http://www.transformation2013.org/docs/Design%20Challenges/Biology/Microorganisms

Transformation 2013 PBL 5E Planning Form Guide PBL Title: The Autobiography of a Microorganism Teacher(s): Shane McKay School: East Central High School Subject: Biology Abstract: The students will be able to identify characteristics of viruses, bacteria, and protists and discover the role of each organism in the environment.

MEETING THE NEEDS OF STEM EDUCATION THROUGH PROBLEM BASED LEARNING Š 2008 Transformation 2013

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Begin with the End in Mind The theme or “big ideas� for this PBL: Students will learn the functions and structures of viruses, bacteria, and protists. Students will also be able to identify and describe the role these organisms play in the ecosystem.

TEKS/SEs that students will learn in the PBL: (4) Science concepts. The student knows that cells are the basic structures of all living things and have specialized parts that perform specific functions, and that viruses are different from cells and have different properties and functions. The student is expected to: (A) identify the parts of prokaryotic and eukaryotic cells; (B) investigate and identify cellular processes including homeostasis, permeability, energy production, transportation of molecules, disposal of wastes, function of cellular parts, and synthesis of new molecules; (C) compare the structures and functions of viruses to cells and describe the role of viruses in causing diseases and conditions such as acquired immune deficiency syndrome, common colds, smallpox, influenza, and warts; and (D) identify and describe the role of bacteria in maintaining health such as in digestion and in causing diseases such as in streptococcus infections and diphtheria.

(8) Science concepts. The student knows applications of taxonomy and can identify its limitations. The student is expected to: (B) analyze relationships among organisms and develop a model of a hierarchical classification system based on similarities and differences using taxonomic nomenclature.

(11) Science concepts. The student knows that organisms maintain homeostasis. The student is expected to: (D) summarize the role of microorganisms in maintaining and disrupting equilibrium including diseases in plants and animals and decay in an ecosystem.

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Key performance indicators students will develop in this PBL: The student will be able to decipher the differences between viruses and cells. The student will also be able to demonstrate how bacteria help to maintain homeostasis in the environment and other organisms. Furthermore, the learner will be able to classify microorganisms according to cell structure, energy consumption, and type of cells.

21st century skills that students will practice in this PBL: www.21stcenturyskills.org Self-direction and Accountability STEM career connections and real world applications of content learned in this PBL: Career: Epidemiologist, Biologist, Virologist Connections: Microorganisms are all around us and inside us. They can be beneficial or they can cause death. Some microorganisms can be seen with the naked eye, while others can only be seen with a powerful microscope. Microorganisms play a vital role in maintaining homeostasis in the ecosystem.

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The Problem You are now a microorganism (virus, bacteria, protist, or fungi) with a big story to tell the world. A publishing company wants to give you a contract for your autobiography.

Your autobiography must include: - Where did you evolve from?

- What is your life cycle? (how are you formed, how will you die) - Describe (in detail) how you look.

- Where do you live?

- How do you obtain energy?

- Are you a prokaryote or a eukaryote, and what does that mean?

- Do you like to harm others, or do you keep to yourself?

- Who are some of your relatives (do you have cousins)?

- What makes you unique to the world?

- What do you like to do for fun? (Have fun here, be creative ) - What are some of your favorite memories in your life?

- Where do you sit on the phylogenetic tree?

Your autobiography must be: 4 – 5 pages in length, double spaced, 12 point font, and one inch margins.

You may add illustrations, but it will not count towards your total number of pages.

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Map the PBL Performance Indicators

must have a working knowledge of the following vocabulary words: homeostasis, prokaryote, eukaryote, autotroph, heterotroph, bacillus, coccus, spirillium, chemoautotroph, photoautotroph, virus, vaccine, antibiotic, protist, flagella, cilia, spore 2. Students must know that cells are the basis for all living things 3. Students must be able to identify the parts of prokaryotic and eukaryotic organisms 4. Students must be able to compare structures of various microorganisms 5. Students will be able to define the role of bacteria in maintaining homeostasis in living things 6. Students will learn how some microorganisms cause disease in plants and animals 7. The learner will be able to identify the characteristics of viruses, bacteria, protist, and fungi

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5E Lesson Plan PBL Title: Microorganisms TEKS/TAKS objectives: TAKS Objective: 2; TEKS: 4A,C,D; 8C; 11D Engage Activity Where are bacteria found?

