Overview

This 60-minute lesson introduces 9th grade students to antibiotic resistance as a real-world example of natural selection. Grounded in the Next Generation Science Standards (NGSS) and aligned with New York State Science Learning Standards, this lesson uses a compelling anchoring phenomena text to stimulate inquiry, inquiry-based discussion, and conceptual engagement. This lesson launches a mini unit featuring a 6-text set unpacking the genetics and evolution behind natural selection driven by antibiotic resistance.

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Learning Objectives

By the end of this lesson, students will be able to:

• HS-LS4-4: Construct explanations based on evidence for how natural selection leads to adaptation of populations.
• HS-LS4-1: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
• Describe the process by which bacteria develop antibiotic resistance using the principles of variation, selection, and inheritance.
• Generate scientific questions about antibiotic resistance that explore additional aspects of natural selection.

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Key Vocabulary

• Antibiotic
• Antibiotic resistance
• Natural selection
• Mutation
• Adaptation
• Bacteria
• Selective pressure
• Evolution
• Genetic variation

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Materials Needed

• Copies of anchoring phenomena text: “The Rise of Superbugs: How Bacteria Outsmart Antibiotics”
• Projector for small video clip (optional)
• Whiteboard and markers
• Student notebooks or journals

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Standards Alignment (NY State & NGSS)

• New York State Science Learning Standards:

  • HS-LS4-1: Evidence that supports evolution
  • HS-LS4-3: Natural selection mechanisms
  • HS-LS4-4: Adaptation explanation

• Next Generation Science Standards:

  • HS-LS4-1: Communicate scientific info about evolution
  • HS-LS4-3: Apply concepts of natural selection
  • HS-LS4-4: Construct explanations for adaptation

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Lesson Breakdown

1. Introduction to Phenomena (10 minutes)

• Teacher Action: Present the anchoring phenomena by reading aloud (or having students read) the excerpt from “The Rise of Superbugs: How Bacteria Outsmart Antibiotics.”
• Phenomena Highlight: The story focuses on how bacterial infections once easily treated now pose significant threats because of antibiotic resistance.
• Engagement Strategy: Use a brief, age-appropriate clip (1-2 minutes) showing the impact of antibiotic-resistant infections in real life to deepen context.
• Student Task: Students note their initial questions or thoughts in notebooks.

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2. Interactive Group Discussion (15 minutes)

• Teacher Action: Facilitate a class discussion using the following guiding questions.
• Discussion Questions:
  • What is antibiotic resistance, and why is it a problem for human health?
  • How might bacteria “change” so antibiotics stop working?
  • Why do some bacteria survive antibiotics while others do not?
  • How does this story show natural selection at work?
  • What questions does this raise about how we use antibiotics?
• Strategy: Organize students into small groups (4-5 per group) to discuss questions, then share out key insights.

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3. Exploration of Key Concepts (15 minutes)

• Teacher Action: Teach or reinforce vocabulary and concepts of natural selection in the context of antibiotic resistance.
• Activity:
  • Draw a simple diagram together on the board illustrating:
    • Variation in bacteria (some resistant, some not)
    • Antibiotic as selective pressure killing susceptible bacteria
    • Resistant bacteria surviving and multiplying
  • Demonstrate key concepts like mutation, inheritance, and adaptation linked to natural selection.
• Student Task: Students create their own simplified flowchart or concept map in notebooks summarizing this process.

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4. Inquiry and Wonder Questions (10 minutes)

• Teacher Action: Introduce “Wonder Questions” to fuel curiosity and guide future lessons in the mini unit.
• Examples:
  • How do bacteria develop resistance genes in the first place?
  • Can antibiotic resistance be reversed or stopped?
  • What role do human behaviors play in accelerating resistance?
  • How could science create new ways to fight resistant bacteria?
• Student Task: Students write down one or two wonder questions inspired by today’s lesson.

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5. Exit Ticket Assessment (10 minutes)

• Task: Students respond to the prompt:
  “Explain in your own words how natural selection leads to antibiotic resistance in bacteria. Use evidence from today’s reading and discussion.”
• Purpose: Assess understanding of natural selection's role in antibiotic resistance and students’ ability to communicate scientific ideas.
• Differentiation: Accept short written or bulleted responses to accommodate varied writing skills.

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Extension Ideas for the Mini Unit

• Detailed scientific texts on mutation and gene transfer in bacteria.
• Case studies of MRSA and other resistant infections.
• Data analysis of antibiotic resistance trends over decades.
• Designing public health campaigns based on the science learned.

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Reflection for Teachers

This anchor text-driven, phenomenon-based approach taps into student’s natural curiosity and the relevance of real-world challenges. Framing natural selection through current medical issues grounds abstract biological concepts and empowers students to see science as a problem-solving tool. Encourage capturing student wonder questions to tailor subsequent lessons directly to their interests, enhancing engagement and ownership of learning.

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End of Plan