Grades 7-8: Natural Selection and the Development of Antibiotic Resistance
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http://www.nextgenscience.org/sites/ngss/files/MS-LS_%20Antibiotic%20Resistance_version2.pdf
Common Core Standards
Writing in History/Social Studies, Science, and Technical Subjects
WHST.6-8.1 Write arguments focused on discipline-specific content.
WHST.6-8.1.a Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
WHST.6-8.1.b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
WHST.6-8.1.c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
NOTE: The standards listed above do not include the English Language Arts Standards Grades 6-8 for Writing that are listed in the lesson document since the wording is similar.
Math Standards
MP.2 Reason abstractly and quantitatively.
MP.4 Model with mathematics.
7.RP.A.2 Recognize and represent proportional relationships between quantities.
7.SP.A.2 Use data from a random sample to draw inferences about a population with an unknown
characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions.
7.SP.C.7 Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.
7.SP.C.7a Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events.
8.F.A.1 Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.
8.F.B.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.
Next Generation Science Standards (NGSS)
MS-LS4-4 Construct an explanation based on evidence that describe how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.
MS-LS4-6 Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in a population over time.
MS-ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
Description of Lesson
This Grade 7-8 lesson titled “Natural Selection and the Development of Antibiotic Resistance” was developed by Achieve in partnership with NGSS. It is comprised of four task components that are estimated to take 5-11 class periods of 45-50 minutes each, spread out over the course of an instructional unit. In this task, students will explore how natural selection affects the frequency of antibiotic resistance in bacterial populations. Specifically, the task asks students to calculate and plot trait frequencies, discuss data-based probability as it relates to defensible predictions, develop inferences, describe cause and effect relationships, and research potential solutions. As a culminating activity, students consider the development of antibiotic resistance through natural selection and develop a list of criteria and constraints for solutions to combat antibiotic resistance in hospitals or other places that see large numbers of sick or elderly people.
Cautions
Connecticut teachers should be cautioned that teacher notes and preparation materials require familiarity to be used effectively. Alignment and connections to each task are noted throughout the activities. The Information for Classroom Use section for teachers offers tips for differentiating the task based on whether it is used in 7th grade or 8th grade. In the Assumptions section for teachers, the prior knowledge that students should have in order to succeed is listed. It also states, “This task is ideally used within a math and science integrated course or in a science course that includes coordination with the mathematics teacher to ensure students are able to apply their math learning in the science classroom.” Additional modifications and/or accommodations may be necessary during instruction and assessment for students with disabilities and English language learners in order to achieve the rigor intended. The assessments do not include aligned rubrics for interpreting student performance; however, evidence statements aligned with each task component supply explicit assessment guidelines and specific answers. The 5-11 class periods timeline stated in the teaching document does not reflect instructional time that may need to be interwoven with these tasks.
Rationale for Selection
This lesson is a useful example of the rigorous integration of math and writing standards and the construct of three dimensional learning. This cross-disciplinary approach allows students to engage with content material in practical and novel contexts and through graphical and quantitative learning opportunities. Lesson activities build scientific knowledge and vocabulary about a topic, as well as help students to develop the inferential thinking and writing skills needed for College and Career Readiness. The four task components blend content, practices, and concepts from both the Common Core State Standards and the Next Generation Science Standards; they showcase how students can apply skills and content from one set of standards in the context of the other set of standards.