Obtain 2 sterile agar plates. Label one plate “control” and the other plate “exposed.”

Tape the control agar plate shut. Make sure at no time that it was open. Next, open the exposed plate and leave it open for 10 minutes while you begin the Explore piece. Once, 10 minutes are up; close the agar plate and tape it shut. Place the agar plates in an incubator for 24 hours. After 24 hours, show the class the exposed agar plate. (Hint: an average of 12 colonies will appear after 24 hours and 16 colonies should appear after 48 hours.)

Ask students to record in their learning journals responses to the following questions: 1. Which plate had more colonies?

2. Where did the bacteria on your plates come from? Explain your answer.

3. Write three questions you could investigate using your observation.

Engage Activity Products and Artifacts Student Learning Journal Entries Engage Activity Materials/Equipment 2 sterile agar plates, clear tape, permanent marker, incubator Engage Activity Resources None Explore Activity Introduce the design project to the students. Clarify any questions that student may have and provide the scoring rubric to each student.

You are now a microorganism (virus, bacteria, protist, or fungi) with a big story to tell the world. A publishing company wants to give you a contract for your autobiography.

Your autobiography must include: - Where did you evolve from?

- What is your life cycle? (how are you formed, how will you die) - Describe (in detail) how you look.

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- Where do you live?

- How do you obtain energy?

- Are you a prokaryote or a eukaryote, and what does that mean?

- Do you like to harm others, or do you keep to yourself?

- Who are some of your relatives (do you have cousins)?

- What makes you unique to the world?

- What do you like to do for fun? (Have fun here, be creative  ) - What are some of your favorite memories in your life?

- Where do you sit on the phylogenetic tree?

Your autobiography must be: 4 – 5 pages in length, double spaced, 12 point font, and one inch margins.

You may add illustrations, but it will not count towards your total number of pages.

Next, ask students to visit the following website: http://www.cellsalive.com/toc_micro.htm From there each student should click on each element in the Cell’s Alive website and take the quiz that corresponds to the website once they have investigated all the elements provided. Once they being a quiz they must notify you and then let you see their grade when they have completed the quiz.

Explore Activity Products and Artifacts Cell’s Alive Website Quiz Explore Activity Materials/Equipment Computers with Internet access Explore Activity Resources http://www.cellsalive.com/toc_micro.htm

Explain Activity Break students up into groups of two. Ask students to visit the MicroWorld website: http://www.microbeworld.org/ Each pair of students will watch any one of the videos about microorganisms on our planet and will use chart paper to outline, draw, or create a thinking map that illustrates how microorganisms affect our planet.

Next, have students visit and take the quizzes to the following BrainPop sites: http://www.brainpop.com/science/diversityoflife/bacteria/

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http://www.brainpop.com/health/diseasesinjuriesandconditions/antibioticresistance/ http://www.brainpop.com/science/diversityoflife/protists/ http://www.brainpop.com/science/diversityoflife/protozoa/ Next, show the students the Microorganisms powerpoint and have them record notes in their journals.

Explain Activity Products and Artifacts MicroWorld video chart, four BrainPop quizzes, notes in journal Explain Activity Materials/Equipment Chart paper, markers, computer, LCD projector, Internet access, BrainPop subscription, journals, pencils Explain Activity Resources http://www.microbeworld.org/ http://www.brainpop.com/science/diversityoflife/bacteria/ http://www.brainpop.com/health/diseasesinjuriesandconditions/antibioticresistance/ http://www.brainpop.com/science/diversityoflife/protists/ http://www.brainpop.com/science/diversityoflife/protozoa/

Elaborate Activity Ask students to read the following article on the NY Times website: http://www.nytimes.com/2008/07/01/world/asia/01algae.html?_r=1&oref=slogin Ask students to answer the following questions in their learning journal: - How did China get all that algae?

