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Module Four

Curriculum Links Level 9 Science Curriculum

Biological Sciences

Multicellular organisms rely on coordinated and interdependent internal systems to respond to changes to their environment (VCSSU117)

  • Elaboration: investigating the response of the body to changes as a result of the presence of micro-organisms

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Science Inquiry Skills

Planning and Conducting: Use appropriate equipment to systematically collect and record accurate and reliable data (VCSIS136)

  • Elaboration: apply specific skills in the use of scientific instruments

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Recording and Processing: Construct and use a range of representations, to record data (VCSIS137)

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Analysing and Evaluating: Drawing conclusions that are consistent with evidence (VCSIS138)

Use knowledge of scientific concepts to evaluate investigation conclusions, including assessing the approaches used to solve problems, critically analysing the validity of information obtained from primary sources (VCSIS139)

Learning Intentions/Outcomes:

By the end of this lesson students should be able to:

  • Develop further lab procedure based skills with the bacterial plating exercise.

  • Contribute their ideas and concepts about bacteria to a whole class discussion.

  • Understand that varying number of bacteria will propagate in the maggot specimen but all should be Gram negative based on prior activities.

“I CAN” STATEMENTS

  • I can follow lab procedure to plate up bacterial samples successfully and safely.

  • I can interpret the findings from the bacterial plating and relate these to maggots and their relationship with Proteus mirabilis

  • I can add new information to this topic’s graffiti wall.

Learning Activity 1:

Effect of antibiotics on bacterial growth.

Teacher Input

This activity is teacher lead and run in groups. The teacher or Lab Tech will run the students through the practical activity due to the use of biological agents to minimise any risk.

  • Make sure students are in groups.

  • Have the Maggot compound prepared ahead of class for time purposes, simply order in live maggot bait, then squash with clean mortar and pestle. Alternatively, use E. coli bacteria if maggot compound unavailable.

  • It would be more advantageous to have the maggots crushed in a nutrient broth, to support the growth of the bacteria.

  • Run a quick demonstration to the class in order to cover topics of lab safety and procedure.

  • Suggestion: another way to compare the bacteria growth on the plate, would be to have the maggots feeding for a couple of hours on different food types (e.g. chicken, beef liver or lamb). Can lead into a discussion with students why different bacteria is growing, or why there are differences between the different growth on the bacteria plate?

Student Input

Student's will need to follow Lab Procedure in-order to perform a safe bacterial platting and collect accurate data. This data, once tabled, will need to be discussed as a class to understand differences in results, if any.

Resources

  • Science Lab Classroom and appropriate safety set up.

  • Worksheet for the practical downloaded from the GTAC link below. 

  • Refer to worksheet below for materials and method.

Assessment FOR and OF Learning

For this activity you would use the practical to assess the students ability to follow lab procedure no matter the exercise. The other mode of assessment is in the discussion questions as a part of the practical sheet as well as class discussion that is focused on making links with the bacterial plating practical and the effects of certain antibiotics on the growth of bacteria from a maggot suspension.

Bacterial Plating Documents

The bacteria plating practical and worksheet is from the Gene Technology Access Centre (GTAC). This practical and the questions are aimed at VCE level, however, the practical can be adapted to suit your students and the process of plating the bacteria is an achievable task for year 9 students.

 

The experimental questions, analysis and discussion questions provide students with the opportunity to engage with the all important Science Inquiry Skills of the Victorian Curriculum and provide context when considering the effects of antibiotics on gram-negative and gram-positive bacteria which link in nicely with the focus of these modules. The teacher can also use this tool to help students scaffold their learning to prepare them for the challenging questions in higher level biology.

Gene Technology Access Centre 2018, Antibiotics in Action: Identify a suitable treatment for people infected with a food‐borne pathogen, Gene Technology Access Centre, retrieved 25 May 2018. 

Access Student Worksheet via registration https://www.gtac.edu.au/?s=Antibiotics+in+Action

Teacher Guide: https://www.gtac.edu.au/wp-content/uploads/2017/03/Unit4_AOS2_Teacher-Guide.pdf

 

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