Table of Contents
Acknowledgments
Introduction
Scope and Sequence
Experiential Learning
Lesson 1: Microbes All Around and Inside Us
Youth develop mental models for understanding the volume of microbes in the human body. Youth also begin an experiment on microbe growth which will continue throughout the entire unit. Writing is integrated using the Claim-Evidence-Reasoning format as well as a “KWL” (Know, Want to Know, Learned) chart.
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Lesson 2: Role of Microbes in an Ecosystem
Youth play a game to simulate the role of microbes in healthy ecosystems and to better understand the ideas of “producer,” “consumer,” and “decomposer.” Writing is integrated throughout the lesson using the “Claim-Evidence-Reasoning” format. Youth continue the experiment started in lesson 1.
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Lesson 3: The Ecosystems Inside Us
Youth continue the experiment from Lesson 1. They practice making observations, comparing substances before and after microbes act upon it, in order to understand the chemical changes that occur during digestion/decomposition. Youth also watch a video on the digestive system in order to understand how digestion happens in humans and how bacteria influence digestion.
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Lesson 4: The Body’s Natural Defenses
Youth investigate the defense systems that the body has in place in order to deter parasites. They rotate through three different stations in order to better understand how the body’s defenses work. Additionally, youth continue adding to their observations for the experiment from Lesson 1.
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Lesson 5: CSI Bacteria
Youth are presented with a patient suffering from a mysterious disease. They conduct research using “Case Files” from four potential candidates. By matching the patient’s history and symptoms with the information from the Case Files, youth determine which pathogen has invaded the patient’s body.
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Lesson 6: Engineering a Solution: Defense in Food Safety
Youth use their knowledge of microbes, ecosystems, and food safety in order to develop a technology (product or process) that will help reduce food-borne bacterial illnesses. Youth use the Engineering Design Process as they work in teams to create their solution to the real-world problem of salmonellosis.
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Appendix A: Grab and Go Lessons
These stand-alone lessons can be used with Lessons 1-6 or as a shorter alternative to the main lessons.
Grab and Go 1: Germs All Around
Youth learn about the ways harmful microbes can spread throughout a population through a series of simulations.
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Grab and Go 2: Microbial Munchies
Youth observe and compare properties of milk and yogurt in order to understand the chemical changes that occur when microbes begin to digest a food source.
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Grab and Go 3: Microbes on the Menu
Youth determine which type of lunch box is best in terms of food safety.
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Appendix B: Support Materials
Appendix C: Teaching Tips and Techniques
Appendix D: Glossary of Scientific Terms
References