Day 4:

Experimentation: culturing of bacteria from school grounds

Bacteria and Viruses Unit

Ken Bateman, Sue Bros, and Becky Lederman

 

Introduction

 

Over the next two days, the students will work together in their cohort groups to start an experiment. On this day, students will be asked to work together to determine a course of action for the experiment.  The students will be asked to work in cohort groups to create a hypothesis and a procedure to look at microorganisms throughout the school.  The groups be told that they can use agar plates and cotton swabs for their experiment.  Students will be asked to sample two places within the school building and determine what microorganisms grow where they have sampled.  Working in groups will promote the exchange of ideas about Viruses and bacteria throughout the groups.  If students are aware of one anotherıs ideas and preconceptions, they may scaffold for groups, as they are able to construct correct knowledge for themselves.   Additionally, students are asked to act like scientists by creating a procedure and doing an experiment.

               The teacher should be available to answer questions when absolutely necessary and should also monitor the students to ensure groups are working well together.  The students as a class should be allowed to work together to solve problems and scaffold for each other.  When possible, the teacher should ask probing questions to encourage the groups to consider their rationale for the procedure that they will create. 

Additionally, management of small groups is the key to this part of the lesson.  Each group should be able to create a procedure to implement over several class periods.  The class ends with class revising their traits of a bacterium and virus on the poster board from the first day of the unit.

 

 

 

 

 

 

 

 

 

 

 

 

 

Name Ken Bateman, Sue Bros, and Becky Lederman

Bacteria and Viruses Unit

Class 9th and 10th Grade Biology

Day 4

 

Topic: Experimentation: culturing of bacteria from school grounds

 

Reference to MA Science Framework and/or NSES:

 

Inquiry:

 

Evolution and Biodiversity

 

The structure and function of cells

·        2.2 Differentiate between prokaryotic cells and eukaryotic cell, in terms of their general structure and degrees of complexity.

 

Global and Curricular objectives for students:

Brief description of lesson (include start, middle, and end)

 

  1. Teacher poses question to class: ³Do students believe there are organisms living on the water fountains at school?²
  2. As a class, students will brainstorm to determine why it is necessary to investigate whether or not there are organisms living on the water fountains, and who might be interested in such information.
  3. Introduce students to their scientific logbooks.
  4. The teacher gives a brief overview of sampling and plating techniques while using the materials.
  5. Students, working in groups, create hypotheses as to whether or not organisms exist in the school building, and create hypotheses about what types of organisms if any they may find.
  6. Students will be provided a list of available materials (sterile cotton swabs, masking tape, nutrient-rich agar plates, microscope, slides, cover slips, incubation system, latex gloves, bacterial guide books, protist guide books, animal guide books, fungal guide books) that can be used in their investigations.
  7. Using the materials list above, students create experimental procedures to test their hypotheses.
  8. Students write their experimental plan into their logbooks.
  9. Students are asked to revise their poster board of the traits of a bacterium and virus.

 

 

 

 

 

 

 

 

 

 

Homework

Students are asked to write up their hypothesis and experimental procedure.    Students should reflect on what they hope to discover.

Lesson evaluation (Identify successful management, learning, enjoyment and the evidence of it. Refer to objectives. Areas for development.)

 

Successful learning will be evident:

  • If students create a cohesive hypothesis and procedure
  • If students actively participate in the lecture at the beginning of the class

Successful management will be evident:

  • If students work in groups and as a class to achieve goals
  • If students stay on task and are able to write up an experimental design

Student assessment (Knowledge, skills, and understanding)

Students will be assessed on their ability to demonstrate their knowledge and understanding by sharing ideas and participating in groups and classroom discussions and activities.   They will also be assessed on whether or not they have created a cohesive hypothesis and procedure.

New targets

The ability to take their experimental designs and use them to perform the experiment.

 

Adjustments for special needs students:

 

Special needs students should be monitored to ensure that they remain on-task during the inquiry activity.  Additionally, care should be taken to ensure that special needs students are given space to participate in the group discussion. 

 

Materials, equipment and supplies:

 

Log books, chalk and chalkboard

 

Safety concerns:

 

Group dynamics

 

Day 3

Day 5

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