Course Profile Science, Grade 11, Workplace Preparation, Public
Unit 3: Investigating Micro-organisms
Time: 20 hours
Activity 3.1 | Activity
3.2 | Activity 3.3 | Activity 3.4 | Activity
3.5 | Activity 3.6 | Activity 3.7
Students gain an understanding and awareness of the benefits and hazards of microorganisms, particularly as they relate to home and workplace applications. Students have opportunities to develop their skills in performing scientific investigations and safe laboratory procedures. At the end of the unit, students design an investigation involving the culture of micro-organisms and present the results as a lab report. They also research a related topic interest and present their findings as part of a class newsletter.
Overall Expectations:
MOV.01,
MOV.02, MOV.03.
Specific Expectations:
MO1.01,
MO1.02, MO1.03, MO1.04, MO1.06, MO2.01, MO2.02, MO2.03, MO2.04, MO2.05, MO3.01,
MS1.02, MS2.03, HI1.02.
|
Activity 3.1 |
Introduction to Micro-organisms |
120 minutes |
|
Activity 3.2 |
Fungal Cultures – Bread and Beyond |
230 minutes |
|
Activity 3.3 |
Bacterial Cultures – Yogurt and Beyond |
230 minutes |
|
Activity 3.4 |
Microbial Decomposition – Composting and Beyond |
120 minutes |
|
Activity 3.5 |
Viruses |
100 minutes |
|
Activity 3.6 |
Designing an Experiment |
200 minutes |
|
Activity 3.7 |
Microbe Newsletter |
200 minutes |
· Lab safety procedures from Grade 10 and/or Grade 9
· Microscope skills from Grade 9 and earlier
· Reproduction concepts from Grade 9
· Cell biology concepts from Grade 9 and earlier
· The focus in this unit is on using microbial cultures that related to everyday and workplace examples. Culturing bacteria and fungi using plating techniques is introduced in Unit 4.
· Prepare list of safety precautions to be posted throughout the unit, including reminders to wash (not rinse!) hands frequently.
· Prepare a class set of microscopes, with at least one for every pair of students.
· Collect a class set of assorted prepared slides.
· Ensure access to prepared slides of protists, fungi, and bacteria.
· Order a class set of live protists (amoeba, paramecium).
· Review the organizer (see Appendix 3A) which is used throughout the unit to address expectations MO1.01-.04 and MO1.06 through activities which deal with the microbial groups one at a time.
· Prepare a landscape version of the organizer chart (see Appendix 3A) and make copies for students.
· Prepare an overhead or a chart-paper version of the organizer chart.
· Check board and school policy for field trips and arrange for a field trip for Activity 3.4.
· Check with the class regarding known mould and/or yeast allergies, and consider precautions to be taken to minimize class and individual exposure to spores.
· Review resources on composting and carry out a trial run of a mini-composter or other small scale composter.
· Review Unit 5 where the concept of population growth and environmental interactions is developed fully. The concept is introduced in this unit as students examine microbial populations and the factors that affect their growth, including food supply and production of waste.
The skill emphasis in this unit is on experimental procedures, microscope work, and summary of information in an organizer format. The teacher facilitates student learning through paired lab work, individual writing of lab reports and completion of the organizer, and whole-class discussions. Practical applications and real-world connections are highlighted in all the activities. The strategies used are outlined in the chart below showing how they are connected to the assessment and evaluation strategies. A standard format for lab reports is used to simulate the use of standard procedures in the workplace, as well as making consistent opportunities for formative feedback.
|
Teaching/Learning Strategies |
Assessment Task |
Tool |
|
3.1 Introduction
to Micro-organisms Group work at six different stations Microscope investigation of protists in pairs Completion of Protist section on an organizer for comparing micro-organisms and start other sections Preparation for rest of unit. |
Answers to station questions Drawings Organizer |
Anecdotal comments Checklist Checklist |
|
3.2 Fungal
Cultures - Bread and Beyond Lab Investigation of culture of yeast Microscope examination of yeast Lab Investigation of mouldy bread Microscope examination of moulds Completion of Fungus section on organizer for comparing micro-organisms |
Lab report Drawings Lab report Drawings Organizer |
Rubric Rating scale Rubric Rating scale Anecdotal Comments |
|
3.3 Bacterial
Cultures – Yogurt and Beyond Lab Investigation of culture of yogurt Microviewer examination of bacteria Completion of Bacteria section on organizer for comparing micro-organisms |
Lab report Drawings Organizer |
Rubric Rating scale Anecdotal Comments |
|
3.4 Microbial Decomposition – Composting and Beyond Lab Investigation of mini-composter Field trip to sewage treatment plant Additions to organizer |
Lab report Question sheet Organizer |
Rubric Marking Scheme Anecdotal |
|
3.5 Viruses Research investigation of viral diseases using provided resources Teacher-led discussion and note-taking on viruses Completion of Virus section on organizer for comparing micro-organisms |
Summary table of viral diseases Quiz Organizer |
Checklist Marking scheme Anecdotal Comments |
|
3.6 Designing an
Experiment In pairs students design an experiment based on one of the earlier investigations. Students carry out the experiment in pairs and report on it individually. |
Plan for experiment Lab report |
Checklist Rubric |
|
3.7 Microbe
Newsletter Completion and summary of organizer information Class discussion on plan for newsletter Individual investigation of one aspect of microbial impact and production of a piece for the newsletter |
Test with organizer Article, drawing, advertisement, cartoon, editorial or other piece for the newsletter. |
Marking scheme Rubric |
A variety of assessment tasks are suggested for each activity, as outlined in the chart above. Charts provided at the end of each activity show the type of tool, which can be used, along with links to the Achievement Chart and learning skills. The first activity is intended as a diagnostic activity.
The lab report format used is common for all the activities so that the early ones can be used for formative assessment, providing students with opportunities for practice and improvement before they produce the lab report for their own experiment, which will be used for summative evaluation. The organizer provides another link to all the activities and should be checked for formative feedback as students work on it. The final evaluation of the organizer is a test for which students use the organizer as their source of information. The article for the newsletter should also be used as a summative evaluation.
