Table 2 Supports in the Storyline for Navigation Discussions
Lesson Question from Storyline | Navigation from … | How does the lesson question emerge from students’ questions so far? |
|---|---|---|
L1: How did this little girl (Addie) get so sick? L2: How common is this problem? Can this happen to me? | Anchor | The anchoring phenomena lesson begins the unit and raises new questions |
L3: Where are the bacteria around us? | DQB questions | The DQB includes questions about how bacteria spread and get to people from the environment. The idea of watching bacteria grow was an Idea for Investigation. In a discussion of these questions and next steps, the teacher suggests a methodology that can accomplish this (swab, Petri dish). |
L4: How are we using our antibiotics? | DQB questions | The navigation discussion leverages students’ questions from the anchor about why in some cases antibiotics don’t work. The teacher revisits these questions and suggests first figuring out how antibiotics should work, what the recommendations are for using them, and if something could be wrong with how people are using them. |
L5: How do bacteria grow? | L3 findings | In L3, findings revealed visible bacteria colonies growing from non-visible swabs of material on the plate. This led to questions about how bacteria can grow so quickly and whether they got bigger and/or increased in numbers. The navigation discussion revisits this questions and suggests using time lapse videos under a microscope to investigate the growth. |
L6: How do bacteria grow in a simulated environment? | L5 findings and questions | L5 findings revealed bacteria grow by dividing, and mathematical modeling showed how quickly the numbers increase by that process. The lesson ended with wondering what in the environment might stop or limit bacteria from growing. The navigation discussion suggests using a simulation to track how environmental factors affect the pattern of growth. |
L7: How do bacteria get killed? | L6 findings | L6 findings revealed how quickly bacteria populations can increase, and how limited resources limit growth. The navigation discussion asks students to consider what happens if a drug kills most but not all of bacteria population and suggests using mathematical modeling to make predictions of various scenarios. |
L8: How do antibiotics affect bacteria when they are put together? | L7 findings | L7 math modeling findings revealed how quickly populations could spring back, and the importance of hitting populations with multiple doses to kill all the bacteria. The navigation discussion asks students to apply those ideas to real bacteria and antibiotics, and suggests a methodology to investigate this safely with antibiotic discs and Petri dishes. |
L9: What’s happening inside Addie? | L2-L7 findings | The navigation discussion suggests putting together what students have figured out in Lessons 1–7 to apply to explain Addie’s case. (This lesson occurs in parallel with waiting for L8 results) |
L10: How does a bacterial population change in a simulated infection? | Questions from L9 | The navigation discussion identifies questions emerging from comparing students findings from three systems (Addie, Petri dish, computer model) and suggests using a new simulation that incorporates antibiotics and variations of bacteria to explore these questions. |
L11: How does moving bacteria that survive antibiotic doses from one environment to another affect the population over time? | L8 findings L10 findings and questions | L10 findings showed changing population sizes of resistant and non-resistant bacteria when antibiotics were applied in low enough doses so that not all bacteria died. The navigation discussion asks students to transfer what they figured out to consider what might happen in human patients. |
L12: How did the bacteria population become more resistant in Addie and in our community? | L11 model findings, DQB questions | The navigation discussion draws on the model developed in L11 and asks students to revisit the Addie case and attempt to explain her case, and how populations of bacteria moving through a community might change over time. |
L13: What questions can we answer about bacteria and Addie’s Situation? | L1-L12 findings | The navigation discussion asks students to put their findings together into a general model and attempt to explain all remaining DQB questions. |
Part 2 of the unit L14 | L13 findings | The navigation discussion asks students to evaluate the whether their model could work for other organisms. |