Resistance and stewardship
Explain how antibiotic resistance evolves and why stewardship slows it down.
Before-and-after resistance diagram, explanation of why completing a course helps, zone-data connection to resistance risk, two stewardship actions with biological rationale, and one connection sentence to Monday's debate.
- 1Do thisExplain how antibiotic resistance evolves and why stewardship slows it down.
- 2Use this resource
- 3Submit thisNotebook check: Before-and-after resistance diagram, explanation of why completing a course helps, zone-data connection to resistance risk, two stewardship actions with biological rationale, and one connection sentence to Monday's debate.
- 4Submit it here
- 1CMSD website. Go to clevelandmetroschools.org and click the Clever button.
- 2Clever. Clever opens. Sign in if it asks.
- 3Microsoft (district) login. Use your district Microsoft account (the one for school).
- 4Schoology. Open Schoology, then your class, then Assignments, and find the file named below.
The file to submit is named: Genetics of Disease (Medical Interventions) › Bacterial structure, antibiotic mechanisms, MIC, resistance, and stewardship. › Notebook checkOpen Schoology
- CER:
- Claim, Evidence, Reasoning — make a claim, back it with evidence, explain your reasoning.
- SOP:
- Standard Operating Procedure — the exact steps to follow (especially in a lab).
- Tracker:
- Your PLTW progress log where you record completed evidence.
- myPLTW:
- The PLTW course site where you do the online activities — you open it through Schoology.
Minute-by-minute · 80-minute block
💡 Big idea: How does antibiotic use create selection pressure that makes resistance inevitable without stewardship?
- 0-12 minRead the resistance evolution overview: rare resistant mutant survives, reproduces, population shifts
- 12-28 minDraw a before-and-after diagram: sensitive population before treatment, resistant-dominated population after incomplete treatment
- 28-42 minExplain in writing why completing the full prescribed course reduces resistance (removes more of the sensitive population that competes with resistant cells)
- 42-55 minUse Wednesday's zone data: which antibiotic had the smallest zone? That drug is most at risk of becoming ineffective first under resistance
- 55-68 minList two specific stewardship actions; explain the biological mechanism behind each
- 68-80 minWrite the connection sentence linking Monday's debate to the biological reality of resistance
- • Resistance is not a mystery; it is exactly what natural selection predicts will happen when you apply a constant lethal pressure to a population.
- • Your Wednesday zone-of-inhibition data tells you which drug is most vulnerable to resistance in your bacterial strain.
- • Understanding the biology today is what makes your Friday stewardship recommendation more than opinion.
- • Exit goal: a before-and-after resistance drawing and a connection sentence linking your lab data to resistance risk.
- 1Read how a few resistant bacteria survive treatment and then multiply.
- 2Draw a before-and-after picture of a population becoming mostly resistant.
- 3Explain why finishing a prescribed course can reduce resistance.
- 4Connect your zone-of-inhibition data to which drug resistance would make useless first.
- 5List two stewardship actions that slow resistance.
- 6Write one sentence linking your Monday debate to the biology of resistance.
- • You will be able to explain how antibiotic resistance evolves.
- • You will be able to connect lab data to resistance risk.
- • You will be able to name stewardship actions that slow resistance.
- • Natural selection acts on bacterial populations: bacteria with random resistance mutations survive antibiotic treatment and reproduce, making resistance more common over time.
- • Stopping antibiotics early leaves a partially treated population of mostly resistant survivors, accelerating resistance emergence.
- • Stewardship actions (prescribing only when necessary, completing full courses, using narrow-spectrum drugs when possible) reduce selection pressure and slow resistance.
Your PLTW work today
Bacterial structure, antibiotic mechanisms, MIC, resistance, and stewardship. · Resistance and stewardship
Day 4 of this lesson. Open this exact section in myPLTW (reached through Schoology), then do the work below.
Do this: Open Activity 1.2.4 When Antibiotics Fail in myPLTW and work through the resistance mechanisms game or simulation.
Complete the resistance mechanisms summary table and one explanation of how misuse accelerates resistance.
Antibiotic selection should be done (Wednesday); resistance summary and explanation due today.
Resistance mechanisms summary table in notebook.
All PLTW activities are completed inside the PLTW course environment — this page only gives direction. Submit producibles on Schoology.
Today's PLTW tracker
Check things off as you work, then submit. This tells Mr. Mendoza how you're doing so he can help the class. It does not replace turning in your producible on Schoology.
Use the code Mr. Mendoza gave you, not your name. Saved on this device.