Andrews, W.A. and S.J. McEwan. Investigating Aquatic Ecosystems (Contours: Studies of the Environment Series). Prentice-Hall Canada, 1987.
Andrews, W.A. and S.J. McEwan. Investigating Terrestrial Ecosystems (Contours: Studies of the Environment Series). Prentice-Hall Canada, 1987.
Bosak, Susan V. Science Is. Richmond Hill: Scholastic Canada Limited, 1991.
Candido, J.L. et al. Heath Science Connections 10. D.C. Heath Canada, 1988.
Engel, June. The Complete Canadian Health Guide. Toronto: Key Porter Books, 1993.
Grace, Eric. SCIENCEPOWER 10. McGraw-Hill Ryerson Limited, 2000.
Ritter, Robert, Donald Plumb, Frank Jenkins, Hans van Kessel, and Al Hirsch. Nelson Science 10. Nelson Thomson Learning, 2000.
Scarrow, Hart R. Biology: Your Bodyworks. Globe/Modern (GMC), 1990.
Yack, Douglas J., Philip G. DeSantis, Garnet J. Dobsky, Ronald E. Phillips, and Jean Bullard. Heath Biology Connections. Toronto: D.C. Heath Canada Ltd, 1990.
Wartski, Albert and Lynn Marie Wartski. Low Budget Biology. Hillsborough: Ski2 Educational Publishing, 1995. (5610 Deerfield Rd., Hillsborough, NC 27278)
Material Safety Data Sheets for Infectious Agents
Health Canada Laboratory Centre for Disease Control - www.hcsc.gc.ca/hpb/biosafty/msds/index.html
Composting Council of Canada - www.composting.org
Compost Resource Page - www.oldgrowth.org
Compost Magic Booklet - www.gov.nb.ca/environment/compost/magic.htm
Department of Marine Botany, Göteborg University, Sweden - www.marbot.gu.se/SSS/SSShome.htm
Dictionary of Plants and Animals - www.lineone.net/dictionaryof/animalsplants/m0063948.html
Canadian Newspapers - www.thestar.com
www.theglobeandmail.com
www.discovery.com
www.timecanada.com
www.canoe.ca (searchword microbes)
General questions about micro-organisms: http://fox.Rollins.edu/~egregory/didyou.htm
Biology: bacteria serving humanity. 1988, Allegro Productions.
Bacteria. 1985, National Geographic Society (NGS).
Biotechnology: cleaning up with microbes. 1997, General Motors of Canada (GMC).
Outbreak. Warner Brothers, 1995.
Virus! 1994, National Geographic Society (NGS).
Time: 120 minutes
This activity starts with a diagnostic task, which assesses general knowledge of micro-organisms and microscope skills while introducing students to a range of micro-organisms and some of their hazards and benefits. Students then review the use of microscopes in an investigation of protists. They are introduced to an organizer chart to assist them in recording the characteristics of protists, which they use as a model for later investigations of other micro-organisms. Students are introduced to later activities in the unit.
Strand(s): Micro-organisms, Human Impact on the Environment
Specific Expectations
MO2.01 - identify specimens of bacteria, protists, and fungi, using prepared slides and wet mounts;
MO2.04 - prepare a product using micro-organisms (e.g.,
bake leavened bread; make yogurt); *
(Note: These are laboratory products
and should not be eaten.)
MO2.05 - describe various micro-organisms, using the appropriate classification system and nomenclature (e.g., bacteria, protists, viruses, fungi);
MO3.01 - working cooperatively with team members, compile, display in an appropriate format and report on information/evidence gathered concerning the benefits and/or costs to society of micro-organisms (e.g., industrial use of microbes, such as in the making of yogurt and in the clean-up of oil spills; microbes and sexually transmitted diseases [STDs]; the potential for biological warfare; drug-resistant bacteria; microbes and the history of hygiene; mouldy-building syndrome; food poisoning; microbes and forensic science; microbes and allergies: the role of microbes in soil and in home composting);
HI1.02 - define population growth and explain the factors that influence it.
· Collect the materials needed for the station set-up (see Appendix 3B). Check out the Microbe Zoo (see Resources) and books and magazines for pictures. To develop a hay infusion or a pond-water culture: obtain a sample of pond mud to which you will need to add sugar, starch, and a small amount of nutrient agar. Place in sunlight for a few days and observe. This can also be done in winter by obtaining mud from the edge of a pond, placing the ingredients into a large bottle and warming everything to room temperature.
· Order a class set of demoslides (reservoir slides).
· Review Activity 3.4 and prepare materials for setting up mini-composters (as outlined in Wartski’s Low Budget Biology) or other small scale composters.
· Advise students to collect fresh organic (vegetable) waste from home to bring to class.
· Obtain some dirt or non-sterile potting soil and fertilizer.
· Ensure that some of the material to be added to the composters has mould already growing on it to provide a source of fungus for decomposition, and that material from an existing compost is introduced to provide an inoculation of suitable bacteria for decomposition.
· Microscope skills from Grade 9 and earlier
3.1.1 Student Activity: Students review the headings on the organizer chart and participate in a class discussion about the terms used in the headings, identifying their own level of general knowledge. Working in small groups, students then move through six different stations set up around the classroom and answer questions related to hazards and benefits, with a focus on the conditions required for growth and reproduction. (See Appendix 3B for station set-up and questions). Individually students write a summary of hazards and benefits of micro-organisms, in either chart or paragraph form.
