Course Profile   Science, Workplace Preparation, Catholic

 

Unit 4:  Micro-organisms

Time:  18.75 hours

 

Activity 1 | Activity 2 | Activity 3

 

Unit Developers

Mirella Palmisano, Dufferin-Peel CDSB

Maureen Callan, Halton CDSB

Development Date:  July 2000

Unit Description

Students describe the characteristics of some micro-organisms, including ways in which they reproduce and grow in the home, school, and workplace. Students investigate the growth and uses of microbes through laboratory activities. Students analyse the role of microbes in technology, and their impact on society and the environment in light of Catholic faith tradition.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:  CGE 1d, i; 2b, c, d; 3c, d; 4b, c, f; 5a, h, 7b.

Strand(s):  Micro-organisms

Overall Expectations:  MOV.10E, MOV.02E, MOV.03E.

Specific Expectations:  MO1.01E to MO1.06E, MO2.01E to MO2.05E, MO3.01E to MO3.02E.

Activity Titles (Time + Sequence)

Activity 1

Characteristics and Growth of Micro-organisms

600 minutes

Activity 2

Beneficial and Harmful Micro-organisms

150 minutes

Activity 3

Micro-organisms in Society

375 minutes

Unit Planning Notes

The timing of the three activities may be changed to meet students’ and teacher’s needs. It is suggested that students maintain:

·         a Lab book in which experimental results are recorded;

·         a vocabulary list of new terms specific to this unit to be recorded in the student’s Notebook;

·         a Journal for reflections which may also be kept in the Notebook. The majority of the Journal entries will follow the Learning/Valuing/Acting Model as described in the Teaching/Learning Strategies in the Course Overview;

·         a Workplace Portfolio to accumulate the materials required for Unit One (see Unit One for specific format.)

Other specific planning notes:

·         Expectation M02.03E - investigate the behaviour of micro-organisms, identifying and controlling major variables, and use 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, will be addressed in Unit 5 Activity 3.

·         Expectation MO2.04E is to be used to help support the Workplace Portfolio (Unit 1 Activity 2).

·         Activity 1 requires activity cards be made and reproduced.

·         Activity 2 involves a jigsaw cooperative activity (see Appendix A6) for which students need time to gather and prepare information.

·         Activities 2 and 3 require research materials or Internet access.

·         Remind students of ethical use of the Internet and other information technology.

·         Collect newspaper/magazine articles on Bacteria, Viruses, Fungi, and Protists that deal with both the harmful and beneficial nature of micro-organisms for use in this unit.

·         It is suggested that the lessons be kept short and teachers use a variety of methods and teaching strategies appropriate for students in the class. Teachers may need to work on students’ note-taking abilities and work habits. Teachers are advised to use a "need to know" approach in every activity/lesson (what do students’ need to know?), stressing the relevance of the activity/lesson to the workplace and the student’s life. With this in mind, it is suggested that a survey be taken early in the course to determine the interests and job goals of students so that examples used will be relevant and interesting to them.

Prior Knowledge Required

·         Grade 6 Life Systems: Diversity of Living Things - Classification

·         Grade 7 Life Systems: Interactions Within Ecosystems - Binomial Nomenclature

·         Grade 8 Life Systems: Cells, Tissues, Organs and Systems - Structure and Functions of Plants and Animals

·         Grade 9 Academic Biology: Reproduction or Applied Biology: Reproduction-Process and Application or Essential Biology: Cells and Reproduction

Teaching/Learning Strategies

This unit is intended to accommodate a variety of learning styles, interests, and abilities. Teachers are encouraged to make their lessons short with a lot of hands-on activities and repetition of core concepts. Teachers should present their lessons from a “need to know” perspective, this will help students make the necessary connections to the workplace and remain focused. The use of a variety of teaching strategies appropriate for students is strongly recommended, e.g., teacher-directed lessons, teacher demonstrations, field trips, student laboratory inquiries, research activities, guest speakers, lesson specific worksheets, videos, independent study work, collaborative learning, and group presentations.

Assessment and Evaluation

Achievement of expectations may be assessed using a variety of strategies and tools, such as teacher-student conferences, roving conferences, observation checklists, laboratory activity checklists and specific marking schemes, paper and pencil quizzes, rating scales, and rubrics, as well as oral and written presentations. A chart containing a suggested summary of the unit’s assessment and evaluation strategy is included. Sample rubrics are included in the course appendices.

Suggested Summary - Unit Assessment

Activity

Expectations

Category

Task

Tool

Type of Assessment

D

F

S

1

1.01, 1.02, 1.03, 1.04, 2.01, 2.05

K, C, I,

MC

diagnostic quiz classification chart part and function worksheet and labeled diagram “Who Am I?” lab exercise paper/pencil quiz

marking scheme marking scheme marking scheme

 

 

marking sheet marking sheet marking sheet

X

 

X

X

 

 

X

 

 

 

 

 

 

X

X

2

1.06, 2.02,

 

2.03, 2.04

K, C, I,

 

MC

concept map

concept map analysis Lab exercise

Lab exercise

marking scheme marking scheme Rubric

Rubric

 

X

 

 

X

 

XX

3

1.05, 3.01, 3.02

K, C, I, MC

worksheet research project

paper/pencil quiz worksheet

marking scheme product rubric marking scheme marking scheme

 

X

 

 

X

 

XX

 

K = Knowledge/Understanding

C = Communication

D = Diagnostic

I = Inquiry

MC = Making Connections

F = Formative

S = Summative

 

 

Resources

Print

Agriculture and Agri-Food Canada. Rabies: It’s Not Worth the Risk. Ottawa: Communications Branch, Agriculture and Agri-Food Canada.

