Beyond the Basic Productivity Tools (BPT) Lesson Idea

Lesson Title Evolution and the Rise of Biological Resistance

Content Area Biology – 9th and 10th grade

Content Standards SB6. Obtain, evaluate, and communicate information to assess the theory of
evolution.
e. Develop a model to explain the role natural selection plays in causing biological
resistance (e.g. pesticides, antibiotic resistance, and influenza vaccines).
Technology Standards 1.1 Empowered Learner
1.1.c. Students use technology to seek feedback that informs and improves their
practice and to demonstrate their learning in a variety of ways.
1.1.d. Students understand the fundamental concepts of technology operations,
demonstrate the ability to choose, use and troubleshoot current technologies and
are able to transfer their knowledge to explore emerging technologies.
1.3 Knowledge Constructor
1.3.b. Students build knowledge by actively exploring real-world issues and
problems, developing ideas and theories and pursuing answers and solutions.
1.5 Computational Thinker
1.5.b. Students collect data or identify relevant data sets, use digital tools to
analyze them, and represent data in various ways to facilitate problem-solving
and decision-making.
1.5.c. Students break problems into component parts, extract key information,
and develop descriptive models to understand complex systems or facilitate
problem-solving.
1.6 Creative Communicator
1.6.b. Students create original works or responsibly repurpose or remix digital
resources into new creations.
1.6.c. Students communicate complex ideas clearly and effectively by creating or
using a variety of digital objects such as visualizations, models, or simulations.
1.6.d. Students publish or present content that customizes the message and
medium for their intended audiences.

Integrated Technology HyperDoc, YouTube, Google Docs, Google Slides

Reference or NA
Supporting Resources

Bloom’s Taxonomy Remembering, Understanding, Applying, Analyzing, Evaluating, Creating

Levels
Integration Level Level of Technology Integration (LoTi) – Level 4: Integration

Universal Design Principle I – Options for Language & Symbols - Pre-teach vocabulary, support
Rationale decoding of text, present key concepts in one form of symbolic representation with an
alternative form.
Principle I – Options for Perception – Use text equivalents in the form of captions for
spoken language.
Principle I – Options for Comprehension – Activate prior knowledge & pre-teaching
critical prerequisite concepts through demonstration or models. Highlight patterns,
critical features, big ideas and relationships. Use cues & prompts to draw attention to
critical features. Chunk information into smaller elements. Explicit opportunity for
spaced review and practice.
Principle II – Options for Executive Functions – Provide learners with guides and
checklists for scaffolding goal-setting. Use project planning templates for setting up
sequences and schedules of steps.
 Principle III – Options for Self-regulation – Design activities that in which learners
get feedback and have access to alternative scaffolds that support them in
understanding their progress.
Principle III – Options for Sustaining Efforts & Persistence – Use prompts or
requirements to explicitly formulate or restate goals. Use-hand held or computer-
based scheduling tools with reminders. Use cooperative learning groups with
scaffolded roles and responsibilities. Construct virtual communities of learners
engaged in common interests or activities.
Principle III – Options for Recruiting Interests – Provide learners with as much
discretion & autonomy as possible by providing choices in the level of graphics, and
sequence or timing of tasks. Vary activities and sources of information so they can be
personalized and contextualized. Design activities so that outcomes are authentic,
communicate to real audiences and are purposeful. Provide tasks that allow for active
participation, exploration, and experimentation. Invite personal response, evaluation,
and self-reflection to content and activities.

Lesson Idea Students will work in groups to watch a short video introducing the topic and then
work together to answer inquiring and open ended questions about the model and
topic.The class will then participate in a brief discussion about the model and video.
Students will then work independently on reading and highlighting a google doc on
antibiotic resistance notes.

Once the introductory concepts have been introduced and discussed students will then
move on to apply their knowledge to complete an antibiotic resistance simulation
activity. Upon completion students will graph their results and reflect on conclusions.
Groups will be expected to share their results and conclusions with the class.

Students learning will be assessed through class participation as well as a graded

simulation activity.

Design Reflection I believe this lesson and activity will impact student learning in a positive way.
Students will be learning about antibiotic resistance, and how it pertains to evolution
and their lives directly. To further extend this lesson I could embed some questions
throughout the video to help target students learning on important concepts in the
video.