Teacher Facilitation: The teacher provides the organizer and informs students that it will be an important component of all the activities in the unit. Explain that students will make additions to the chart as they move through the activities in the unit, and that they will end up with a chart which has a great deal of information. During the final activity of the unit they will be given an opportunity to prepare a summary of the key information on the chart, and then to use both charts for assistance during a test on micro-organisms. The teacher then facilitates discussion by asking questions to solicit general knowledge about viruses, bacteria, fungi, and protists. (Students may not recognize the term protists, but may be familiar with the terms amoeba or paramecium.) The teacher reviews factors affecting growth and reproduction for all living things, including food sources, water, environmental conditions such as temperature, and production of waste products. The teacher introduces the station activities as a way of finding out what the students already know about micro-organisms, encouraging the students to work as a team as they attempt to answer the questions at each station. The teacher stays at the microscope station giving instruction as necessary in the use of the microscope, and assessing the skills of each student with a checklist, which they will need for subsequent work in this, and the next unit. The teacher then leads a class discussion on the hazards and benefits of micro-organisms based on the student summaries. The teacher also reviews the concept of population growth, reminding students that other populations, including humans will be studied later in the course.
3.1.2 Student Activity: Students prepare a wet mount of various protists (depending on what is available) from cultures supplied. They will need to slow down the organisms using cotton strands or a specific chemical such as methyl cellulose for this purpose. They create drawings of the organisms viewed.
Teacher Facilitation: The teacher reviews the preparation of a wet mount and use of the microscope. The teacher provides assistance to students in successfully slowing down the organisms, finding the organisms, and highlighting what the student should be observing. If possible the teacher shows the students what they are looking for through a video camera/television display.
3.1.3 Student Activity: Students use the information from their study in 3.1.2 to complete the section of the organizer on protists. They then review the answers from 3.1.1 and begin to enter information for the other groups on the chart.
Teacher Facilitation: The teacher highlights the headings in the chart, and uses what the students have learned about protists as a model for filling out the chart. The teacher uses an overhead or large version of the organizer to assist students to fill out what they can on the chart, based on 3.1.1, and emphasizes that the remaining activities will provide more information for the chart.
3.1.4 Student Activity: Students review the requirements for the summative tasks for the unit: test, lab report, and newsletter piece. Students set up their own mini-composter for use in Activity 3.4.
Teacher Facilitation: Building on the discussion of hazards and benefits of micro-organisms in 3.1.1 and the information on the organizer the teacher outlines the agenda for remainder of the unit, including the summative tasks. The teacher provides instruction on the setting up of the mini-composters.
|
Task |
Tool |
Category |
Learning Skill |
|
Station questions |
Anecdotal Comments |
Knowledge |
Teamwork |
|
Drawing |
Checklist |
Inquiry |
Initiative; Works Independently |
|
Organizer Chart |
Anecdotal Comments |
Communication |
Organization |
· Provide step-by-step instructions and/or a checklist, including visuals for completion of wet mount.
Candido, Jack L., et al. Heath Science Connections 10. D.C. Heath Canada, 1988.
Engel, June. The Complete Canadian Health Guide. Toronto: Key Porter Books, 1993.
Bosak, Susan V. Science Is. Richmond Hill: Scholastic Canada Limited, 1991.
Wartski, Albert and Lynn Marie Wartski. Low Budget Biology. Hillsborough: Ski2 Educational Publishing, 1993.
Yack, Douglas J., Philip G. DeSantis, Garnet J. Dobsky, Ronald E. Phillips, and Jean Bullard. Heath Biology Connections. Toronto: D.C. Heath Canada Ltd, 1990.
Digital Learning Center for Microbial Ecology: Home of the
Microbe Zoo
http://commtechlab.msu.edu/sites/dlc-me/index.html
Time: 230 minutes
Students carry out lab investigations to become familiar with both beneficial and harmful aspects of fungus and to identify their characteristics. They investigate the effect of food source on the culture of yeast and how this culture is used in production of bread and alcoholic beverages as well as the factors that affect growth of bread mould.
Strand(s): Micro-organisms, Human Impact on the Environment
Specific Expectations
MO1.01 - describe the basic characteristics of representative bacteria, protists, viruses, and fungi;
MO1.02 - compare the life cycles of representative bacteria, protists, viruses, and fungi;
MO1.03 - explain the methods of reproduction of representative bacteria, protests, viruses, and fungi;
MO1.04 - describe the anatomy and physiology of representative bacteria, protists, viruses, and fungi;
MO1.06 - describe how bacteria, protists, viruses, and fungi cause diseases in humans and how they are useful to humans;
MO2.01 - identify specimens of bacteria, protists, and fungi, using prepared slides and wet mounts;
MO2.02 - formulate scientific questions about practical problems and issues related to micro-organisms (e.g., How do the differences among bacteria, viruses, and fungi affect the ways in which they can be used or controlled?);
MO2.04 - prepare a product using micro-organisms (e.g.,
bake leavened bread; make yogurt); *
(Note: These are laboratory products
and should not be eaten.)
MO2.05 - describe various micro-organisms, using the appropriate classification system and nomenclature (e.g., bacteria, protists, viruses, fungi);
MO3.01 - working co-operatively with team members, compile, display in an appropriate format and report on information/evidence gathered concerning the benefits and/or costs to society of micro-organisms (e.g., industrial use of microbes, such as in the making of yogurt and in the clean-up of oil spills; microbes and sexually transmitted diseases [STDs]; the potential for biological warfare; drug-resistant bacteria; microbes and the history of hygiene; mouldy-building syndrome; food poisoning; microbes and forensic science; microbes and allergies: the role of microbes in soil and in home composting);
MS2.03 - investigate the behaviour of micro-organisms, identifying and controlling major variables and using safe laboratory procedures (e.g., using plating techniques, show how various antibiotics kill bacteria but not other microbes; compare the effectiveness of different mouthwashes in killing bacteria; demonstrate where microbes live in a classroom by taking swabs);
HI1.02 - define population growth and explain the factors that influence it.
· Ensure a fresh supply of freeze-dried, active yeast (available from baking supply sections of supermarkets or bulk food stores).
· Ensure a supply of mouldy bread.
· Collect information on hazards and benefits of fungal growth.
· Remind students frequently about the need for hand washing after these lab activities, and to take precautions about exposure to the mould and yeast cultures, which may be allergenic for some students.
· Understanding of lab report formats from earlier grades.