Caulderwood, C. and N. Campbell. Understanding Biology: Laboratory Manual. Toronto: John Wilet & Sons Canada Limited, 1989. ISBN 0-471-79635-2

Efron, Sonni. “Bacteria Can Even Dissolve Grease, Tar and Other Hazardous Waste”. The Ottawa Citizen, (Sunday May 23, 1993) E3

Frame, K. The Microbeworld Activities. USA: Community Outreach Initiative of the Microbial Literacy Collaborative (MLC). National Association of Biology Teachers. 1999. ISBN 0-941212-25-1

Jacobs, Sandra. “Antibiotics Offer New Hope in Ulcer Treatment” The Hamilton Spectator
(March 30, 1996.)

Leftwich, R. Monera and Protista. St. Louis, Missouri: Milliken Publishing Company, 1970.

Nichols, M. “Mutant Menace” Maclean’s. (March 11, 1996.)

Articles on Walkerton E Coli Tragedy Toronto Star (May, June 2000.)

Yack, D.J., P. DeSantis, G. Dobsky, R. Phillips, and J. Bollard. Heath Biology Connections. Canada: D.C. Heath Canada Ltd., 1990. ISBN 0-669-95300-8

Websites

Links to general topics in biology -  http://www.sci-eng.mmu.ac.uk/biology/links/13.htm

Lesson plans/activities involving micro-organisms -  http://www.uen.org/utahlink/lp_res/TRB051.html

Description and diagrams of lichens -  http://www.lichen.com/people.html

Life Cycle of HIV infection -  http://www.hopkins-aids.edu/hiv_lifecycle/hivcycle_txt.html

Slide presentation on the Kingdom of Fungi -
http://www.wisc.edu/botany/images/fungi/fungi/sld001.htm

Introduction to red “algae” -  http://www.ucmp.berkeley.edu/protista/rhodophyta.html

General information on bacteria -
http://www.britannica.com/bcom/eb/article/3/0,5716,118983%2B9,00.html

Life Cycle of a mushroom-type fungus -  http://www.swifty.com/apase/charlotte/lcycle.html

General information on bacteria -  http://encarta.msn.com/find/Concise.asp?ti=059B0000#s11

Introduction to bacteria structure -
http://www.bact.wisc.edu/microtextbook/bacterialstructure/Introduction.html

Life cycle of bacteria -  http://www.cellsalive.com/ecoli.htm

Experiment to distinguish between a plant-like protist (alga) from a fungus -
http://lifesci.rutgers.edu/~biolabs/lab6_protists/l6i1.html

Description and terminology of fungi -  http://www.mhhe.com/biosci/genbio/life/outline/outline24.mhtml

Reproduction in Fungi -  http://www-micro.msb.le.ac.uk/224/mycology/2.html

The Life Cycle of the Virus -  http://www.botany.utexas.edu/facstaff/facpages/ksata/ecpf96/12a/life.htm

Hepatitis B Virus replication -  http://www.globalserve.net/~harlequin/HBV/hbvcycle.htm

The Poliovirus Life Cycle -  http://cumicro2.cpmc.columbia.edu/PICO/Chapters/Cellular.html

Videos

Disease and Health - (Boreal)

The Body Against Disease - (Boreal)

How to Use a Microscope - (Boreal)

Bacteria: Invisible Friends and Foes - (Boreal)

Software

Microbes in Motion - Windows CD-ROM (Boreal)

Equipment

Micro viewers and slide sets on bacteria/viruses/fungi/ harmful and helpful bacteria are available from most scientific supply companies.

 

Activity 1:  Characteristics and Growth of Micro-organisms

Time:  600 minutes

Description

Students are introduced to the basic characteristics of micro-organisms through hands-on activities. From these basic characteristics, students explore the anatomy, physiology, reproduction, and life cycles of representative micro-organisms.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

A Discerning Believer Formed in the Catholic Faith Community:

CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good;

CGE1i - integrates faith with life.

An Effective Communicator:

CGE2b - reads, understands, and uses written materials effectively;

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d - writes and speaks fluently one or both of Canada’s official languages.

A Reflective and Creative Thinker:

CGE3c - thinks reflectively and creatively to evaluate situations and solve problems;

CGE3d - makes decisions in light of gospel values with an informed moral conscience.

A Self-Directed, Responsible, Life Long Learner:

CGE4b - demonstrates flexibility and adaptability;

CGE4c - takes initiative and demonstrates Christian leadership;

CGE4e - sets appropriate goals and priorities in school, work, and personal life;

CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills.

A Collaborative Contributor:

CGE5a - works effectively as an interdependent team member;

CGE5h - applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

A Responsible Citizen:

CGE7b - accepts accountability for one’s own actions.

Strand(s):  Micro-organisms

Overall Expectations

MOV.01 - describe the characteristics of some micro-organisms, including ways in which they reproduce and grow in the home, school, and workplace.

Specific Expectations

MO1.01E - describe the basic characteristics of representative bacteria, protists, viruses, and fungi;

MO1.02E - compare the life cycles of representative bacteria, protists, viruses, and fungi;

MO1.03E - explain the methods of reproduction of representative bacteria, protists, viruses, and fungi;

MO1.04E - describe the anatomy and physiology of representative bacteria, protists, viruses, and fungi;

MO2.01E - identify specimens of bacteria, protests, and fungi using prepared slides and wet mounts;

MO2.05E - describe various micro-organisms using the appropriate classification system and nomenclature (e.g., distinguish among bacteria, protists, viruses, and fungi).

Planning Notes

·         Gather books that contain appropriate diagrams of micro-organisms and their characteristics.

·         Collect a selection of prepared slides of bacteria, protests, and fungi.

·         Collect scissors and glue for Activity 1.2.

·         Prepare the equipment for the rotation lab in Activity 1.4 (prepared slides and live micro-organism specimens can be purchased from science equipment suppliers).

·         Prepare a diagnostic test that includes use of the microscope and terms, e.g., autotroph, heterotroph, multicellular, unicellular, nucleus, eukaryote, prokaryote, organelles.

·         Prepare appropriate remedial work.

·         Prepare a review of the parts and functions of plant and animal cell from Grade 8 Life Systems.

·         Prepare a similarity and difference chart of the life cycle of representative micro-organisms (an example may be found in Appendix 1.4).

·         Prepare a paper and pencil quiz on the similarities and differences of the life cycles of representative micro-organisms.

