technology-based (Software or online) instructional options Wikis Simulation Software Digital Video Tools embedded in the project. Social Network Presentation Software Digital Photography Tools(Software or online) Podcasts Video Conferencing Other: Any creative technology may be used by the students for the final public service announcement. Discussion:

Business/Community The materials for this project were donated via the website "Donors Choose"- eight Carolina Bacterial Inoculation kits Involvement: were donated for the laboratory portion of this lesson. Describe how business partners contribute to project learning.

Project Standards

Topics of Study: Bacteria & Aseptic Procedures Main areas of project investigation.

Content Standards: *the following Common Core State Standards are directly addressed by this lesson: Those taught and assessed in the project: Key Ideas and Details

CCSS.ELA-Literacy.RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. CCSS.ELA-Literacy.RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. CCSS.ELA-Literacy.RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. Craft and Structure

CCSS.ELA-Literacy.RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). CCSS.ELA-Literacy.RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. CCSS.ELA-Literacy.RI.11-12.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

Integration of Knowledge and Ideas

CCSS.ELA-Literacy.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. CCSS.ELA-Literacy.RI.11-12.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). CCSS.ELA-Literacy.RI.11-12.9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.

Range of Reading and Level of Text Complexity

CCSS.ELA-Literacy.RI.11-12.10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently

Comprehension and Collaboration

CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. CCSS.ELA-Literacy.SL.11-12.1a Come to discussions prepared, having read and researched material under study;

A D A P T E D F R O M © 2 0 1 1 B U C K I N S T I T U T E F O R E D U C A T I O N 6 explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. CCSS.ELA-Literacy.SL.11-12.1b Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. CCSS.ELA-Literacy.SL.11-12.1c Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. CCSS.ELA-Literacy.SL.11-12.1d Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. CCSS.ELA-Literacy.SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Presentation of Knowledge and Ideas

CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. CCSS.ELA-Literacy.SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 here for specific expectations.) The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.

Key Ideas and Details

CCSS.ELA-Literacy.RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. CCSS.ELA-Literacy.RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts,

A D A P T E D F R O M © 2 0 1 1 B U C K I N S T I T U T E F O R E D U C A T I O N 7 processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. CCSS.ELA-Literacy.RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

Craft and Structure

CCSS.ELA-Literacy.RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant togrades 11–12 texts and topics. CCSS.ELA-Literacy.RST.11-12.5 Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas. CCSS.ELA-Literacy.RST.11-12.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.

Integration of Knowledge and Ideas

CCSS.ELA-Literacy.RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. CCSS.ELA-Literacy.RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. CCSS.ELA-Literacy.RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

Range of Reading and Level of Text Complexity

CCSS.ELA-Literacy.RST.11-12.10 By the end of grade 12, read and comprehend science/technical texts in the grades 11– CCR text complexity band independently and proficiently.

21st Century Skills: LEARNING & INFORMATION, MEDIA, LIFE & Those taught and INNOVATION SKILLS & TECHNOLOGY SKILLS CAREER SKILLS assessed in the project. Creativity & Innovation Information Literacy Flexibility/Adaptability Productivity/Accountability For descriptions follow web links Critical Thinking/Problem Solving Media Literacy Initiative/Self Direction Leadership/Responsibility

Communication/Collaboration ICT Literacy Social/Cross-Cultural

Project Assessment, Reflection, Feedback & Revision Assessments: Formative Quizzes/Tests Practice Presentations Assessments (During Project) Journal/Learning Log Notes

Preliminary Plans/Outlines/Prototypes Checklists

Rough Drafts Concept Maps

Online Tests/Exams Other:

Summative Written Product(s) w/ Rubric: Lab Report- Individual Assessments Other Product(s) or Performance(s) w/ Rubric: (End of Project) Creative Public Service Announement

Oral Presentation w/ Rubric Peer Evaluation

Multiple Choice/Short Answer Self-Evaluation Essay Test Other:

Reflection Individual Journal/Learning Log Focus Group Methods: Whole Class Discussion Fishbowl Discussion Group Survey Other: Whole Class

Feedback & Revision: Scaffolded Grades Written Comments feedback and “check points” should be routinely provided by the teacher within Group Feedback Peer Feedback the collaborative instructional process. Feedback can be based on either teacher Individual Feedback Self-Assessment and/or peer evaluations.