· Some experience with experimental design and concepts of variables.
3.2.1 Student Activity: Students participate in a class discussion about experimental procedure with reference to the culture of yeast. In pairs, students investigate the effect of different food sources on the culture of yeast, setting up at least three different controlled cultures, following the instructions provided, and measuring the growth of the population. They complete a lab report using the format provided by the teacher (see Appendix 3C).
Teacher Facilitation: The teacher begins the discussion with reference to products for which yeast is used (from 3.1) and focuses on how controlled experiments can be set up to look at factors which will affect the growth and reproduction of yeast. While neither bread nor wine is being made to completion, the set-up in this lab mimics the initial stages in the production of both. The teacher reviews concepts such as: hypothesis; independent, dependent and controlled variables; quantitative and qualitative observations. After the experiment is complete the teacher asks questions regarding the use of yeast for other applications, and explains what happens when too much waste product (alcohol) is present causing the yeast to die. This enables an introduction to the concept of carrying capacity, and identifies that it can be affected both by the limited availability of food resources, as well as the overproduction of wastes. The teacher also identifies workplace situations where yeast is used in dough-making such as doughnut shops, submarine and bagel shops, and other bakeries.
3.2.2 Student Activity: Students prepare wet mounts of some of the material cultured in 3.2.1, examine them under the microscope and make drawings of what they see.
Teacher Facilitation: The teacher assists with the microscope work, if necessary.
3.2.3 Student Activity: Students participate in a class discussion about fungus, focusing on bread mould. In groups they plan an experiment to investigate the effect of using different types of bread on the growth of bread mould, carry it out, and individually prepare lab reports using the format from 3.2.1.
Teacher Facilitation: The teacher initiates the discussion by showing samples of mouldy bread, noting that it is in a plastic bag because of the possible adverse effects of mould spores for people with allergies. The teacher facilitates discussion about the experimental design to include safety considerations.
3.2.4 Student Activity: Students examine different types of moulds (still in plastic bags) under the dissecting microscope, observing the three-dimensional nature of the mould. They then prepare wet mounts of fungal mycelia and spores for examination or observe prepared slides. Students make drawings of what they see.
Teacher Facilitation: The teacher assists with the microscope work, cautioning students to minimize spore release into the classroom by maintaining the mould in the plastic bags, but also being careful to not damage or crush the delicate mould growth.
3.2.5 Student Activity: Students participate in a discussion about other types of fungus (Topics might include: athlete’s foot, blue cheese, mouldy-building syndrome, allergies, role of mould in composting.) and summarize all their information from this activity on the fungus section of their organizer.
Teacher Facilitation: The teacher leads the discussion, provides notes as required, and then assists students with their organizer.
|
Task |
Tool |
Category |
Learning Skill |
|
Lab Reports |
Rubric (Appendix 3C) |
Inquiry, Communication |
Teamwork, Organization |
|
Drawings |
Rating scale |
Communication, Knowledge |
Initiative; Works Independently |
|
Organizer Chart |
Anecdotal Comments |
Communication |
Organization |
· Use diagram formats for reporting.
· Provide assistance with experimental design.
· Provide samples of lab reports, with a checklist for students.
· Use mushrooms as examples of fungal growth.
Leavening Agents http://osu.orst.edu/instruct/nfm236/leaven/index.htm
Time: 230 minutes
Students identify characteristics of bacteria and become familiar with both their beneficial and harmful aspects through direct instruction, class discussion and laboratory investigations. They also prepare a product (yogurt) using micro-organisms.
Strand(s): Micro-organisms,
Human Impact on the Environment
Specific
Expectations
MO1.01 - describe the basic characteristics of representative bacteria, protists, viruses, and fungi;
MO1.02 - compare the life cycles of representative bacteria, protists, viruses, and fungi;
MO1.03 - explain the methods of reproduction of representative bacteria, protests, viruses, and fungi;
MO1.04 - describe the anatomy and physiology of representative bacteria, protists, viruses and fungi;
MO1.06 - describe how bacteria, protists, viruses, and fungi cause diseases in humans and how they are useful to humans;
MO2.01 - identify specimens of bacteria, protists, and fungi, using prepared slides and wet mounts;
MO2.02 - formulate scientific questions about practical problems and issues related to micro-organisms (e.g., How do the differences among bacteria, viruses, and fungi affect the ways in which they can be used or controlled?);
MO2.03 - investigate the behaviour of micro-organisms, identifying and controlling major variables and using safe laboratory procedures (e.g., using plating techniques, show how various antibiotics kill bacteria but not other microbes; compare the effectiveness of different mouthwashes in killing bacteria; demonstrate where microbes live in a classroom by taking swabs);
MO2.04 - prepare a product using micro-organisms (e.g.,
bake leavened bread; make yogurt); *
(Note: These are laboratory products
and should not be eaten.)
MO2.05 - describe various micro-organisms, using the appropriate classification system and nomenclature (e.g., bacteria, protists, viruses, fungi);
MO3.01 - working cooperatively with team members, compile, display in an appropriate format, and report on information/evidence gathered concerning the benefits and/or costs to society of micro-organisms (e.g., industrial use of microbes, such as in the making of yogurt and in the clean-up of oil spills; microbes and sexually transmitted diseases [STDs]; the potential for biological warfare; drug-resistant bacteria; microbes and the history of hygiene; mouldy-building syndrome; food poisoning; microbes and forensic science; microbes and allergies: the role of microbes in soil and in home composting);
HI1.02 - define population growth and explain the factors that influence it.
· Due to the risk associated with the culture of bacteria in the classroom, the laboratory exercise in this activity focuses on the use of the two bacteria species Lactobacillus bulgaricus or L. acidophilus and Streptococcus thermophilus for the production of yogurt. Even though these are relatively harmless, the yogurt culture may become contaminated by other bacterial strains in the course of the investigation and should therefore not be consumed by students.
· Obtain active yogurt cultures, milk, and suitable containers for the bacterial growth prior to beginning the activity. The cultures will need to be stored in a warm, clean area for the cultures to develop.