·         Collect resources on the reproduction of micro-organisms and/or book time in the library/resource centre for student research.

·         Ensure that students are aware of the correct and ethical use of the Internet.

Prior Knowledge Required

·         Grade 6 Life Systems: Diversity of Living Things

·         Grade 7 Life Systems: Interactions Within Ecosystems

·         Grade 8 Life Systems: Cells, Tissues, Organs, and Systems

·         Grade 9 Applied Biology: Reproduction - Process and Application or Essential Biology:  Cells and Reproduction or Academic Biology: Reproduction

·         Use of the compound microscope

Teaching/Learning Strategies

Activity 1.1:  Diagnostic Assessment

The teacher:

·         prepares a diagnostic quiz to assess students’ prior knowledge of  terms, e.g., autotroph, heterotroph, multicellular, unicellular, nucleus, organelles;

·         provides remedial work if needed, e.g., worksheets on terms and definitions;

·         instructs students to add terms to their micro-organism vocabulary list;

·         collects and records quiz scores (not to be included in summative mark).

Students:

·         write  the diagnostic quiz;

·         review and learn required terms;

·         adds new terms to their micro-organisms vocabulary list.

Activity 1.2:  Classification of Micro-organisms

The teacher:

·         reviews classification methods from Grade 6 Life Systems. Classification can be reviewed, if necessary, using a simple exercise in which students group different items such as shoes or pens into categories, i.e., colour, size, etc.;

·         distributes the Classification key and diagrams for classification (Appendix 1.1);

·         has students use the key to classify the organisms given in each diagram (this can be done  individually or in groups depending on the availability of resources);

·         conferences with students, providing encouragement and clues for completing their classification diagrams;

·         instructs students to cut and paste the diagrams onto the classification key, once they have  correctly completed the classification exercise;

·         leads a class discussion of the classification key and diagrams by compiling a summary chart which includes descriptors for each organism group;

·         instructs students to record the descriptors for each organism group on their classification chart.

Students:

·         practise and review the method of classification from Grade 6 Life Systems;

·         complete the classification exercise using information in Appendix 1.1;

·         verify answers with peers and teacher before attaching  the diagrams to the classification key;

·         cut and paste the diagrams to the classification key;

·         orally report the results and reasoning of their group classification key to the class;

·         record the summary descriptors on their own classification chart.

Activity 1.3:  Anatomy and Physiology

The teacher:

·         gathers resources that contain diagrams and description of various micro-organisms;

·         prepares a review of the parts and functions of plant and animal cells from Grade 8 Life Systems;

·         introduces some of the structures that are unique to  micro-organisms, e.g., slime capsule, tails (virus)  flagellum, core, protein coat, nuclear body, isthmus, gullet, cilia, spores, mycelia;

·         explains the parts and functions of micro-organisms by creating a Part and Function chart;

·         instructs students to complete the function part of the chart using available resources;

·         provides assistance in identifying the functions of various micro-organisms parts;

·         chooses several diagrams from Activity 1.2 and directs students to label the parts of the micro- organisms using the Part and Function chart as a guide;

·         collects and assesses the Part and Function chart and the labelled diagrams;

Students:

·         review the parts and function of a plant and an animal cell;

·         complete a Part and Function chart given the parts of micro-organisms;

·         observe the diagrams from Activity 1.2;

·         using selected diagrams from Activity 1.2 identify and label the micro-organism  parts using the Parts and Function chart as a guide;

·         submit the Part and Function chart and the labelled diagrams for assessment.

Activity 1.4:  Lab exercise

The teacher:

·         reviews the care and use of microscopes, if required;

·         prepares a rotation lab using prepared slides of the micro-organisms present in the Part and Function chart;

·         instructs students to move through the various stations (students may use a  microscope or micro viewer to view the prepared slides);

·         instructs students to record, in their Lab book, the observations for each slide by  drawing a diagram, answering given question(s), and classifying  the micro-organism according to the classification key in Activity 1.2, e.g., Station 1 is a prepared slide of Euglena, the question could be What micro-organism is this? How can it be classified?;

·         collects and assesses the rotation lab from Lab book.

Students:

·         view a micro-organism slide at each station and using their notes, classification key and diagrams from the previous activities,  record the observations in their Lab book, i.e., draw diagram, answer question(s) and classify the micro-organism;

·         submit the Lab book for assessment.

Activity 1.5:  Reproduction

The teacher:

·         reviews the reproduction of cells, using the terms sexual, asexual, mitosis, meiosis;

·         introduces and explains the Who Am I? assignment (Appendix 1.2);

·         collects worksheet.

Students:

·         complete the task assigned by the teacher using the Who Am I? activity;

·         record the correct information about the micro-organism on the worksheet and submit the worksheet for assessment.

Activity 1.6:  Life Cycles

The teacher:

·         reviews cell life cycles from Grade 7 and Grade 9  Life Systems;

·         gives students four life cycle diagrams or descriptors (Appendix 1.3);

·         using the prepared similarities and differences chart (Appendix 1.4), directs students to work in groups to compare the life cycles of two different  micro-organisms, but assigns work appropriately, so that all four life cycles in Appendix 1.3 are covered;

·         conducts a class discussion of the charts developed using Appendix 1.4;

·         compiles a summary chart of the four life cycles on chart paper/board;

·         gives a paper and pencil quiz on the similarities and differences of the life cycles of representative micro-organisms.

Students:

·         use the life cycle diagrams from Appendix 1.3 to list the similarities and differences between two micro-organisms assigned by the teacher;

·         contribute to the class discussion on their life cycles;

·         copy the summary chart of the four life cycles shown in Appendix 1.3;

·         write a paper and pencil quiz on the similarities and differences of life cycles.

Assessment/Evaluation Techniques

·         A paper and pencil quiz with a marking scheme is used as a diagnostic assessment of students’ Knowledge/Understanding of the background information on micro-organisms and use of the  microscope.

