Day 2:

The history of discovery of viruses and bacteria

 

Day 2

Bacteria and Viruses Unit

Ken Bateman, Sue Bros, and Becky Lederman

 

Introduction

 

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:

 

Inquiry

 

The structure and function of cells

 

Global and Curricular objectives for students:

 

Brief description of lesson (include start, middle, and end)

 

  1. The teacher describes to the class that they will be reading stories of discovery about the discovery of viruses and bacteria. 
  2. Stories used: 1) Discovery of viruses (http://ag.arizona.edu/~zxiong/plp611/lect01.html) 2) Kung, S.D. & S.F. Yang. 1998. Discoveries in Plant Biology.  Pg. 105-110. The Discovery of the Causal Agent of Tobacco Mosaic Disease. 3) Science and the Secret Doctrine: Wandering the Boundary (http://www.wisdomworld.org/additional /ScienceAndTheSecretDoctrine/SeriesNumber93-of-103.htm) 4) van Leeuwenhoek, A. 1677. Observations, communicated to the Publisher. Philosophical Transactions of the Royal Society of London. 11:821-831. 
  3. The teacher advises the students about what is to be found within each story: who discovered viruses or bacteria, when they were discovered, how they were discovered, what that person discovered, where were bacteria or viruses discovered.  Additionally, the teacher will inform the class that they are to talk about the way the story is presented.
  4. The class is divided into four cohort groups.
  5. Each group reads their story of discovery together and determines talking points.
  6. Each group will then merge with the other group that is reading a story of discovery about the same entity about which they are reading. 
  7. These groups will discuss their stories together and create talking points to share with the rest of the class.
  8. The class will come together and a discussion about the discovery of viruses and bacteria will take place.  This discussion should be student directed.
  9. At the end of class, the class will be asked if they would like to make any modifications on the poster board that they created on day one.

 

 

 

 

 

 

 

 

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.

Lesson evaluation (Identify successful management, learning, enjoyment and the evidence of it. Refer to objectives. Areas for development.)

 

Successful learning will be evident:

  • If students have read their story of discovery and can determine talking points to discuss with the rest of the class
  • If students can work effectively in groups and as a class
  • If students can prepare homework from what was learned in class

Successful management will be evident:

  • If students work in groups to achieve goals
  • Cohort groups stay on task
  • If class discussion is on track

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.

New targets

Students should begin to see how science is conducted.  This will prepare them for a field trip on day three.

 

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.

 

Day 1

Day 3

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