· Try out the activity beforehand, including setting up a water-bath or equivalent to maintain the temperatures.
· Plan to remind students about the need for hand washing after involvement in the lab activity.
· Cell biology concepts from Grade 9
3.3.1 Student Activity: Students investigate the effect of temperature as one factor that affects growth and reproduction on the culture of yogurt in scalded milk (to kill off any other bacteria present), by introducing 5 mL of plain yogurt into styrofoam cups containing 150 mL of milk at different recorded temperatures, e.g., 25°C, 35°C, and 45°C. They make observations throughout the day and after 24 hours, while they are held covered in water baths at those temperatures. They write a lab report using the same format as in 3.2.
Teacher Facilitation: The teacher provides clear instructions to the student concerning the need for maintaining a clean environment for the yogurt culture and the reason for using scalded milk. Samples of recipes for home-production of yogurt could be shared.
3.3.2 Student Activity: Students use microviewers to examine a variety of different types of bacteria, making drawings of at least one bacillus organism, one coccus organism, and one spirilla organism.
Teacher Facilitation: The teacher provides information on the different types of bacteria and on staining techniques used and then assist students with their microviewer work.
3.3.3 Student Activity: Students participate in Socratic lesson to fill in basic information about bacteria on their organizer charts.
Teacher Facilitation: The teacher outlines the basic characteristics of bacteria including: reproduction by binary fission, wide variations in requirements for life (e.g., bacteria which can use sulphur or other minerals as an energy source), beneficial and harmful examples, industrial and food sector uses, and introduces the topic of infections and poisonings caused by bacteria or their toxic by-products which will be dealt with more fully in Unit 4.
|
Task |
Tool |
Category |
Learning Skill |
|
Organizer Chart |
Checklist |
Knowledge |
Organization |
|
Lab Report |
Rubric |
Application, Inquiry |
Work Habits |
|
Drawing |
Rating scale |
Knowledge, Communication |
Initiative |
· As an extension have students prepare yogurt at home.
· Provide sample drawings.
Video
Bacteria, 1985, National Geographic Society (NGS).
Biology: bacteria serving humanity, 1988, Allegro Productions.
Biotechnology: cleaning up with microbes, 1997, General Motors of Canada (GMC).
Websites
Material Safety Data Sheets for Infectious Agents
Health Canada Laboratory Centre for Disease
Control
www.hc-sc.gc.ca/hpb/biosafty/msds/index.html
Yogurt Recipe: http://www.delta.edu/~bio111/Concepts%20Labs/Yogurt.htm
Time: 120 minutes
Students are introduced to beneficial micro-organisms and how they can be useful in the production of compost and other applications such as sewage treatment. Students also utilize data gathering techniques and graphing techniques to present a final lab report.
Strand(s): Micro-organisms
Specific
Expectations
M01.06 - describe how bacteria, protists, viruses, and fungi cause diseases in humans and how they are useful to humans;
M02.03 - investigate the behaviour of micro-organisms, identifying and controlling major variables and using safe laboratory procedures (e.g., using plating techniques, show how various antibiotics kill bacteria but not other microbes; compare the effectiveness of different mouthwashes in killing bacteria; demonstrate where microbes live in a classroom by taking swabs);
M02.04 - prepare a product using micro-organisms (e.g.,
bake leavened bread; make yogurt); *
(Note: These are laboratory products
and should not be eaten.)
M03.01 - working cooperatively with team members, compile, display in an appropriate format and report on information/evidence gathered concerning the benefits and/or costs to society of micro-organisms (e.g., industrial use of microbes, such as in the making of yogurt and in the clean-up of oil spills; microbes and sexually transmitted diseases [STDs]; the potential for biological warfare; drug-resistant bacteria; microbes and the history of hygiene; mouldy-building syndrome; food poisoning; microbes and forensic science; microbes and allergies: the role of microbes in soil and in home composting).
· Call local sewage treatment plant to arrange a time for a visit.
· Check board and school policies for field trips.
· Check out the availability of compost produced by the local municipality or obtain samples of bags used to sell composted materials in garden supply stores.
· Consider arranging an in-class field trip to a school or nearby composter, or to a local ecology garden or other larger scale composting facility.
· Plan for reminders again to students regarding necessity of hand-washing.
· Check on the progress of the mini-composters. There may be some composters which are not successful but data gathered from the ones which are successful can be shared with other students.
· Information regarding safety in the workplace and points of entry for organisms
3.4.1 Student Activity: In small groups students monitor their mini-composter and observe the process of decomposing organisms. Each group records the temperature of compost at various times and make periodic diagrams of the appearance of the compost. Students prepare a lab report, following the standard format and including a temperature versus time graph as well as diagrams that include explanations of the various stages.
Teacher Facilitation: The teacher introduces the concept of useful micro-organisms and explains that they help the environment by producing beneficial products for both human use and use in the natural environment. The teacher can refer to local sources of compost for garden use as examples of workplace connections for this topic. Emphasize the importance of aeration and moisture content for microbial action. Caution students about over watering their composter as it will quickly decay. This lab will take up to four weeks to complete as the data will need to be collected over this length of time.
3.4.2 Student Activity: As a class, students visit a local sewage treatment facility and complete a question/work sheet.
Teacher Facilitation: The teacher introduces the importance of sewage treatment facilities and why we have a need for them. A question sheet should be prepared in advance. This question sheet can be generated through a brainstorming session with the students or the teacher can prepare one. A trip of this nature can often be completed in a class period.
3.4.3 Student Activity: Students participate in a class discussion on the role of decomposition in natural environments, in the production of compost, in sewage treatment and in other waste disposal sites, identifying some of the organisms involved. Students then make additions to their organizer.
Teacher Facilitation: The teacher leads the discussion and assists student with their organizers.
|
Task |
Tool |
Category |
Learning Skill |
|
Lab Report |
Rubric |
Application, Inquiry |
Work Habits |
|
Question Sheet |
Marking Scheme |
Knowledge, Communication |
Initiative |
|
Organizer Chart |
Checklist |
Knowledge |
Organization |
· Pair students for completion of question sheet on field trip.