·         Completion of the classification chart (Activity 1.2) with a marking scheme is used to assess students’ Knowledge/Understanding, Inquiry and Making Connections (MO1.01E, MO2.05E).

·         Assess the Part and Function chart and the labelled diagrams for Knowledge/Understanding and Making Connections using a marking sheet (MO1.04E).

·         The Who Am I? activity is assessed for Knowledge, Understanding, Inquiry, and Making Connections by using a marking sheet (MO1.03E).

·         A marking sheet is used to assess the Knowledge/Understanding and Making Connections during the rotation lab  (MO2.01E, MO2.05E).

·         Paper and pencil quiz is uses as a summative assessment to assess the Knowledge/Understanding and Making Connections of the life cycles of representative micro-organisms (MO1.02E).

Accommodations

·         If the student has an individual education plan (IEP), this activity can be modified to meet the needs as outlined in the plan.

·         Students designated as ESL/ELD should have opportunities to demonstrate their learning by alternate means, e.g., spoken English, direct demonstration, and/or pictorial representation.

·         For students with physical or learning impairments, classroom activities can be modified, where possible, to permit participation in activities. Peer assistance should be encouraged, e.g., video eye cameras attached to microscope, the use of micro viewers, videos or CD-ROMS.

·         Possible enrichment activities include:

·         drawing diagrams of reproduction of representative micro-organisms (Activity 1.5);

·         creating a Who Am I? game;

·         making a cartoon strip of a new micro-organism that has many characteristics of the micro-organisms previously studied;

·         reading the Canadian Bishops document The Environmental Crisis and writing a report on the major concerns raised in the document (Concacan Inc. 1995).

Resources

Print

Frame, K. (ed). The Microbeworld Activities. USA: Community Outreach Initiative of the Microbial Literacy Collaborative (MLC). National Association of Biology Teachers, 1999. ISBN 0-941212-25-1

Yack, D.J., P. DeSantis, G. Dobsky, R. Phillips, and J. Bollard. Heath Biology Connections. Canada: D.C. Heath Canada Ltd., 1990. ISBN 0-669-95300-8

Websites

Links to general topics in biology -  http://www.sci-eng.mmu.ac.uk/biology/links/13.htm

Lesson plans/activities involving micro-organisms -  http://www.uen.org/utahlink/lp_res/TRB051.html

For additional website references please see unit overview resource list.

Videos

Disease and Health - (Boreal)

The Body Against Disease - (Boreal)

How to Use a Microscope - (Boreal)

Bacteria: Invisible Friends and Foes - (Boreal)

Software

Microbes in Motion - PC CD-ROM (Boreal)

 

Activity 2:  Beneficial and Harmful Micro-organisms

Time:  150 minutes

Description

Students use a jigsaw format to study the beneficial and harmful affects of micro-organisms. Students investigate the preparation of products using micro-organisms.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

A Discerning Believer Formed in the Catholic Faith Community:

CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good;

CGE1i - integrates faith with life.

An Effective Communicator:

CGE2b - reads, understands, and uses written materials effectively;

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d - writes and speaks fluently one or both of Canada’s official languages.

A Reflective and Creative Thinker:

CGE3c - thinks reflectively and creatively to evaluate situations and solve problems;

CGE3d - makes decisions in light of gospel values with an informed moral conscience.

A Self-Directed, Responsible, Life Long Learner:

CGE4b - demonstrates flexibility and adaptability;

CGE4c - takes initiative and demonstrates Christian leadership;

CGE4e - sets appropriate goals and priorities in school, work, and personal life;

CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills.

A Collaborative Contributor:

CGE5a - works effectively as an interdependent team member;

CGE5h - applies skills for employability, self-employment, and entrepreneurship relative to Christian vocation.

A Responsible Citizen:

CGE7b - accepts accountability for one’s own actions.

Strand(s):  Micro-organisms

Overall Expectations

MOV.01 - describe the characteristics of some micro-organisms, including ways in which they reproduce and grow in the home, school, and workplace;

MOV.02 - investigate the growth and uses of microbes through laboratory activities.

Specific Expectations

MO1.06E - describe how bacteria, protists, viruses, and fungi cause diseases in humans and how they are useful to humans;

MO2.02E - formulate scientific questions about practical problems and issues related to micro- organisms (e.g., How do the differences among bacteria, protists, viruses, and fungi affect how they can be used or controlled?)

MO2.04E - prepare a product using micro-organisms (e.g., bake leavened bread; or make yogurt);
Note: These are laboratory products and should not be eaten.

Planning Notes

·         Collect and prepare the articles for the jigsaw cooperative activity.

·         Students may need to be instructed on the proper procedure for a jigsaw cooperative activity (Appendix A6).

·         Consideration should be given to the grouping of students for this lab.

·         Gather the appropriate lab materials for making yogurt/leavened bread.

·         If possible, arrange for a baker or the family studies teacher to visit the class.

·         If possible, arrange for the experiments involving food products (see Appendix 2.2) to be done in the Family Studies room.

Prior Knowledge Required

·         Creation of concept maps (examples of these are found in the textbooks for Grades 9 and 10 published by Nelson and McGraw-Hill)

Teaching/Learning Strategies

Activity 2.1:  Micro-organisms: Uses and Diseases

The teacher:

·         introduces or reviews the organization of the jigsaw cooperative activity (see Appendix A6);

·         reviews how to create a graphic organizer such as a concept map;

·         provides an activity that helps students formulate scientific questions about the use of  micro- organisms, and diseases (Appendix 2.1);

·         creates an analysis assignment using the concept maps developed in Appendix 2.1, the analysis question should deal with the uses and misuses of micro-organisms and diseases that micro- organisms cause. This assignment will vary depending on the ability of students and the types of articles chosen;

·         collects and assesses the concept maps and analysis assignment.

Students:

·         complete the activity as outlined in Appendix 2.1;

·         with teacher assistance, formulate scientific questions about the assigned articles;

·         create and submit a concept map of the key ideas relating to their article (Appendix 2.1);

·         complete and hand in the analysis assignment.

