Remote Antibiotic Resistance Game Lab

In my Honors Biology class, when we are studying disruptions of homeostasis we do an antibiotic resistance game lab from New Vision's Living Environment curriculum. It's a fairly simple lab...just requiring colored disks and a die.  It gives students a very visual way to see how inconsistent taking of antibiotics can affect the bacteria in their bodies. 

This coming week, we're remote to mitigate any COVID spread after Christmas break, so I needed to convert the antibiotics lab to a remote version. Google Slides are one of my favorite tools when we're remote since I can see what all of my students are doing, even when they are in breakout rooms.  I made slides for each breakout room with plenty of virtual disks. On the slide itself is the number of disks lab groups need to begin with. There are piles of spares on the side to use as needed.  

Students will put their data into a shared Google Sheet and graph the data as well.  I purposely left one of the tables filled in and highlighted to remind me to review with students that they need to add more bacteria after each day.

I have also adjusted the lab document from New Visions to fit my class. I'll link the lab, the Slides and Sheet below.

Student Lab Document

Slides with Disks

Sheets for Data and Graphs

Immune System Trading Cards

In reading through ideas from different FaceBook communities I am a member of, I saw someone mention making trading cards of the cellular organelles. By the time I read it, my honors biology class was already past the cell unit, but I tucked it away as a potential idea for next year.  Then I was putting together our Disease and Disruption of Homeostasis unit and realized that there was a hefty amount of new vocabulary for this unit, especially centered around the immune system.

I chose 9 key terms from the immune system and made this blank document for the students to work with.  The first page was formatted to be the cards students would actually make. The second page is where they initially typed their definitions. I then copy and pasted those descriptions into the cards on the first page and formatted them to look consistent. The document on Classroom with permission to edit and told the class to only type in the second page. Students also got a reminder that I could look at the document history to see if they were typing where they shouldn't be.

Students were divided into groups and I assigned 2 terms per group (except for 1). They finished the descriptions in the first class and also worked on sketches for their term, I put all of their information into the cards and printed the cards on card stock. The second class was spent drawing pictures of each of the terms. Each group drew all of the pictures for the term they defined.

I went ahead and laminated the finished cards. They were cut out and I used my industrial strength hole puncher to get a hole into them so we could use a book ring to hold them in sets. And there is plenty of room left on the rings for any other trading cards we make this year.