Lesson Plan 4 - Introduction To Microbiology

TEACHING SESSION PLAN
Module: Cell Biology & Genetics Level / Stage (6,7,8) Level 8

Year: 1
Title of session/ topic: Introduction to Microbiology
Length of session: 1 hr
Mark the type of session:
Lecture ☐✓ Tutorial ☐ Lab ☐ Studio ☐ Workshop ☐
Module Outcome (What module outcome(s) is the class/session aligned to):

1. Define Microbiology and classify microorganisms
2. Identify and describe the role of microorganisms
Class/Session Outcomes: Upon completion of this session, you should be able to: (Share
with students e.g. Write on board /slide/ project image at beginning of lecture for students)
• Classify and describe microbes

• Recognise microbes macroscopically and microscopically
• Describe the role of microorganisms in Health, Agriculture, Food, the Environment
and Biotechnology
Select & Prioritise Your Content:
For the session, decide what material is used in class and what material the students should study
independently and/or online. To do this, think about the material and its relative importance and
prioritise and list in the appropriate quadrant.
Independent Learning
In Class or in a Live Online Class (student completes on
(Support Learning) their own)
1 2
Define the study of microbiology and classify Contribute to Padlet (in

Priorit microbes groups) after in-class
y discussion
Describe the appearance and structure of a selection
(Need of microbes Access Lecture notes
to from Moodle
know) Describe the role of microbes in Health, Agriculture,
Food, the Environment and Biotechnology View Padlet
(constructed in-class)
provided on Moodle
Supple
4
mentar
y 3 Add questions/queries to
Learnin Describe in detail the role of microbes in Health, Padlet
g (Nice Agriculture, Food, the Environment and Biotechnology
to with detailed examples Create Questions for
know)
Kahoot Quiz
Material in quadrants 1 and 3 typically become the focus during classes. Quadrants 2 and
4 represent material students could study themselves and use the VLE/Moodle and
online learning objects to support this learning.
Think about how you might incorporate Technology Enhanced Learning Tools and Blended
Online/Digital Learning Objects, that will develop students learning and engagement with the
module.
VLE – Lecture Notes

Padlet- Provided on Moodle
Kahoot- Students generate Questions and answers (I add them to a Kahoot Quiz and quiz
completed by students at end of topic)
Teacher Activity Student Activity
(what you will do during the class): (what students will do during the class session):
Stage 1 (timing): 1-5 min Stage 1 (timing):

Welcome
Last week
This week
Stage 2 (timing): 5- 12 min Stage 2 (timing): 5-12 min

PowerPoint presentation + questions on prior Students listen and participate in questions
content from a previous lecture and lab linked to individually and in small groups
this topic
-Learning Objectives
-definitions and new terms
-diagrams of microbes
Stage 3 (timing): 12- 45 min Stage 3 (timing): 15-50 min

Open Padlet Board with headings: Students (in groups) discuss 1 topic (selected
by lecturer)
Health, Agriculture, Food, the Environment
and Biotechnology Then groups present their topic to the class
Open ended questions and discussion on each

topic
Stage 4 (timing): 50-60 min Stage 4 (timing): 50-60 min
Padlet Students (in groups) fill in their points (after

discussion) on Padlet
Give instructions on what students should do to
prepare for next lecture Students listen to instructions re next lecture
session
Note digital student engagement tools required for this session/lesson:
Moodle
Padlet
Teacher Reflection:
What worked well?

This lecture was the opening lecture for a new topic. The session was more a discussion rather than
a lecture so I spent most of the lecture in the middle of the large lecture room rather than at the
podium. I used this session to arouse the interest of the students in the whole area of Microbiology.
I tried to show my excitement to be moving into such an interesting and vast subject. I made a great
effort to show how relevant the subject is in our everyday world. I made a special connection
between Microbiology and human nutrition and athletic ability as these are the programmes the
students are studying.
The discussion went very well and students had much more to contribute than I had planned so the
session ran in to the second hour (for which I had another lesson plan prepared). The students
seemed to enjoy the discussion and found that the topic is more relevant than they had realised,
especially in relation to nutrition, gut health and athletic ability. The students were particularly
interested in research ongoing in UCC re the Ireland rugby team microbiome analysis studies. They
were hugely interested in the evidence between the gut microbial population and obesity, many
diseases even depression. Some students loved the discussion in relation to how microbes shaped
history – famine.
The group work went well and all students participated in discussions and in populating the Padlet
board with their points.
What did not work well?

I spent a disproportionate amount of time on one side of the room. I will need to ensure I move
around more.
The discussion went very well and students had more to contribute than I had planned so the
session ran in to the second hour (for which I had another lesson plan for).
Some topics (Biotechnology) were a little more difficult than others. The groups working on these
topics found the session more difficult and needed more direction.
To what extent did you address different domains of learning?

The domains of learning (according to Blooms taxonomy) include:
- cognitive domain (knowledge)

This was addressed by providing the lecture content in the presentation available on the VLE and
with links to further resources also through the VLE. The students comprehension of the topic was
enhanced by the explanation of the topic during the lecture.
The application of the content in everyday examples was discussed in great detail.
- psychomotor domain (skills)

This was weakly addressed in this session. By students inputting points into a Padlet and using
visual aids (diagrams) may have enhanced the learning experience for some students.
- affective domain (attitudes)
This was well addressed in the session where the students actively participate by discussing their
points in groups and present their overall findings to the class. After further discussion and
interaction with further new information students had to organise the information and display it
using the Padlet board.
What would I do differently next time?

I would plan for the session over the two hours (rather than one hour). I would improve how I
divided my time among the groups and how I physically navigated a large lecture room.

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TEACHING SESSION PLAN

Module: Cell Biology & Genetics Level / Stage (6,7,8) Level 8

Title of session/ topic: Introduction to Microbiology

Mark the type of session:

Lecture ☐✓ Tutorial ☐ Lab ☐ Studio ☐ Workshop ☐

Module Outcome (What module outcome(s) is the class/session aligned to):

• Classify and describe microbes

Define the study of microbiology and classify Contribute to Padlet (in

VLE – Lecture Notes

Stage 1 (timing): 1-5 min Stage 1 (timing):

Stage 2 (timing): 5- 12 min Stage 2 (timing): 5-12 min

-definitions and new terms

Stage 3 (timing): 12- 45 min Stage 3 (timing): 15-50 min

Open ended questions and discussion on each

Stage 4 (timing): 50-60 min Stage 4 (timing): 50-60 min

Padlet Students (in groups) fill in their points (after

Note digital student engagement tools required for this session/lesson:

What worked well?

What did not work well?

To what extent did you address different domains of learning?

- cognitive domain (knowledge)

- psychomotor domain (skills)

What would I do differently next time?

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