Activity 2.2:  Micro-organism products

The teacher:

·         organizes students into groups of four;

·         assigns one or both of the labs found in Appendix 2.2;

·         reviews the procedures to be followed;

·         collects and assesses student Lab book (Note: Samples of student work from this activity may be included in the Workplace Portfolio);

·         reads Matthew 13:33, Mark 8:15, Luke 12:1 with students and instructs them to write a Journal reflection (the Learning/Valuing/Acting model could be used) that briefly discusses the use of “leaven” (yeast) in Jesus’ teachings.

Students:

·         gather the materials required for the labs in Appendix 2.2;

·         perform the activity with the assigned group and record all observations in Lab book;

·         complete questions and put them into the Lab book;

·         may include this activity as part of their Workplace Portfolio;

·         submit Lab book;

·         read Matthew 13:33, Mark 8:15, Luke 12:1 and write a Journal reflection (the Learning/Valuing/Acting model could be used) to briefly discuss the use of “leaven” (yeast) in Jesus’ teachings.

Assessment/Evaluation Techniques

·         Completion of a concept map on the beneficial and harmful micro-organisms assesses students’ Knowledge/Understanding, Communication, Inquiry and Making Connections using a marking scheme (MO1.06E).

·         Completion of the concept map analysis assignment assesses students’ Knowledge and Understanding, Communication, Inquiry and Making Connections using a marking scheme (MO2.02E).

·         Students’ experimental techniques can be assessed for Inquiry using a marking scheme or checklist (MO2.04E).

·         Lab book entries can be assessed for students’ Knowledge/Understanding, Communication, Inquiry and Making Connections using a marking scheme (MO2.04E).

Accommodations

·         See Activity 1 for general accommodations

·         Possible enrichment activities include:

·         interview a baker and compare ‘recipes’;

·         a field trip to a bakery, hospital, food processing plant, or water treatment plant to further investigate beneficial and harmful micro-organisms.

Resources

Print

Efron, Sonni. “Bacteria Can Even Dissolve Grease, Tar and Other Hazardous Waste”. The Ottawa Citizen, (Sunday May 23, 1993) E3

Nichols, M. “Mutant Menace” Maclean’s. (March 11, 1996.)

Jacobs, Sandra. “Antibiotics Offer New Hope in Ulcer Treatment” The Hamilton Spectator (March 30, 1996.)

Agriculture and Agri-Food Canada. Rabies: It’s Not Worth the Risk. Ottawa: Communications Branch, Agriculture and Agri-Food Canada.

Websites

General links to biology -  http://www.sci-eng.mmu.ac.uk/biology/links/13.htm

 

Activity 3:  Micro-organisms in Society

Time:  375 minutes

Description

Students describe the nature and function of vaccines; analyse the role of microbes in technology and their impact on society and the environment.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

A Discerning Believer Formed in the Catholic Faith Community:

CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

CGE1i - integrates faith with life.

An Effective Communicator:

CGE2b - reads, understands, and uses written materials effectively;

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d - writes and speaks fluently one or both of Canada’s official languages.

A Reflective and Creative Thinker:

CGE3c - thinks reflectively and creatively to evaluate situations and solve problems;

CGE3d - makes decisions in light of gospel values with an informed moral conscience.

A Self-Directed, Responsible, Life Long Learner:

CGE4b - demonstrates flexibility and adaptability;

CGE4c - takes initiative and demonstrates Christian leadership;

CGE4e - sets appropriate goals and priorities in school, work, and personal life;

CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills.

A Collaborative Contributor:

CGE5a - works effectively as an interdependent team member;

CGE5h - applies skills for employability, self-employment, and entrepreneurship relative to Christian vocation.

A Responsible Citizen:

CGE7b - accepts accountability for one’s own actions.

Strand(s):  Micro-organisms

Overall Expectations

MOV.03E - analyse the role of microbes in technology, and their impact on society and the environment.

Specific Expectations

MO1.05E - describe the nature and function of vaccines;

MO3.01E - working cooperatively with team members, compile, display in an appropriate format and report on information/evidence gathered concerning the benefits/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 STDs; the potential for biological warfare; drug-resistant bacteria; microbes and the history of hygiene; the mouldy-building syndrome; food poisoning; microbes and forensic science; allergies; the role of microbes in soil and home composting);

MO3.02 - describe some of the challenges of developing or modifying technologies to control or inhibit the reproduction and growth of micro-organisms (e.g., the production of vaccines to fight viruses that are constantly mutating.)

Planning Notes

·         Make arrangements for students to visit the school Library/Resource Centre to research the benefits/costs to society of micro-organisms.

·         Ensure that students are aware of the correct and ethical use of the Internet.

·         Obtain video/movie clips/newspaper clippings that deals with micro-organisms and their challenges they pose to society, e.g., the production of vaccines to fight viruses that are constantly mutating. Verify that proper permission has been granted for the use of these items.

·         Prepare information worksheets on vaccines, which describe their nature and function.

·         Organize students in groups of two or three.

·         Make up a paper and pencil quiz on nature and functions of vaccines.

·         Activity 3 is an introduction to vaccines. The human immune system and vaccines are dealt with in greater detail in Unit 5 (The Immune System and Human Health).

Prior Knowledge Required

·         researching techniques

·         co-operative group learning

Teaching/Learning Strategies

Activity 3.1:  Nature of Vaccines

The teacher:

·         helps students formulate answers to vaccine questions, e.g., What are vaccines? What are the functions of vaccines? How are vaccines used in society?;

·         explains the nature and function of vaccines;

·         prepares a worksheet to reinforce the topic of the nature and function of  vaccines;

·         leads a discussion comparing the formulated answers with that of the worksheet;

·         leads a discussion in which a concept map or web diagram of the nature and function of vaccines is developed.

Students:

·         brainstorm and formulate answers to the following questions: What are vaccines? What are the functions of vaccines? How are vaccines used in society?;

·         complete a worksheet on vaccines;

·         have a classroom discussion comparing student answers with the information on the  worksheet;

·         develop a concept map, with the assistance of their teacher on the nature and function of vaccines;

·         write a paper and pencil quiz on the nature and function of vaccines.