· Provide diagram template for the mini-composter.
· Encourage use of a daily log to assist with monitoring the composter.
· Review graphing skills.
Print Material
Bosak, Susan V. Science Is. Richmond Hill: Scholastic Canada Limited, 1991.
Candido, Jack L., et al. Heath Science Connections 10. D.C. Heath Canada, 1988.
Yack, Douglas J., Philip G. DeSantis, Garnet J. Dobsky, Ronald E. Phillips, and Jean Bullard. Heath Biology Connections. Toronto: D.C. Heath Canada Ltd, 1990.
Wartski, Albert and Lynn Marie Wartski. Low Budget Biology. Hillsborough: Ski2 Educational Publishing, 1993.
Websites
Composting Council of Canada- www.composting.org
Compost Resource Page - www.oldgrowth.org
Compost Magic Booklet - www.gov.nb.ca/environment/compost/magic.htm
Department of Marine Botany, Göteborg University, Sweden - www.marbot.gu.se/SSS/SSShome.htm
Dictionary of Plants and Animals - www.lineone.net/dictionaryof/animalsplants/m0063948.html
Canadian Newspapers - www.thestar.com
www.theglobeandmail.com
www.discovery.com
www.timecanada.com
www.canoe.ca (searchword “microbes”)
Time: 100 minutes
Students are provided with information about the general characteristics of viruses and specific examples of those that are responsible for causing human disease. Methods for both the prevention and treatment of viral infection are described and students are encouraged to apply this information to their own lives.
Strand(s): Micro-organisms
Specific Expectations
MO1.01 - describe the basic characteristics of representative bacteria, protists, viruses, and fungi;
MO1.02 - compare the life cycles of representative bacteria, protists, viruses, and fungi;
MO1.03 - explain the methods of reproduction of representative bacteria, protests, viruses, and fungi;
MO1.04 - describe the anatomy and physiology of representative bacteria, protists, viruses, and fungi;
MO1.06 - describe how bacteria, protists, viruses, and fungi cause diseases in humans and how they are useful to humans;
MO2.05 - describe various micro-organisms, using the appropriate classification system and nomenclature (e.g., bacteria, protists, viruses, fungi);
MO3.01 - working cooperatively with team members, compile, display in an appropriate format and report on information/evidence gathered concerning the benefits and/or costs to society of micro-organisms (e.g., industrial use of microbes, such as in the making of yogurt and in the clean-up of oil spills; microbes and sexually transmitted diseases [STDs]; the potential for biological warfare; drug-resistant bacteria; microbes and the history of hygiene; mouldy-building syndrome; food poisoning; microbes and forensic science; microbes and allergies: the role of microbes in soil and in home composting).
· Since the nature of viruses makes direct observation and laboratory experimentation impossible, the material is presented using direct instruction, videos, and student research. Locate resources to assist in such a presentation
· Review information on human diseases that will be addressed in the next unit so that connections can be made for the students.
· Students need to be familiar with the terminology used to describe micro-organisms and the points of entry for hazardous materials and infectious agents described in previous activities.
3.5.1 Student Activity: Students participate in a class discussion about viral disease and then research a variety of viruses and their related diseases from information provided by the teacher in written and video formats. They summarize the information in a table.
Teacher Facilitation: The teacher leads a discussion on viral diseases, noting that viruses cannot be examined in the same way that was done for the other groups of micro-organisms studied, and then provides a summary table to the students and completes the first row using the virus responsible for Herpes simplex or some other common viral condition. The teacher makes available a variety of resources which describe some of the more significant types of viruses and students choose at least three on which they gather and summarize information.
3.5.2 Student Activity: Students complete the section of their organizer using information presented through a Socratic lesson and a video presentation.
Teacher Facilitation: The teacher provides direct instruction on viruses, relating their characteristics to the diseases summarized in 3.5.1 and shows a video on viruses. The teacher assists students with their organizers, continuing to provide ongoing feedback.
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Task |
Tool |
Category |
Learning Skill |
|
Organizer Chart |
Checklist |
Knowledge |
Organization |
|
Virus Summary |
Checklist |
Knowledge, Communication |
Organization |
· Provide photocopies of summary notes on viruses.
· Use extensive visual aids.
· Assist with location of information, research skills, use of peer/partner for reading.
Video
Virus! 1994, National Geographic Society (NGS).
Websites
Material Safety Data Sheets for Infectious Agents
Health Canada Laboratory Centre for Disease Control
www.hc-sc.gc.ca/hpb/biosafty/msds/index.html
Time: 200 minutes
Students choose one or more of the activities already completed in this unit, and design and perform an experiment to determine the effects of changing one of the variables.
Strand(s): Micro-organisms, Materials and Safety
Specific Expectations
MO2.01 - identify specimens of bacteria, protists, and fungi, using prepared slides and wet mounts;
MO2.02 - formulate scientific questions about practical problems and issues related to micro-organisms (e.g., How do the differences among bacteria, viruses, and fungi affect the ways in which they can be used or controlled?);
MO2.03 - investigate the behaviour of micro-organisms, identifying and controlling major variables, and using safe laboratory procedures (e.g., using plating techniques, show how various antibiotics kill bacteria but not other microbes; compare the effectiveness of different mouthwashes in killing bacteria; demonstrate where microbes live in a classroom by taking swabs);
MO2.04 - prepare a product using micro-organisms (e.g.,
bake leavened bread; make yogurt); *
(Note: These are laboratory products
and should not be eaten.)
MO3.01 - working cooperatively with team members, compile, display in an appropriate format and report on information/evidence gathered concerning the benefits and/or costs to society of micro-organisms (e.g., industrial use of microbes, such as in the making of yogurt and in the clean-up of oil spills; microbes and sexually transmitted diseases [STDs]; the potential for biological warfare; drug-resistant bacteria; microbes and the history of hygiene; mouldy-building syndrome; food poisoning; microbes and forensic science; microbes and allergies: the role of microbes in soil and in home composting);
MS2.03 - plan and carry out investigations using laboratory equipment effectively, safely, and accurately (e.g. compare the corrosive action of acids on various metals, and collect and test the hydrogen produced by this action; prepare and use a foam fire extinguisher).