Bacterial structure, antibiotic mechanisms, MIC, resistance, and stewardship. · Resistance and stewardship
Open Activity 1.2.4 When Antibiotics Fail in myPLTW and work through the resistance mechanisms game or simulation.
Antibiotic selection should be done (Wednesday); resistance summary and explanation due today.
This is how Mr. Mendoza sees the class keeping pace with PLTW. Be honest, it only helps if it is accurate.
🎯 Explain how antibiotic resistance evolves and why stewardship slows it down.
- Read how a few resistant bacteria survive treatment and then multiply.
- Draw a before-and-after picture of a population becoming mostly resistant.
- Explain why finishing a prescribed course can reduce resistance.
- Connect your zone-of-inhibition data to which drug resistance would make useless first.
- List two stewardship actions that slow resistance.
- Write one sentence linking your Monday debate to the biology of resistance.
Notebook check: Before-and-after resistance diagram, explanation of why completing a course helps, zone-data connection to resistance risk, two stewardship actions with biological rationale, and one connection sentence to Monday's debate.
Submit on SchoologyUpload by 11:29 PM for full credit.
| Task | Who |
|---|---|
| Read how a few resistant bacteria survive treatment and then multiply. | _______ |
| Draw a before-and-after picture of a population becoming mostly resistant. | _______ |
| Explain why finishing a prescribed course can reduce resistance. | _______ |
| Connect your zone-of-inhibition data to which drug resistance would make useless first. | _______ |
| List two stewardship actions that slow resistance. | _______ |
| Write one sentence linking your Monday debate to the biology of resistance. | _______ |
Working solo? Put your own name in "Who" for every row.
- You will be able to explain how antibiotic resistance evolves.
- You will be able to connect lab data to resistance risk.
- You will be able to name stewardship actions that slow resistance.
Teacher-posted resources
Classroom documents for this lesson. Ones marked “Open the file” open right here; the rest are posted in Schoology. Use the label on each card to choose the right move.
Open this when the class reaches this activity and use it to complete the required lesson artifact.
Placement rationale
Matched Antibiotic treatment, MIC, resistance by path:Medical-Interventions/Unit-1_How-to-Fight-Infection/1.2_Antibiotic-Treatment; keywords:antibiotic, therapy. Score 142. Visibility: student-schoology (student-facing resource; link through Schoology rather than local path).
Open this when the class reaches this activity and use it to complete the required lesson artifact.
Placement rationale
Matched Antibiotic treatment, MIC, resistance by path:Medical-Interventions/Unit-1_How-to-Fight-Infection/1.2_Antibiotic-Treatment; keywords:antibiotic, resistance. Score 142. Visibility: student-schoology (student-facing resource; link through Schoology rather than local path).
Use this if you were absent, got stuck, or need another pass before you submit the lesson artifact.
Placement rationale
Matched Antibiotic treatment, MIC, resistance by path:Medical-Interventions/Unit-1_How-to-Fight-Infection/1.2_Antibiotic-Treatment; keywords:antibiotic, resistance. Score 138. Visibility: student-schoology (student-facing resource; link through Schoology rather than local path).
How to get there: open the CMSD website, click Clever, sign in with your Microsoft (district) account, then open Schoology from Clever.
Lab & supplies
This unit's vocabulary
Tap the speaker to hear a term. Weekly vocabulary task: add two of these terms to your notebook glossary with a definition and an example in your own words.
WebXam practice
Cumulative WebXam review
A quick mixed-review pulling questions from earlier units plus today, so the WebXam material stays fresh.
Where this leads — careers
What today's skills lead to. These are real health-science careers this course builds toward. Tap one to see, on the US Department of Labor's O*NET site, what the job actually involves, what it pays, and how fast it is growing.
What to do if you were absent
Today is individual PLTW work, so do exactly what we did in class, from home: complete the same PLTW target above, then submit your Notebook check.
Open Schoology (CMSD) and keep goingHow to get there: open the CMSD website, click Clever, sign in with your Microsoft (district) account, then open Schoology from Clever.
Class still runs. Complete the online activity above (it's self-guided). Need the concept taught without a teacher? Use this authoritative explainer:
CDC Antibiotic Resistance- CompleteEvery required part of the artifact is present, nothing left blank.
- AccurateThe science and the data are correct and match the evidence.
- Scientific reasoningYou explain your claim with evidence and reasoning (CER), not just an answer.
- Professional communicationClear, organized, labeled, and written the way a clinician or scientist would.
- SubmittedTurned in the right way (Schoology for routine work) and confirmed.
Drop your Tue, Sep 29, 2026 · Resistance and stewardship here. Use a clear file name (your initials + project). Routine work still goes to Schoology (via the CMSD portal).
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