Activity 3.2:  What Benefits? What Costs?

The teacher:

·         creates heterogenous groups for research project;

·         presents the research project (Appendix 3.1);

·         assigns each student one question from template (Appendix 3.1), to be submitted with group project;

·         has resources (see Resources) available for researching the benefits/costs to society on micro- organisms;

·         reviews the presentation format of the group project, i.e., Bristol board poster;

·         reviews strategies that can be followed when researching (these might include proper format of work cited/bibliography, proper and ethical use of the Internet);

·         assesses student projects for individual question, group Bristol board and collaboration using checklists in Appendices  A4 and A5.

Students:

·         in groups of two or three, work to compile and report on information/ evidence gathered concerning the benefits and/or costs to society of micro-organisms (Appendix 3.1);

·         review researching skills;

·         complete worksheets for research project;

·         display work on a Bristol board;

·         submit individual answer to assigned question and group Bristol board.

Activity 3.3:  The Challenges We Face

The teacher:

·         brainstorms with students and compiles a list of the challenges to control the reproduction and growth of micro-organisms. Possible introductory questions include:  What happens if  the vaccines that fight viruses are no longer effective because the viruses are constantly mutating?;

·         distributes Worksheet 1 for movie/video clips (Appendix 3.2) and instructs students to complete worksheet after movie/video clip is shown;

·         leads a discussion comparing the movie/video clip with students compiled lists and instructs students to complete worksheet 2 (Appendix 3.2);

·         enhances the discussion by incorporating ethical views pertaining to how micro-organisms effect our society, e.g., the role of microbes in home composting, in the clean-up of oil spills, in biological warfare, etc.;

·         instructs students to add related terms to micro-organism vocabulary list;

·         directs students to write a Journal reflection (the Learning/Valuing/Acting model may be used) on the challenges we face to control the reproduction and growth of micro-organisms;

·         collects and assesses Worksheet 2.

Students:

·         through discussion compile a list describing some of the challenges in developing or modifying technology to control or inhibit the reproduction and growth of micro-organisms;

·         watch video/movie clip, complete Worksheet 1 (Appendix 3.2);

·         after class discussion complete and submit Worksheet 2 (Appendix 3.2);

·         add related terms to micro-organism vocabulary lists;

·         write a Journal reflection on the social implications of modifying technology to control or inhibit the reproduction and growth of micro-organisms.

Assessment/Evaluation Techniques

·         A paper and pencil quiz can be given to assess the students’ Knowledge/Understanding of the nature and function of vaccines (MO 1.05).

·         Completion of comparison between video/movie and compiled list is assessed for Knowledge/ Understanding, Inquiry and Making Connections using a checklist (MO 3.02).

·         Roving conferences as a formative assessment of students’ co-operative group efforts researching a topic using a rating scale (MO 3.01).

·         The Bristol board presentation as a formative assessment of the Knowledge, Inquiry, Understanding and Communication of relating science to technology, society and the environment using a product rubric (MO 3.01).

·         Students individual research question can be assessed for Knowledge/Understanding, Communication, Inquiry and Making Connections using an appropriate marking scheme or checklist (MO 3.01).

Accommodations

·         See Activity 1 for general accommodations

·         Possible enrichment activities include:

·         interviewing/writing a short  report on people that have been infected by various viruses or bacteria, e.g., Jim Henson (Streptococcus bacteria), Lucien Bouchard (flesh-eating bacteria)

·         writing a Journal reflection discussing whether a virus is living or non-living;

·         making an advertisement poster for a new vaccine.

Resources

Print

Raven, P and G., Johnson. Understanding Biology 2nd Edition. Toronto: Mosby Year Book, 1991.
ISBN 0-8016-2524-6

Yack, D.J., P. DeSantis, G. Dobsky, R. Phillips, and J. Bollard. Heath Biology Connections. Canada: D.C. Heath Canada Ltd., 1990. ISBN 0-669-95300-8

Websites

Links to general biology -  http://www.sci-eng.mmu.ac.uk/biology/links/13.htm

Videos

Disease and Health - (Boreal)

The Body Against Disease - (Boreal)

Bacteria: Invisible Friends and Foes - (Boreal)

 

Unit 4:  Appendix 1.1

Classification Exercise

 

Teacher Notes:

Students are to be given the diagram and the descriptor of the micro-organism. Note that the name of the micro-organism is given with each diagram; this is only for teacher reference. Students will use the diagram to answer the questions  indicated in each box of the classification key following the flowchart until they match the micro-organism with the diagram.

 

Classification Key:

* Numbers in brackets correspond to questions found on the bottom of the page.

 

 

Micro-organisms

í                     (1)                    î

 

 

 

Yes

Eukaryotic

(4)

í         î

 

No

Prokaryotic

(2)

í         î

 

 

Yes

Fungi

No

Protista

(5)

í         î

 

Yes

Bacteria

No

Virus or Blue/Green

Algae

(3)

 

 

Yes

Algae

 

No

Protozoa

- euglena

- amoeba

 

 

 

Questions to be answered using descriptors below each diagram:

 

1)   Does it have a membrane-bound nucleus?

 

2)   Is it surrounded by a slime capsule?

 

3)   Does it have a single strand of nucleic acid?

 

4)   It lacks the ability to move and reproduces by spores?

 

5)   It makes its own food from sunlight?

 

Unit 4:  Appendix 1.1  (Continued)

 

Diagrams and Descriptors to be Matched to Classification key

 

Virus

Bacteria

·         no membrane bound organelles (Prokaryotic)

·         no membrane bound nucleus (Prokaryotic)

·         no slime capsule

·         surrounded by slime capsule

·         single strand of Nucleic Acid

 

Algae

Amoeba

·         has membrane bound organelles (Eukaryotic)

·         has membrane bound organelles (Eukaryotic)

·         does not move

·         moves

·         makes their own food from sunlight

·         makes their own food

Unit 4:  Appendix 1.1  (Continued)

 

Blue-Green Algae

Euglena

·         no membrane bound organelle (Prokaryotic)

·         has membrane bound organelles (Eukaryotic)

·         no slime capsule

·         moves

·         has a nuclear body

·         makes their own food

                        Fungi (Mushroom)

·         membrane bound nucleus (Eukaryotic)

·         does not move

·         does not make its own food

·         reproduces by spores

Unit 4:  Appendix 1.2

Who Am I?