- Why is it so harmful to have all that algae?

- How was China going to clean it up?

Pass out Protista Lab, Fungus Among Us Lab (see below), and Dichotomous Key (see Transformation 2013 website or link below). You can order live protista cultures from your local regional service center. Provide various types of cultures for the students to choose from. Ask the students to color the specimens they draw using map pencils. Two students can share one microscope, but this lab is better performed when each student works alone.

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Elaborate Activity Products and Artifacts Learning Journal Responses, Protista Identification Lab, Fungus Among Us Lab Elaborate Activity Materials/Equipment Computer, internet access, learning journal, microscopes, microscope slides, cover slips, water droppers, live cultures of protists, mushrooms, scapel, hand lens, prepared slides of basida, colored pencils Elaborate Activity Resources http://www.nytimes.com/2008/07/01/world/asia/01algae.html?_r=1&oref=slogin Dichotomous Key: http://web.srcs.org/webdocs/terralinda/Dichotomous%20Key%20Protists.pdf Evaluate Activity Students will complete their design project for the evaluation stage of the lesson. Allow students to work through rough drafts and type their final copy on the computer.

You may want to create a list of all types of viruses, bacteria, protists, or fungus and have students draw their topic from the hat. This way you do not have any repeats.

Upon completion, students will present their Autobiographies to the class.

Evaluate Activity Products and Artifacts Microorganism Autobiography, Presentation Evaluate Activity Materials/Equipment Notes, computer, printer Evaluate Activity Resources None

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Plan the Assessment Engage Artifact(s)/Product(s): Student Learning Journal reflections

Explore Artifact(s)/Product(s): Cell’s Alive Quiz

Explain Artifact(s)/Product(s): MicroWorld Website Video Chart, 4 BrainPop video quizzes, notes

Elaborate Artifact(s)/Product(s): Learning Journal Responses, Protista Identification Lab, Fungus Among Us Lab

Evaluate Artifact(s)/Product(s): Microorganism Autobiography, Presentation

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Rubric Microorganism Autobiography Rubric

Teacher Name:

Student Name: ________________________________________ CATEGORY Creativity

25 Lots of creative energy used to present a unique autobiography

20 Some creative energy used to present a unique autobiography

15 Little creativity used in project.

10 No creativity used in project.

Construction - Care Taken

Great care taken in construction process so that the structure is neat, attractive and follows plans accurately.

Constuction was careful and accurate for the most part, but 1-2 details could have been refined for a more attractive product.

Construction accurately followed the plans, but 3-4 details could have been refined for a more attractive product.

Construction appears careless or haphazard. Many details need refinement for a strong or attractive product.

Scientific Knowledge

Explanations indicate a clear and accurate understanding of scientific principles underlying the construction and modifications.

Explanations indicate a relatively accurate understanding of scientific principles underlying the construction and modifications.

Explanations indicate a somewhat accurate understanding of scientific principles underlying the construction and modifications.

Explanations do not illustrate much understanding of scientific principles underlying the construction and modifications.

Autobiography Elements

Paper met all the requirements in length and answers all the questions asked

Paper answered all but 2 questions or lacked number of pages required, or was misformated to the requirements

Paper answered all but 3 questions or lacked number of pages required, or was misformated to the requirements

Paper answered all but 4 or more questions or lacked number of pages required, or was misformated to the requirements

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Story Board  

Week 1 Activities

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Day 1 Engage: Agar plates (15 min) Explore: introduce the design project and pass out the scoring rubric (30 min) Cell’s Alive Website and Quiz (45 min)

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 Week 2 Activities

Day 6 Evaluation: Work on Autobiograp hy (90 min)

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Day 2 Engage: Show students agar plates and ask them to respond to the questions in their learning journal. (20 min.)

Explain: MicroWorld Website Video and Chart (25 min.)

Brainpop and quizzes (45 min) Day 7 Work on Autobiograp hy (90 min)

Day 3 Microorganisms PPT (45 min.)

