How to Kill a Superbug
Model evolutionary tradeoffs and play an interactive game to bring natural selection and antibiotic resistance to life.
Evolution, natural selection, and fitness; Mechanisms of antibiotic resistance (MDR); Bacteriophages as therapy against MDR bacteria; Evolutionary tradeoffs; Modeling evolution
Interactive evolution board game; Modeling: tracking bacterial evolution under treatment; Data analysis from primary literature and FRQ-style practice
40-75
minutes
In this lesson, students will become familiar with the public health challenge of multidrug resistant (MDR) bacteria and how bacteriophages can be used to counter MDR bacteria by exploiting evolutionary tradeoffs through selection against resistance in bacterial populations. Students view the video and create models to explore the effects of treatments on infectious bacteria.
The lesson also offers several extension activities, including a board game, analysis of published studies about evolutionary tradeoffs, and Free Response Questions.
Evolutionary biologist Paul Turner researches how phages can be used against drug resistant bacteria. He offers a glimpse into a future where we can outsmart and ultimately overcome the resilient superbugs that threaten public health.
The lesson activities can be implemented in a flexible manner. The core lesson is meant to engage students in the phenomenon of phage therapy and antibiotic resistance, but a variety of extension activities allow for greater degrees of engagement and depth of analysis. The core lessons are accessible to most high school biology students, but the primary audience for these lessons is AP Biology.
Subject Areas:
Prior Knowledge:
Natural selection, fitness, adaptation, and the effects of mutations on phenotype.
Learning Objectives: Students will be able to...
Materials Needed:
Lesson Activities: Download Lesson
Have students read the article, “How I Saved My Husband’s Life—With Sewage” from People (Feb. 26, 2019) and answer the questions below. You can discuss these questions as a class, ask students to answer the questions in their notebooks, or submit the answers online.
Have students complete the preassessment worksheet. There are two versions of the preassessment, so students could do one or the other, depending on teacher preference:
Briefly introduce Dr. Paul Turner. He is the narrator of the SCL video “How to Kill a Superbug” and the researcher whose work on phage therapy inspired the activities in this lesson.
Students will need to play in groups of 2 or 3. Each student will need a player sheet (1x Dr. Turner sheet and 1-2 bacteria sheets per group) and a handful of small “tokens” (beads, beans, coins, Cheerios, etc.). The “Dr. Turner” player needs 12 tokens, while each bacteria player (1 or 2) needs 6 tokens.
The game should be followed by a short discussion and sharing of what happened, such as who won in each group and why.
Show students the video, “How to Kill a Superbug” (6 minutes 40 seconds).
In this activity, students will develop models that describe how bacteria will evolve in response to treatment. Ask students to follow the instructions in the provided worksheet. Students should share their models and answer the questions.
Note: Think-Pair-Share: This activity works well for students to work with a partner and then share with another group.
This activity introduces students to evaluating data from primary literature. Students will read and evaluate data from excerpts of published scientific studies of evolutionary tradeoffs. Split students into groups of 2-3 and have them follow the instructions provided in the worksheet.
Notes:
Students will complete an AP Biology style Free Response Question based on studies of phage therapy and antibiotic resistance. The FRQ is provided with an accompanying scoring guide.
More Info:
The concepts in this lesson and video are relatively easy for students to grasp, though many opportunities exist for greater depth and complexity. Students enjoyed playing the game prior to watching the video, and the game helped them to understand the concepts more quickly. After the video, students should be able to complete the modeling activity, though it did bring out some misconceptions and led to a valuable discussion of how to construct a “useful” model.
In general, the lessons provide many opportunities for students to work in small groups and share ideas. Teachers should be prepared to prompt discussion with questions and present problems to students that allow application of the ideas. The game and modeling are relatively easy, whereas the primary literature analysis and FRQ are challenging and geared toward the AP Biology level.
For the core lesson, students should complete the modeling activity.
For basic comprehension of the video, a set of multiple choice questions are provided.
For more advanced application of the concepts, students should complete the primary literature review and the FRQ.
NGSS:
AP Biology:
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