 

Teacher Notes:
The information given below describes how four different micro-organisms reproduce. Students are to use the classification key, diagrams and descriptors from Appendix 1.1 to identify the micro-organism. Once the micro-organism is identified, students will have determined its method of reproduction.

Instructions:
Answer each question using the classification key, diagrams, and descriptors from the previous activity to match the micro-organism with its method of reproduction.

 

Micro-organism 1

1.   I reproduce asexually.

2.   My nuclear material starts to divide as I prepare to reproduce.

3.   My membrane starts to separate into two halves.

4.   A new cell wall is formed between the two halves.

5.   I now have two completely separate cells.

6.   This method of reproduction is called Binary Fission.

 

Micro-organism 2

1.   I can reproduce asexually or sexually.

2.   Today I will explain how I reproduce sexually.

3.   I join with another by the oral grove.

4.   Our nuclei undergo meiosis and disintegrate.

5.   We then share the nuclear information by passing it through the oral grove.

6.   Joining of the new nuclear material occurs.

7.   New organisms are formed.

8.   This method is called conjugation.

 

Micro-organism 3

1.   I have a unique reproductive system.

2.   I reproduce sexually and asexually.

3.   I make spores, which are tiny, durable, and find moist places to germinate.

4.   My germinating spores sprout mycelia, which are vegetative cells.

5.   When the mycelia find the right conditions they change and begin growing special reproductive cells.

6.   These reproductive cells grow into the bud of the structure that you see above the ground, which pokes through the soil surface.

 

Micro-organism 4

1.   I reproduce by using other cells’ materials.

2.   I am taken into a cell by phagocytosis.

3.   I release my nuclear material into the nuclear material of the other cell.

4.   The cell then starts to reproduce my information as its own.

5.   The cell now builds copies of my information and releases it into other cells.

 

Unit 4:  Appendix 1.3

Life Cycles

 

Teacher Notes:

Verify that permission is granted and then, using the websites below, download diagrams or descriptions of each of the Life Cycles and distribute them to your students so they may complete a similarities and differences chart for each of the life cycles. Alternatively students may be directed to the appropriate website address and examine the organisms and their life cycle on a computer. An example of a similarities and differences chart may be found in Appendix 1.4 below.

Bacteria

Reproduction -  http://encarta.msn.com/find/Concise.asp?ti=059B0000#s11

Reproduction -  http://www.bact.wisc.edu/microtextbook/bacterialstructure/Introduction.html

General information of bacteria -  http://www.cellsalive.com/ecoli.htm

Fungi

Life cycle of a fungus -  http://www.swifty.com/apase/charlotte/lcycle.html

Fungi reproduction -  http://www-micro.msb.le.ac.uk/224/mycology/2.html

Virus

The life cycle of a virus -  http://www.botany.utexas.edu/facstaff/facpages/ksata/ecpf96/12a/life.htm

Schematic diagram of the hepatitis B virus -  http://www.globalserve.net/~harlequin/HBV/hbvcycle.htm

The polio virus life cycle -  http://cumicro2.cpmc.columbia.edu/PICO/Chapters/Cellular.html

Protists

Reproduction information -  http://lifesci.rutgers.edu/~biolabs/lab6_protists/l6i1.html

Lesson plan for unit on biodiversity: monerans and viruses -
http://www.plantbio.ohiou.edu/epb/instruct/teachbio/labs/monera.html

 

Unit 4:  Appendix 1.4

 

Template of a similarity and difference chart that may be used for Activity 1.6.

 

 

Similarities

Difference

(Bacteria) Life Cycle

 

 

(Fungi) Life Cycle

 

 

 

* All four types of life cycles would need to be compared using this type of format

 

Unit 4:  Appendix 2.1

Micro-organism Uses and Diseases

 

This activity can be completed most efficiently using the Jigsaw format (see Appendix A6)

 

1.   Divide the class up into home groups. The number will depend on the class size and the number of articles that have been gathered.

2.   Divide the home groups up into expert groups. The number of expert groups will depend on the number of articles you have collected.

3.   Each expert group is to read the article(s) assigned to them and make a concept map of their topic. It might be helpful to have some leading questions or ideas that you want covered on the concept map.

4.   The expert groups then go back to their home groups and share their concept maps. It is recommended that the teacher check the concept maps before they are shared. It is also recommended that this activity be done over two days to give the teacher time to provide feedback on the concept maps and duplicate them.

5.   At the end of the sharing session, each student will have a collection of concept maps that can be used for further discussion.

 

Possible topics and articles (if available)

Local newspapers and science journals are excellent sources of articles for this assignment. The following is a sample list of topics to investigate.

 

1.   Helpful Bacteria -  Efron, Sonni. “Bacteria Can Even Dissolve Grease, Tar and Other Hazardous Waste”. The Ottawa Citizen, (Sunday May 23, 1993) E3

 

2.   Drug Resistant Bacteria -  Nichols, M. “Mutant Menace”  Maclean’s. (March 11, 1996.)

 

3.   Disease treatments -  Jacobs, Sandra. “Antibiotics Offer New Hope in Ulcer Treatment” The Hamilton Spectator (March 30, 1996.)

