Microbes

We are back to the wee beasties.

Part 1: Who's Who

Follow these directions to do the microbe card sorting activity (this is based on Activity 44 in the Micro-Life Book p. C-68 to C-69).

• Spread out your 9 Micro-Life cards on your table and read/examine all cards.

• With your group members, classify the microbes into groups.

In your journal, do this: 1. List the groups that you created with the 9 cards - for each group, list the microbes and describe the common features of the group.

• Get the 6 Classification Cards. Each card represents a group of creatures.

• Based on the information on the classification cards, place each Micro-Life card under one of the classification card categories.

In your journal, do the following. 2. Write any changes to the groupings you made once you used your 6 orange classification cards.

In your journal, do this: 3. Look at the animal cell below. Explain how this cell is similar to or different from the structure of each of the following microbe groups:

• 1. protists 2. bacteria 3. viruses

Read and follow directions for activity 45 in the Micro-Life Book p. C-70 to C-76.

In your journal, create and fill in a Venn diagram with 3 overlapping circles for "protists," "bacteria," and "viruses" (this is #5 on page 76 of the Micro-Life Book).

Part 2: Microbe Movies

Bacteria: Watch the Discovery Education Bacteria Movie. While watching, complete the Bacteria Movie worksheet. Short Amoeba Sisters: 4 minute or 7 minute

Viruses: Watch the "What is a Virus" movie.

Protists: Watch the Game Theory Amoeba Episode. (Thanks to Evan Z. for bringing us this movie.)

Part 3: School Culture

Students swab three locations and let them sit on bacteria-growing agar in a warm place for 2 days or more. To set up your petri dish:

• Divide petri dish into 4 sections by making an "X" on the bottom with Sharpie.

• Label the petri dish with period #, table #, control in one section and the 3 locations in the other sections.

The purpose is investigate the effect of location on the amount of bacteria (# of colonies and/or diameter of area covered).

Students do a full investigation write-up following the scientific inquiry guidelines.

Part 4: Anti-Bacterial

Which type of antibacterial product is best at keeping bacteria from growing?

(This is based on Activity 47 in Micro-Life Book p. C-82 to C-84.)

The following anti-bacterial products will be provided - choose three to test:

iodine, hydrogen peroxide, rubbing alcohol, SpitFire, disinfectant, Neosporin, Listerine, hand sanitizer, and foam soap

Write and fill in the following question and hypothesis in your journal:

Question: What effect does the type of antibacterial product (_________, ________, or __________) have on bacterial growth (as measured by the area without bacteria growing)?

Hypothesis: If we test _______, _______, and ________, then _________ will stop the most bacteria because _____________________________________.

Materials:

* petri dish with agar and Sharpie marker to label the petri dish

* bacteria to swab onto agar

* paper hole punch circles and tweezers to put them on dish

* three different antibacterial solutions (______, _______, and _______)

Procedure:

• 1. Divide petri dish into 4 sections by making an "X" on the bottom with Sharpie.

  2. Label the petri dish with period #, table #, control in one section and the 3 antibacterial products in the other sections.

1. Spread bacteria throughout petri dish as instructed by the teacher.

   1. Choose the ___________ antibacterial solution and with the tweezers, dip a paper hole punch in the solution and put it in the middle of the right section.

   2. Observe, measure and record the area without bacteria surrounding the paper after the petri dish has sat in a warm room for 2 days.

   3. Repeat steps 4-5 two more times if there are sufficient materials.

   4. Repeat steps 4-6 with the ________ and _______ antibacterial solutions.

Data: Create and fill in a data table like this in your journal.

Type of Antibacterial Product vs. Amount of Bacterial Growth

Graph: Create a column graph from your data table.

Conclusion: Write a scientific conclusion for this investigation.

Note: Here is your original Question: What effect does the type of antibacterial product (_________, ________, or __________) have on bacterial growth (as measured by the area without bacteria growing)?

Whole Class Sample Data:

Type of Antibacterial Product vs. Diameter of Area without Bacteria (mm)

Part 5: Health of Port Angeles Creeks

We are helping our County figure out how different factors affect the amount of fecal coliform bacteria in our local creeks.

Groups pick an independent variable from below (the dependent variable is the number of fecal coliform colonies in 100 mL of water). Use this city map to help.

• • Creek (choose 2 or 3 local creeks to compare)

• River Mile (upstream vs. downstream)

• Year (change over time)

• Effect of Storms (yes/no storm or storm progression)

• Challenge: Creek and River Mile

Steps to do investigation:

• 1. Each student writes all steps of the scientific method in her/his journal.

  2. Use real protocols and past data from the County to complete your steps.

  3. Students then go to Google Classroom to collaboratively create an investigation slideshow to present to the class. Groups choose the simple, standard, or scaffolded slide show template to use.

  4. Students are graded using the scientific inquiry guidelines and rubrics.

Resources to help:

• • Our City's Stormwater Infrastructure Map and Stormwater Discharge Map

  • Our County's GIS (searchable map)

  • Fecal coliform fact sheet and "Microbes Part 2" for background on bacteria

  • Photos from our field work

Presentation Guidelines:

• All group members speak.

• Properly introduce and conclude the presentation following our class norms.

• Cover all steps of the scientific method.

During & after presentations, students do feedback forms for the panel discussion.

Microbes Extension: Bacteria Game App

Try out this simple bacteria app.

Options for All Disease Extensions (choose one):

1. Written Reflection:

1. Write a one paragraph summary of what you learned from the (resource).

2. Then, evaluate the (resource) in one paragraph. In your evaluation, give your opinion on how appropriate the material from it would be for the rest of class, judge the pros and cons of it, and predict how well students will do with the it.

3. Then, write a paragraph with a recommendation for whether the (resource) should be used by the full class in the future.

2. Creative Reflection (choose one):

• Make an art project to illustrate what you learned from the (resource).

  • Perform or record a skit to illustrate what you learned from the (resource).