The MRSA module supports students’ science reading and engagement in modeling, explanation, and argumentation to build knowledge of core science concepts. The topic of methicillin resistant Staphylococcus Aureus (MRSA) affords the opportunity to learn natural selection, adaptation, and human impact on evolution. As such, it involves cross cutting concepts (NGSS Lead States, 2013) such as cause and effect; systems and interactions and, to a degree, scale, proportion, and quantity. MRSA also offers direct relevance to students since adolescents are at increased risk for contracting MRSA, and entails sufficient complexity to foster questioning, argumentation, and modeling. The MRSA Text-Based Investigation consists of four sections: MRSA infection, transmission and spread of MRSA, evolution from SA to MRSA, and managing the public health challenge of MRSA which build on each other conceptually and in literacy practices. Each section engages students in reading multiple texts and in science argumentation. The first three sections engage students in developing an explanatory model for MRSA and in argumentation about their models. The final section focuses on designing interventions based on the models and in argumentation about their interventions. Throughout the MRSA Text-Based Investigation, students do the challenging work of reading, evidence gathering, piecing together explanatory models, and arguing about their models.

The MRSA Module text set consists of 13 texts representing a range of sources; five from university websites, three from news agencies, two from science research journal reports, one each from the CDC website, a high school biology textbook excerpt, and a popular science magazine. They also offer a range of information in diverse representations: MRSA news stories, statistics on MRSA deaths, MRSA-human ecology, timelines showing antibiotic use and antibiotic resistance, models of evolution, and potential interventions. Four texts feature visuals: three graphs and one visual explanatory model.

The MRSA Module Interactive Notebook includes integrated routines, scaffolds, and tasks.  Inquiry questions support student engagement with the phenomena. Notetakers support students in identifying and reasoning about evidence in the texts; and modeling and argumentation tasks to engage students in these science practices. The routines for the reading and modeling tasks provide opportunities to assess students’ reading for modeling and to incorporate scaffolds responsively – orchestrating student groupings and timing; chunking texts and reading; offering strategic modeling of reading and modeling processes; and facilitating metacognitive conversations to deepen engagement, solve problems, and build knowledge of science principles and practices. An annotated teacher guide provides support for implementation.