Name: Diana Miculescu

Three-Dimensional Science Lesson Plan

Lesson/Unit Title: Antibiotic Resistance Created by: Diana Miculescu

Lesson to Redesign or Plan:

Investigate the relationship between bacteria, antibiotics, and antibiotic resistance

through research and how antibiotic resistance affects human health.

Core Ideas:

SB6e. Obtain, evaluate, and communicate information to assess the theory of evolution.
e. Develop a model to explain the role of natural selection plays in causing biological resistance (antibiotic
resistance)

Authentic Scenario: Antibacterial ingredient, triclosan, has been banned by the FDA from soaps, but it has not
been banned from toothpaste, (yet?).

Watch video: Antibacterial ingredients of toothpaste might be helpful, Colgate says:

https://www.youtube.com/watch?v=RaI8e1Oe4E8

Guiding Question: Why is triclosan banned from soaps but not from toothpaste (yet)?

Is triclosan harmful or beneficial in soaps and/or toothpaste?

Should triclosan be banned from toothpaste? Why or why not?
How can daily use of triclosan increase antibiotic resistance in bacterial populations?

Science & Engineering Practices: Crosscutting Concepts:

Engaging in Argument from Evidence Cause & Effect

Obtaining, Evaluating and Communicating Information
Stability and Change

How will you support students in developing

understandings about the practice(s)?
Ask questions to help students develop questions,
arguments, evaluations about conflicting information
about triclosan.
How will you support students in developing
understandings about the crosscutting concept(s)?
Identify prior knowledge by asking questions.

Provide news articles, science articles, news video clip,
science clip.
How will you engage students in applying the
practice(s) to make sense of phenomena and/or to
design solutions to problems?
How will you engage students in applying the
crosscutting concept(s) to make sense of
phenomena and/or to design solutions to
problems?
Provide news articles, science articles, news video clip,
 Students will argue for or against triclosan in products, and science video clip.
using research as evidence to support their claim.
Provide readings for background information about
cause & effect and stability and change.

Integration: Using news, science articles, and online resources, students will obtain, evaluate, and communicate
the scientific information regarding the impact of using antibiotics in daily use items and the effects it might have
on human health as well as antibiotic resistance in bacteria.

Lesson Sequence:
5E Stage
Engage
How does the lesson capture
student interest, activate prior
knowledge, and connect to a
complex question, global issue,
or real world problem?
Explore
How does the lesson allow
students to develop a common
base of experiences by actively
investigating the phenomenon or
problem?
Student Activities
How will students engage actively in the
three dimensions throughout the lesson?
Students share what they know about
bacteria, antibiotics, and resistance.
Students watch video.
Claim: Within groups, students write a
claim based on the guiding questions:
-Why is triclosan banned from soaps
but not from toothpaste?
-Is triclosan harmful or beneficial in
soaps and/or toothpaste?
-Should triclosan be banned from
toothpaste? Why or why not?
Students will fill out “claim” on C-E-R
chart.
Students will explore topic of antibiotic
resistance and examine reasons why
triclosan is either banned or allowed in
products. Does triclosan harm humans
in soap or toothpaste or both?
Teacher Activities
How will the teacher facilitate and monitor
student learning throughout the lesson?
Teachers ask students questions to
learn about their prior knowledge and
understanding about bacteria,
antibiotics, and resistance.
Show video:
https://www.youtube.com/watch?v=RaI8
e1Oe4E8
Teacher will divide students into small
groups.
Teacher will share resources (listed in
column to the left) with the students.
The videos will be shown by teacher to
the whole class and the articles will be
available to be read within each group.
Teacher will handout C-E-R chart for
students to fill out.
Teacher will help students if they need
help to find other information on the
internet. (reliable sources)

Evidence: Obtain, evaluate and

communicate information using online
videos and online resources about
antibacterial resistance and triclosan.

Video Clips:
The Evolution of Bacteria on a “Mega-
Plate” Petri Dish
https://www.youtube.com/watch?v=plVk
4NVIUh8

The Antibiotic Apocalypse Explained

https://www.youtube.com/watch?v=xZb
cwi7SfZE

Online Resources:
Antibiotic resistance
 https://www.sciencedaily.com/terms/anti
biotic_resistance.htm

Antibiotic resistance linked to common

household disinfectant triclosan
https://www.sciencedaily.com/releases/
2017/07/170703085348.htm

Antibacterial Soap? You Can Skip It,

use plain soap and water
https://www.fda.gov/ForConsumers/Con
sumerUpdates/ucm378393.htm

Using above sources, students will

recorded any research useful in
supporting their claim with evidence.

