8th+lesson+-+Microbiology

** 8th Grade Microbiology Unit **
// Dianne Hedrick // // Learning Targets: // //Criteria for Success: I will explore microbes, research the diseases they cause, present my findings to peers, and research/debate implications for how biotechnology can affect quality of life for present and future generations.//
 * // EQ: How can I stay healthy? //**
 * // Essential Standards: 8.L.1 //**// Understand the hazards caused by agents of diseases that affect living organisms. **8.L.2** Understand how biotechnology is used to affect living organisms. //
 * 1) // I can summarize the basic characteristics of viruses, bacteria, fungi, and parasites relating to the spread, treatment, and prevention of disease. //
 * 2) // I can explain // //the difference between epidemic and pandemic as it relates to the spread, treatment, and prevention of disease.//
 * 3) // Summarize aspects of biotechnology including: specific genetic information available, careers, economic benefits to North Carolina, ethical issues, and implications for agriculture. //

Pre-Assess using [] or []

Introduce vocabulary and assign vocabulary cards. Write words only on one side, have students pronounce each word, thumbs up/down /sideways to indicate familiarity Cards will be due at end of unit. Back side of each card will be divided T-style. Top portion will contain sentence showing scientific use of vocabulary word. Bottom left will contain definition (IYOW – “in your own words”) in student’s words. Bottom right will contain an illustration, example, or non-example. For basic introductory information about microbes, use BrainPop videos/quizzes – protists, fungi, bacteria, and viruses Online Inquiry / Journal entries As always, incorporate questions and answers into complete sentences so that your work will help you study and so that you will do well on your open journal quiz.
 * Vocabulary Words:** microorganism, microbiology, pathogen, fungus, parasite, virus, bacteria, antibiotic, infectious disease, epidemic, pandemic, vector, vaccine, somatic, embryo, surrogate, enucleate, cumulus
 * Cornell Notes** – Diseases caused by microbes (use powerpoint, video clips, explanations, scenarios to introduce concepts)
 * 1) Meet the Microbes [] jp73- list each type of microbe and one interesting fact
 * 2) How big is a …? [] jp73 - Read introduction and then click on “Start Animation.” Click on the right arrow to magnify image. Scroll over microbes on list to investigate each one. Choose any 3, draw a sketch, and label with name and size of microbe (choose really gross ones!)
 * 3) Bacteria in the Cafeteria [] jp74 - As you explore germs found in this cafeteria, complete a 3-2-1. Name 3 harmful bacteria, 2 helpful bacteria, and one bacterium about which you would like to learn more.
 * 4) Microbes in the News [] jp75 - Choose two articles from each category (There are 5 - don't forget Late Breaking News!). Describe each news items (total of 10) in your own words
 * 5) Nature of Stem Cells [] Watch this slide show to understand how stem cells help us stay healthy. This will help you understand the next activity.
 * 6) [] jp76 - Click to watch video clip; choose any two niches to explore. Compare/contrast the role of stem cells in these two niches.
 * 7) Click and Clone [] jp78 – As you interact with this cloning activity, write each step of the cloning process in your journal. Add an extension to jp78 if you run out of space.
 * HW: Holt Science & Technology Textbook (©2005) Chapter 21 ~ ** ** 1) ** Read 608-613. Answer 3-10, page 613 (jp79) **2)**Read pp. 614-617. Answer 3-6, 8, page 617 (jp80) **3)**Read 618-621. Answer 2-4, 6-8 (jp81)**4)** Read 622-627. Answer 1-5, 8-10 (jp82) [There is an online version available; students without internet access are allowed to check out a CD-ROM or hard copy of the book.]
 * 1) Germs, germs, germs… Use “GloGerm” powder and shake hands or “high-five” five students as they enter the classroom. Then have each person who shook your hand pass on the greeting to four of their friends. Explain how germs are passed on to others through touching. Have students pass hands under black light, go wash their hands, inspect for “germs” again. Many of them will be surprised at how many “germs” are still left. Explain proper hand washing techniques and have students return to sinks to wash all hand surfaces carefully while singing “Happy Birthday” song three times. [ Informal Assessment: Have students answer for warm-up next day: What is the #1 way to fight ANY pathogen (germ)? Explain to a 10 year old how to do this and how long it should take.]
 * 2) Assign Wanted Posters [] (helps kids be creative while sharing information learned
 * 3) Research scientists/careers involving microbiology – create a eulogy or a -wanted ad.
 * 4) Post-Assess using [] or [] (Our school districts suggests we use the same assessment before and after each unit of instruction.)