 

4.   Walkerton E. Coli -  Toronto Star May, June 2000

 

5.   Rabies -  Agriculture and Agri-Food Canada. Rabies: It’s not worth the risk. Communications Branch, Agriculture and Agri-Food Canada, Ottawa

 

6.   Fungus and crops -  http://www.pioneer.com/usa/crop_mamagement/national/alfalfa pest.htm

 

7.   Useful fungi -  http://www.lichen.com/people.html

 

Unit 4:  Appendix 2.2

Preparing a Commercial Product

 

CAUTION: The products of these experiments are NOT to be EATEN

 

Experiment 1:  Making Yogurt

Teacher Notes:  Needs to obtain cloth towels, 4 mL plain yogurt with active bacteria, 250 mL 2% milk, 60 mL “half and half” cream per lab group.

 

Purpose:  Students are to  prepare a sample of yogurt using live bacteria yogurt

 

Materials:

·         Hot plate

·         250 mL milk

·         Thermometer

·         60 mL “half and half” cream

·         500 mL beaker

·         4 mL yogurt (active bacteria)

·         250 mL beaker

·         pH meter

·         cloth towels

·         balance

·          plastic wrap

·         100 mL graduated cylinder

·         stirring rod

·         oven mitts

·         safety goggles

·         250 mL milk

·         lab aprons

 

 

Procedure:

1.   Work in groups of two or three people.

2.   Collect all materials needed.

3.   Combine 250 mL of milk and 60 mL of cream in a 500 mL beaker.

4.   Bring the beaker and its contents to a boil on a hot plate set at low heat (approximately 10-15 minutes).

5.   Remove the beaker from heat and transfer its contents to a clean 250 mL beaker.

6.   Place a thermometer in the beaker and allow the beaker and contents to cool to 40-45 oC.

7.   Add yogurt and stir vigorously.

8.   Cover beaker with plastic wrap, then wrap well with cloth towels. (Note: The yogurt will thicken better if the container is filled to the top, leaving very little air space.)

9.   Set the beaker aside in a warm place for 6 to 8 hours (or until next class)

Note:  The longer yogurt sits, the more acidic it will become.

 

Observations: Make qualitative observations comparing commercial yogurt with prepared yogurt, use the following table as example:

Qualitative Analysis

Commercial Yogurt

Prepared Yogurt

pH (range 1-14)

 

 

colour

 

 

texture

 

 

density (mass/volume)

 

 

 

Unit 4:  Appendix 2.2  (Continued)

 

Experiment 2:  Preparing Leavened Bread

 

Teacher Notes:  Each group will require the ingredients listed below.

 

CAUTION:  Do Not Taste the Bread

 

Purpose:  To make leavened bread using active yeast

 

Materials:

·         0.5 package active dry yeast

·         185 g all-purpose flour

·         4 g white sugar

·         125 mL milk

·         0.25 g baking soda

·         30 mL water

·         1.25 g salt

·         7.5 g cornmeal

·         balance

·         hot plate

·         beakers (250 mL, 500 mL)

·         vegetable oil

·         aluminum loaf pans

·         stirring rod

·         oven for baking

 

 

Procedure:

1.   Combine the milk and water in a 250 mL beaker.

2.   Warm the beaker and its contents on a hot plate until it is warm to the touch.

3.   Combine 185 g of flour plus the yeast, sugar, salt, and baking soda in a 500 mL beaker.

4.   Add the warm milk and water, and stir well.

5.   Stir in enough of the remaining flour to make a stiff batter.

6.   Spoon the mixture into a 9 x 5 inch loaf pans that have been greased and dusted with the cornmeal.

7.   Cover, and let rise in a warm place for 45 minutes.

8.   Bake at 400o F (205o C) for 25 minutes.

9.   Remove from pan immediately, and let cool.

 

Discussion Questions

1.   Why was yeast used?

2.   Why was sugar added?

3.   Why was baking soda used?

4.   What would happen if you allowed the dough to rise for several hours?

 

Making the connection:

Interview a baker and compare procedures (recipes).

 

Unit 4:  Appendix 3.1

Research Project

Each group is to choose ONE of the following topics on the benefits/costs to society of micro-organisms. They are to research, collect and compile relevant information and produce a Bristol board display.

 

What to do?

1.   Each member of the group will be assigned one or more questions from the accompanying template which are to be completed individually and submitted to teacher.

2.   The group will collect and compile the individual answers to complete the template below.

3.   The information from the template is used to produce a Bristol board display.

4.   The Bristol board will include template questions, graphs, charts, pictures, etc.

 

Topics

1.   Making Yogurt

2.   Clean-up of Oil Spills

3.   Microbes and sexually transmitted diseases, e.g., STDs

4.   Potential for Biological warfare

5.   Drug-resistant bacteria

6.   Microbes and history of hygiene

7.   Mouldy-building syndrome

8.   Food poisoning

9.   Microbes and forensic science

10.  Microbes and allergies

11.  The role of microbes in soil and in home composting

 

Each group will use the following template for their topic.

Template for Research Project

Question

Response

What is your topic?

 

Give a description/history of your topic (what is the introduction)

 

How does it involve micro-organisms?

 

What effects do micro-organisms have?

 

What are the benefits of your topic (if any)?

 

What are the challenges of your topic to society (if any)?

 

What are the costs to society?

 

What are ethical issues that relate to your topic?

 

What are the conclusions?

 

Bibliography

 

Unit 4:  Appendix 3.2

Worksheet 1

 

Teacher Note: A suggested list of videos may be found in Resources. This activity may be modified to the movie/video clip chosen. Verify that public performance rights have bee granted to show the movie/video clips chosen.

Complete this worksheet while watching the movie/video clips. Be prepared to discuss your answers with your peers.

 

Summary of Movie/Video Clips

Question

Movie/Video Clips

What was the micro-organism?

 

What was the principle carrier?

 

What problems were they having?

 

How was the micro-organism spreading?

 

Where did the vaccine come from?

 

How is the vaccine going to be distributed?

 

Was a cure found? If not, why?

 

Was the micro-organism easy to stop from reproducing? Why?

 

Other comments

 

 

 

Worksheet 2

Complete the following worksheet

 

Challenges of developing or modifying technologies to control or inhibit the reproduction and growth of micro-organisms

Classroom Compiled List

Did the movie/video clip show how to meet these challenges?

 

If yes, How?

If no, why not

 

 

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