Students will fill out “evidence” and

“reasoning” on C-E-R chart based on
collected research.

Explain Reasoning: Teacher will oversee discussion and

How does the lesson allow
students to develop, share,
critique, and revise their own
explanations before connecting
those to accepted scientific
explanations and terminology?
Students discuss and justify their
position on topic with a small group.
Groups will compile researched
information and create two charts
showing pros and cons for each claim
(for or against use of triclosan).
mediate when necessary (informally).
Teacher will review pros and cons chart
for each group and ask students
questions about the evidence and their
reasoning.

Students will answer any questions the

teacher poses.

After, students will have the option

Elaborate
How does the lesson allow
students to extend their
conceptual understanding of the
three dimensions through
opportunities to apply knowledge,
skills, and abilities in new
experiences?
Evaluate
How does the lesson—through
both formative assessments
embedded throughout the lesson
and a summative assessment
that might coincide with the
elaborate phase—make visible
students’ thinking and their ability
to use practices with core ideas
and crosscutting concepts to
make sense of phenomena
whether or not they would like to
change their position and why (must
use information from research)
After students debate and either stick
with their claim or change their claim
within their small groups, students will
share their claim, evidence, and
reasoning with the other groups.
Students with opposing views will ask
questions (backed with evidence).
Formative:
1. C-E-R chart
2. Compiled pros/cons group chart for
both claims
Summative:
1. Students will communicate the
Teacher will moderate class debate.
Teacher will point out any major
relationships, pro/cons the students
may have missed.
Teacher will point out of there is any
new scientific understanding or
opposing studies regarding any
evidence the students have used to
back up their claim.
Formative:
1. Teacher gives students C-E-R chart
(rubric)
2. Teacher will follow small group and
class discussions.
Summative:
 and/or to design solutions? scientific information regarding the 1. Teacher will explain research paper
impact of using antibiotics in daily use must include background information,
items and the effects it might have on claim, evidence, and reasoning. (rubric)
human health as well as antibiotic
resistance in bacteria in a short
research paper.

References:
Achieve, Inc. and NSTA. (2014). EQuIP Rubric for Lessons & Units: Science. Washington, D.C.: Achieve, Inc.
Bybee, R. (2013). Translating the NGSS for Classroom Instruction. Arlington, VA: NSTA Press.
Chris Embry Mohr. (2015). Personal communication. NGSS Unit Implementation Resources.

3-D Lesson Planning Template Source:

Planning a Three-Dimensional Science Lesson by Jeremy S. Peacock (Northeast Georgia RESA) is licensed
under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
 C-E-R Chart
The Guiding Question:

Our Claim:

Our Evidence: Our Reasoning:

 Research Paper Rubric

Name________________________________________________________ Date______________________

Category Meets Standard Nearly Meets Standard Does not meet Standard/
(5) (4-1) No evidence
Score of 4, 3, 2, 1 can be (0)
given depending on
completeness of standard.
Title Page Title, Name, Teacher’s Name, Evidence of less than Absent, no evidence
Course Period, meets standard but not 0
Date

Thesis/Claim Clearly and concisely states the
paper’s purpose in a single
sentence.
Introduction/ The introduction is engaging,
Background Info states the main topic and
previews the structure of the
paper, and enough background
information is present.
Incomplete or not related Absent, no evidence
thesis/claim.
No clear introduction that Absent, no evidence
previews the rest of the
paper. Also, background
information is insufficient.

Body/Evidence and Each paragraph has evidence
Reasoning and reasoning supporting
claim.
Organization/ Writer demonstrates logical
structure/ sequencing of ideas through
development of idea well-developed paragraphs;
transitions are
used to enhance organization.
Each paragraph does not Absent, no evidence
have clear evidence
and/or reasoning
supporting the claim.
Sequencing of ideas is Absent, no evidence
illogical, awkward, or does
not flow.

Conclusion The conclusion is engaging Conclusion does not Absent, no evidence

and restates the thesis. restate the thesis or claim.

Mechanics No errors in punctuation Errors in punctuation and N/A

spelling. spelling.

Usage No errors sentence structure Errors in sentence N/A

and word usage. structure and word usage

Citation Done in the correct format Citation present, but Absent, no evidence or links
with no errors. Includes 5 errors are present. have just been listed
major references.

Total points earned _____ / 45 total points possible