Day 2:
The history
of discovery of viruses and bacteria
Day 2
Bacteria and Viruses Unit
Ken Bateman, Sue Bros, and Becky Lederman
The students will be asked to work in four
groups to look at the history of discovery of viruses and bacteria. Each group will be asked to work
together and read stories of discovery of viruses and bacteria. Two groups will have stories about the
discovery of viruses and the other two groups will read stories of discovery
about bacteria. Each group is
asked to read the stories and determine the following: who discovered viruses
or bacteria, when they were discovered, how they were discovered, what that
person discovered, where were bacteria or viruses discovered. Additionally, students are asked to
analyze the reading. They should
be able to determine from whose point of view the story of discovery is being
told and say a something about the style in which it is told. Students will not be given an overview
of the different types of stories of discovery as outlined by Donna Haraway and
Catherine Milne. Once each of the
four groups has outlined a few talking points, they will meet with the other
group that was reading about the same entity they were. These two groups will meet to check to
see if their discovery information is the same. They will also be asked to discuss the way the stories of
discovery were told. Lastly, the
entire group will come together and there will be a large class discussion
about how bacteria and viruses were discovered. This will promote the exchange of ideas about viruses and
bacteria throughout the whole class.
If students are aware of one anotheršs ideas and preconceptions, they
may scaffold for groups, as they are able to construct correct knowledge for
themselves. Presentations of ideas
will also promote ownership of what each group produced.
The
teacher should be available to answer questions when absolutely necessary and
should also monitor the students to ensure groups are working well
together. The students as a class
should be allowed to work together to solve problems and scaffold for each
other. When possible, the teacher
should ask probing questions to encourage the groups to consider the method of
discovery and the way the stories are told.
Additionally, management of a large group is the key to this part of the lesson. Each group' s members should be able to present and get feed back from other groups' members, and together the class should come to a consensus about the history of discovery of viruses and bacteria. At the end of the class period, students will be asked to modify anything on their poster board from the first day of the unit.
Name Ken Bateman, Sue Bros, and Becky Lederman |
Bacteria and Viruses Unit |
Class 9th and 10th Grade Biology |
Day 2 |
Topic: The history
of discovery of viruses and bacteria
Reference to MA Science Framework and/or NSES:
Global and Curricular objectives for students:
Brief description of lesson (include start, middle, and end)
Homework |
Students will write a small essay on the different types of stories that they read in class. They are also asked to outline how bacteria and viruses were discovered. |
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Lesson evaluation (Identify successful management, learning, enjoyment and the evidence of it. Refer to objectives. Areas for development.) |
Successful learning will be evident:
Successful management will be evident:
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Student assessment
(Knowledge, skills, and understanding) |
Students will be assessed on their ability to demonstrate their knowledge and understanding by sharing ideas and participating in groups. They will also be assessed on their ability to maintain a practical work ethic in large and small groups. |
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New targets |
Students should begin to see how science is conducted. This will prepare them for a field trip on day three. |
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Adjustments for special needs students:
Special needs students should be monitored to ensure that they remain on-task during the inquiry activity. Additionally, care should be taken to ensure that special needs students are given space to participate in the group discussion.
Materials, equipment and supplies:
Four stories of discovery prepared by the teacher
Safety concerns:
Group dynamics.