· Students should be aware of the requirements for this activity early in the unit so they can begin planning.
· This activity should be combined with Activity 3.7 so students may make optimal use of their time.
· Prepare to remind students about safety precautions required, and that frequent handwashing is again required.
· This activity builds on the skills students have learned during prior units in this course. Students should have a good understanding of the scientific method and the importance of controlling variables.
3.6.1 Student Activity: Students, working in pairs, choose one of the activities completed earlier in the unit and design an experiment investigating the effects of changing one of the variables. For example, students might investigate the best type of sugar to use in fermentation, the most effective temperature for preventing the production of bread mould, the best temperature for yogurt production, etc. Students produce a proposal for their design, including the procedure and the materials required and present it to the teacher.
Teacher Facilitation: The teacher assists students in choosing the most appropriate activity. Some students may need considerable assistance in formulating the appropriate question and designing the experiment. The teacher may guide such students into choosing a very similar activity to one already performed. Some students may need to be encouraged to extend their experimental design beyond what has already been examined.
3.6.2 Student Activity: Students work in pairs to complete their experiment and then individually write lab reports following the format used throughout the unit.
Teacher Facilitation: The teacher assists students in collecting the materials and equipment needed for the experiment. The teacher ensures that safe lab practices are followed at all times and assists students as necessary.
|
Task |
Tool |
Categories |
Learning Skill |
|
Lab Report |
Rubric |
Inquiry Communication |
Teamwork Organization |
· Provide the experimental design for some students.
· Allow some students to extend the activity beyond one variable.
· Provide a template for the lab report.
· Provide examples of completed lab reports.
Time: 200 minutes
Students work co-operatively with team members to compile contributions to a class newsletter dealing with the characteristics of micro-organisms, and their benefits and/or costs to society.
Strand(s): Micro-organisms
Specific Expectations
MO1.01 - describe the basic characteristics of representative bacteria, protists, viruses, and fungi;
MO1.02 - compare the life cycles of representative bacteria, protists, viruses, and fungi;
MO1.03 - explain the methods of reproduction of representative bacteria, protests, viruses, and fungi;
MO1.04 - describe the anatomy and physiology of representative bacteria, protists, viruses, and fungi;
MO3.01 - working cooperatively with team members, compile, display in an appropriate format and report on information/evidence gathered concerning the benefits and/or costs to society of micro-organisms (e.g., industrial use of microbes, such as in the making of yogurt and in the clean-up of oil spills; microbes and sexually transmitted diseases [STDs]; the potential for biological warfare; drug-resistant bacteria; microbes and the history of hygiene; mouldy-building syndrome; food poisoning; microbes and forensic science; microbes and allergies: the role of microbes in soil and in home composting).
· Assemble a collection of classroom resources such as newspapers, magazines.
· Book class time for searching the Internet.
· Prepare a list of websites suitable for research (such as newspaper, magazine, university, and/or corporate websites).
· Book the class into the Library/Resource Centre.
· Research skills such as looking up an index, summarizing information, using a variety of sources
3.7.1 Student Activity: Students complete their comparison of micro-organisms organizer, and then make a summary of it (with the key information only) on each of the groups they have studied: protists, fungi, bacteria, and viruses. They then write a test using their organizers as reference during the test (see Appendix 3D for sample test questions).
Teacher Facilitation: The teacher emphasizes the amount of information that the students have accumulated in their organizer, and the usefulness of that information in their everyday lives, linking to workplace examples where appropriate. The teacher outlines the need for some of the information in the research activity that follows.
3.7.2 Student Activity: Students collectively plan the general layout and theme of a class newsletter. The school newsletter could be used as an example. Possible features include one-page articles, drawings, advertisements, cartoons, sports, and an editorial. Each student contributes one of these features. Each student works on their individual contribution which addresses the benefits and/or costs to society of micro-organisms (e.g., industrial use of microbes, sexually transmitted diseases, biological warfare, drug-resistant bacteria, hygiene, mouldy building syndrome, food and water contamination, forensic science, microbes in the soil, home composting, digestive diseases, blood contamination).
Teacher Facilitation: Encourage students to follow the layout of an existing newsletter or to use word processing or desktop publishing software applications. Allow for a range of learning styles by including a range of contributions from straight knowledge information to debate about issues (e.g., letters to the editor). If possible, have each student seek out the information independently rather than providing clippings already collected.
|
Task |
Tool |
Category |
Learning Skill |
|
Test (See sample test questions in Appendix 3D) |
Marking scheme |
Knowledge/ |
Work habits |
|
Research |
Checklist; Anecdotal Comments |
Knowledge/ Inquiry; Communication; Making Connections |
Initiative; Teamwork; Works independently; Organization |
· Provide step-by-step instructions, with clear single concept expectation.
· Provide samples of work.
· Allow peer assistance with research.
Canadian Newspapers - www.thestar.com
www.theglobeandmail.com
www.discovery.com
www.timecanada.com
www.canoe.ca (searchword “microbes”)
Magazines (McLeans, Time, Discovery, Science)
|
|
Diagram and Characteristics |
Life Cycle and Reproduction |
Harmful Effects and Diseases |
Useful Applications |
Safety and Control |
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Bacteria |
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Fungi |
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Protists |
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Viruses |
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Station Set-up |
Questions |
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Photographs of micro-organisms that cause diseases, including pictures of culture plates, disease symptoms, and micrographs. (Check textbooks, magazines, websites as sources.) |
Identify whether the diseases represented in the pictures are caused by bacteria, fungi, viruses or protists. What conditions do the disease-causing organisms need to grow and reproduce? |
|
Packages/containers of bread, yogurt, sour cream, blue cheese, beer, or wine, etc. (As an alternative use labels and pictures.) |
List the micro-organisms that are used in these food products. What conditions do these organisms need to grow and reproduce? |
|
Mini-composter (set up in a 2-L plastic pop bottle). |
What role do micro-organisms play in this composter? What conditions do they need to grow and reproduce? |
|
Slide of hay infusion or pond culture with microscope. |
Make sketches of the protists that you see under the microscope. What conditions to they need to grow and reproduce? |
|
Mouldy bread in a clear plastic bag under a dissecting microscope. |
What kind of micro-organism is this? On what other things will they grow? What conditions do they need to grow and reproduce? |
|
Newspaper articles on food and water contamination. |
List the micro-organisms that are identified in the articles. What conditions do they need to grow and reproduce? |
Purpose
To determine the effect of different food sources on the growth of yeast.