Elaborate: read NY times article and respond in journal (45 min.)

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Day 8 Autobiography Due Presentations (90 minutes)

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Day 4 Protista Identificatio n Lab (90 min.)

Day 9 Presentations (90 minutes)

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Day 5 Fungus Among Us Lab (90 min.)

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Protista Identification Lab Objectives: •

To examine protists under the microscope

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To see examples of different protist types

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To compare modes of locomotion

Procedures: 1. Slide preparation Instructions 2. Add 1 drop of protist culture medium with a pipette.

3. Start at low power, focus, then go to medium power and lastly, go to high power. Record observations. (draw the specimens as you see them.)

4. Use the dichotomous key provided to identify the name of each specimen you decide to diagram.

5. I must check your work Diagram: draw your specimens, label the name of the specimen, and label the following parts when you locate them: cilia, flagella, nucleus, pseudopods, oral groove Name:__________________________

Name: _________________________

Name:__________________________

Name:__________________________

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Name:__________________________

Name:__________________________

Table 1: Observations of Protists

Species

Method of Locomotion (cilia, flagella, pseudopods, non-motile)

Description

Autotroph and/or Heterotroph

Checked By teacher

(Describe feeding on yeast cells)

Paramecium

Amoeba

Euglena

Volvox

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Results: 1. Describe the different methods of locomotion you observed.

2. What protist was your favorite? Explain.

3. Why did we add protoslow to the paramecium and the euglena?

4. What is a pseudopod?

5. Describe how the amoeba uses it pseudopods.

6. How did the paramecium ingest the yeast cells?

7. In what structure were the yeast cells digested?

8. What kingdom do yeast belong to?

9. What kingdom do volvox belong to?

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A Fungus Among Us Lab Exploration: Mushrooms and plants have so much in common. Each grow from out of the ground. Both are used for food. Lastly, both come in a variety of colors. So, why are mushrooms classified as fungi and not plants?

A. Procedure: 1. Each group will obtain the following materials: -scalpel-CAUTION! Always be careful when using a scalpel.

-Hand lens or dissecting microscope -mushroom -2 light microscopes -2 prepared slides of mushroom basidia 2. Take the mushroom and using the hand lens or the dissecting microscope, study its structure.

3. Identify, draw, and label these parts of the mushroom on the paper provided by the teacher.

-gills -cap -basidiocarp (contains the reproductive parts) -stalk 4.

Now take the mushroom and cut it lengthwise through the cap and stalk. a. Examine the cut areas with the hand lens or the dissecting microscope. b. Identify, draw, and label the hyphae and the gills that form the reproductive part of the mushroom.

5. Obtain a prepared slide of a mushroom gill or basidium. a. Examine it under low power on the microscope and locate the structures that produce spores or the basidium. b. Now locate the spores themselves. c. Draw and label the spores and the structures that produce them.

6. Compare you drawing of your slide with your drawing of your mushroom.

II.

Concept Invention: A. Identifying parts of the mushroom:

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1. What part of the mushroom supports the cap?

2. Where are the gills located?

3. Where are the reproductive parts of the mushroom located?

4. How would the location of the reproductive parts of the basidium help spread the spores?

B. Comparing mushrooms and plants: 5. Describe the color of the mushroom and of most plants: 6. Is a mushroom an autotroph or a heterotroph and explain your answer: 7. Is a plant an autotrophy or a heterotroph and explain your answer: C. Inventing your concept: 8. Write a brief, concise sentence explaining why a mushroom is a fungus and not a plant.

9. Wait for the teacher to check your answers before you write your sentence on the board.

10. Concept: III.

Expansion: 1. How do mushrooms appear I your yard year after year when there is no sign of them between seasons?

2. Are most mushrooms a\saprophytes or parasites and explain your answer.

3. Make a spore print: 1. Cut off the cap of the mushroom at the top of the stalk.

2. Place the cap on a piece of paper-gills side down.

3. Cover the cap with a beaker for several hours.

4. Remove the beaker and carefully lift the cap.

5. Observe the pattern of the fallen spores.

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