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Lesson 1: How Did This Little Girl (Addie) Get So Sick? Teacher Guide​- High School Unit: Why Don’T Antibiotics Work Like They Used To?

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Lesson 1: How Did This Little Girl (Addie) Get So Sick? Teacher Guide​- High School Unit: Why Don’T Antibiotics Work Like They Used To? Lesson 1: How did this little girl (Addie) get so sick? Teacher Guide​- High School Unit: Why Don’t Antibiotics Work Like They Used To? These materials were developed with funding through a grant from the Gordon and Betty This work is licensed under a Creative Commons Attribution 4.0 License nextgenstorylines.org Moore Foundation to Northwestern University and the University of Colorado Boulder. http://creativecommons.org/licenses/by/4.0/ 1 Teacher Guide ​ Lesson 1: How did this little girl (Addie) get so sick? Why Don’t Antibiotics Work Like They Used To? Getting Ready: Materials Preparation Materials For Partners Preparation of Materials (5 min.) Provide each group of two students with a Bring up the Frontline video on a projector and check the sound ● ​ ● ​ ​ of the video: ​ Transcript through end of Addie’s case; 12:10 min:sec). ● Rememberhttp://www.pbs.org/wgbh/frontline/film/hunting-the-nightmare-bacteria/ that Addie’s case is only in the first 13 min. of the video. The rest ,of the http://www.pbs.org/wgbh/frontline/film/hunting-th video goes on to introduce other cases, that are not the focus of future lessons in the e-nightmare-bacteria/transcript/ ● Class Slides unit. Materials For Each Student Materials shared between classes. Lesson 1: Student Activity Sheets (1) Clip magnets to hold papers to board and to move them around ● ​ ● ● Roll of tape Safety Materials per class ● ● Blank poster papers (4) ● Blank papers (20) None These materials were developed with funding through a grant from the Gordon and Betty This work is licensed under a Creative Commons Attribution 4.0 License nextgenstorylines.org Moore Foundation to Northwestern University and the University of Colorado Boulder. http://creativecommons.org/licenses/by/4.0/ 2 Teacher Guide ​ Lesson 1: How did this little girl (Addie) get so sick? Why Don’t Antibiotics Work Like They Used To? Getting Ready: Teacher Preparation Background Knowledge Alternative Student Linking Our Conceptions Understanding to Scientific Terminology ​ From the FRAMEWORK: Students will come into this lesson with LS4.C: Adaptation by natural selection is ongoing. For example ● Different kinds of bacteria ​ lots of prior experiences about taking (like Staph and it is seen in the emergence of antibiotic-resistant bacteria.​ ​ medicine for a time they were really sick. Stenotrophomonas ​ Many will recall times that the medicine Cause and Effect: Mechanisms and Prediction ● Different types of bacteria ​ they took or someone in their family took infectious diseases are well understood as being transmitted by (ie. variations within) a kind had to be proscribed by a doctor. Some the passing of microscopic organisms (bacteria or viruses)Today like resistant or will recall that their doctor wrote a between an infected person and another. A major activity of prescription for an antibiotic to take in science is to uncover such causal connections, often with the ● some cases. hope that understanding the mechanisms will enable predictions ● Pan-resistantnonresistant) bacteria Antibiotic and, in the case of infectious diseases, the design of preventive Students may not know what an antibiotic measures, treatments, and cures. is or what type of sickness it is or isn’t prescribed for. Other information: MRSA stands for methicillin-resistant staphylococcus aureus. It is a form of bacterial infection that is resistant to numerous antibiotics including methicillin, amoxicillin, penicillin and oxacillin. Methicillin is a type of antibiotic. The scientific name for Staph is Staphylococcus aureus. ​ These materials were developed with funding through a grant from the Gordon and Betty This work is licensed under a Creative Commons Attribution 4.0 License nextgenstorylines.org Moore Foundation to Northwestern University and the University of Colorado Boulder. http://creativecommons.org/licenses/by/4.0/ 3 Teacher Guide ​ Lesson 1: How did this little girl (Addie) get so sick? Why Don’t Antibiotics Work Like They Used To? Learning Plan: How did this little girl ( 45 min ) Teacher Supports & Notes (Addie) get so sick? 1. (5 min) Post a prompt for students to independently answer as they are entering class to elicit experiences with sickness and medicine. Suggested Prompt: ➔ Write down a time when you or a family member got really sick, and you went to the doctor and the doctor wrote you a prescription for a medicine to take for several days. Did the medicine help you get better? Ask students to share some examples. Possible student responses: ​ ​ ➔ I took aspirin for a headache I had for a couple days. Strategies for this ➔ I