Materials
· Freeze-dried active yeast
· three 100 mL graduated cylinders
· warm water
· warm apple or grape juice
· sugar
· corn starch
Method
1. Add 50 mL of warm water and 5 mL of sugar to one cylinder
2. Add 50 mL of warm water and 5 mL of corn starch to the second cylinder
3. Add 50 mL of warm juice to the third cylinder
4. Add 2 mL of yeast to each of the three cylinders.
5. Make quantitative observations on the height of the foam produced in each of the cylinders after 5 minutes, 10 minutes and 15 minutes.
6. Make qualitative observations on the reactions in each cylinder, including odour produced.
Purpose
As provided.
Hypothesis
State what you thought would happen.
Method
Prepare an annotated diagram or a written summary of the technique used.
Observations
Identification of Variables:
· List the independent variable, the dependent variable, and the controlled variables.
· List both quantitative and qualitative observations.
Discussion
1. What is your conclusion?
2. What are the practical applications of this technique? Where or how is it used at home or in workplaces?
3. What advice would you give to someone repeating this investigation?
4. Describe another experiment you could do with this organism in which you investigate another factor that affects its growth.
The following Lab Report Rubric is specific to the experiment in Activity 3.2.1, with the intent that it be “student-friendly”, i.e., easily understood and applied by students. Their understanding is enhanced when examples of student work are made available to them. Teachers should consider posting examples of Level 3 and 4 work, and possibly creating examples of Level 1 and 2 work to be shared with students in future years.
This rubric is related to the Generic Rubric for Lab Reports, which can be used by the teacher for assessment of all the lab reports in this unit. Though it is less likely to be immediately understood by students, the generic rubric could be shared with students after the specific one is used, supported by examples of student work. It can also be used with the experimental design in Activity 3.6.
|
|
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge Hypothesis and Variables |
- hypothesis stated with limited connection to conditions for growth of yeast |
- hypothesis mentions link between some conditions and growth of yeast |
- hypothesis clearly links growth of yeast to presence and type of food source |
- hypothesis clearly links growth of yeast to presence and type of food source with reasons |
|
Communication Method |
- annotated diagram or written summary of method would allow another student to carry out the experiment with limited success |
- annotated diagram or written summary of method would allow another student to carry out the experiment with assistance |
- annotated diagram or written summary of method would allow another student to carry out the experiment using one set of conditions |
- annotated diagram or written summary of method would allow another student to carry out the experiment for all sets of conditions |
|
Inquiry Observations and Conclusion |
- observations describe the growth of yeast in the experiment and conclusion contains errors in relating growth of yeast to conditions tested |
- observations describe the growth of yeast with some indication of changes in conditions and conclusion relates growth of yeast to presence and/or type of food under some conditions |
- observations clearly indicate the conditions kept the same, those that changed, and the results and conclusion clearly relates growth of yeast to presence and type of food under all conditions tested |
- observations include the correct use of the terms: controlled, independent, and dependent and conclusion clearly relates growth of yeast to presence and type of food and suggests extension and/or applications |
|
Making Connections Discussion |
- limited set of answers to questions |
- all questions are attempted |
- all questions are answered, with good workplace connections and/or ideas for further investigations |
- all questions answered completely, with good workplace connections and ideas for further investigation |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
|
|
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge Hypothesis and Variables |
- hypothesis included with limited identification of variables |
- hypothesis included and some variables identified |
- clear hypothesis included with concise statements regarding the variables, using terms correctly |
- clear hypothesis included with comprehensive identification of variables and understanding of terms |
|
Communication Method |
- annotated diagram or written summary of method of limited use to another student repeating the experiment |
- annotated diagram or written summary of method of some use to another student repeating the experiment |
- annotated diagram or written summary of method would be useful to another student repeating the experiment |
- annotated diagram or written summary of method could be very easily used by another student repeating the experiment |
|
Inquiry Observations and Conclusion |
- limited observations and conclusion presented |
- conclusion stated with support from some observations |
- appropriate conclusion presented, supported by clear and complete set of observations |
- clear and appropriate conclusion presented, supported by a comprehensive set of observations |
|
Making Connections Discussion |
- limited discussion of practical applications, workplace connections, and/or ideas for further investigation |
- some discussion of practical applications, workplace connections and ideas for further investigation |
- discussion clearly presents practical applications, workplace connections and ideas for further investigations |
- comprehensive discussion of practical applications, workplace connections, and creative ideas for further investigations |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
Sample Test Questions: These questions are designed to be used as part of an “open-book” test, in which students have access to the organizer they developed throughout the unit.
Choose two different types of micro-organisms that are used in food production and compare them as to: conditions required for growth, size, and appearance under the microscope, and how they are used. (Knowledge, Inquiry)
Viruses and bacteria can both cause disease in humans. Compare their life cycles and reproduction and explain how and why they respond to antibiotics. (Knowledge, Making Connections)
Describe the type of micro-organisms with the most complex cell structure. List two examples and identify how they have an impact on humans. (Knowledge, Making Connections)
Choose two different types of micro-organisms that have harmful effects and compare them as to: conditions required for growth, their size and appearance under the microscope, and how their growth can be limited. (Knowledge, Inquiry)