took advil for a few days for a sprained ankle that I got from a basketball game. Sharing Initial Ideas Discussion ➔ I took cough medicine for an entire week while I was sick. The goal of this discussion is to ➔ I took medicine the doctor gave me for a cut that I had on my hand that got infected. I took a lot ​A ​ ​ of pills for a lot of days. introduce the Frontline documentary. Many ➔ I took an antibiotic for a high fever and rash I got from my little brother. kids might not know what antibiotics do, and the video does not explain what they are. We suggest using student responses to If students don’t bring up examples of taking antibiotics that were prescribed by the doctor, the writing prompt to bring up antibiotics, then ask students a few additional questions. then tell kids that antibiotics kill bacteria Suggested Prompt: before you play the video, rather than asking kids what antibiotics are and correcting ➔ How many times have you or your family had to go to the doctor and get a prescription to take their responses early on in the unit. This special kind of medicine called an antibiotic? type of correction early on could position the teacher as the source of all knowledge, Summarize some differences you heard between the type of medicines taken and the different which undermines the knowledge building - kinds of sicknesses to introduce the role of taking antibiotics to help fight bacterial infections: ​A​ culture the class is working towards. ​ These materials were developed with funding through a grant from the Gordon and Betty This work is licensed under a Creative Commons Attribution 4.0 License nextgenstorylines.org Moore Foundation to Northwestern University and the University of Colorado Boulder. http://creativecommons.org/licenses/by/4.0/ 4 Teacher Guide ​ Lesson 1: How did this little girl (Addie) get so sick? Why Don’t Antibiotics Work Like They Used To? Suggested Summary: ● It sounds like we have experiences taking different kinds of medicines for different kinds of ● Many of you brought up that doctors also prescribe different types of medicine like antibiotics forsicknesses. different kinds of sickness. ● We are going to be introduced to a young girl who had a sickness in the video we are about to ● In the video you will hear that the doctors give her different antibiotics. Antibiotics are a type ofwatch. medicine that is used to kill bacteria. Tell students that they will need to keep track of important ideas on their activity sheet 1.1 as they learn about her case after they watch the video, which will be about 13 minutes long. Tell students that a transcript of the video will be passed out after watching it, if they want to refer to it for specific details they heard mentioned at that point. 2. (13 min) Show the first 12:10 minutes of the Frontline video (stop right before the India case). Pass out transcripts of the video toward the end of the video. 3. (10 min) Have students record the most important events that happened during Addie’s story. Suggested Prompt: ➔ What were some important events that happened to Addie that we discovered from the video? Have students start to share out a few of the important events that they heard in the video. Tell students that you will be the recorder for class ideas and you need a moment to record each event they share on a piece of paper to post on the board. Post each event after you These materials were developed with funding through a grant from the Gordon and Betty This work is licensed under a Creative Commons Attribution 4.0 License nextgenstorylines.org Moore Foundation to Northwestern University and the University of Colorado Boulder. http://creativecommons.org/licenses/by/4.0/ 5 Teacher Guide ​ Lesson 1: How did this little girl (Addie) get so sick? Why Don’t Antibiotics Work Like They Used To? record it on the board. After three events are shared, and you have made three pieces of paper Additional Guidance with one event on each, pause the conversation at this point. This is the start of the timeline of ​B ​ ​ Suggested Prompts: events that happened in Addie’s story and ➔ Are these events in the correct order? will be important for students to be able to ➔ Was the first one we posed the event that happened before the other two, or should they be in a reference and build on throughout the unit. different order in terms of what happened earlier and what happened later? Put it in a place that can be left up throughout the unit, or make it on chart - paper that can be easily removed and ​ Add “earlier” to the left side of the board and “later” to the right side of the board. B​ ​ relocated to a different wall. If you have multiple classes doing this unit. Tell Ask for student suggestions on how to reorder the three pieces of paper so they are in students, “let’s take a photograph of our chronological order. Add a title to this emerging organization that says “Timeline of important timeline.
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