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Jonathan Rockey
Marking Period Plan Assignment
EDSE 3901i
Project Lab Section
Title: Natural Water Microscope Investigation
7th Grade Core Curriculum Standards: LE 1.1c,d,e,g 5.1F 5.2E
Step 1: Students collect sample of water from nearest natural source, e.g. pond in park,
river.
Step 2: Students describe, in writing, the appearance of water sample and make
predictions about what they will discover.
Step 3: Students prepare slide with drop of water sample and familiarize themselves with
microscope.
Step 4: Students observe water under microscope.
Step 5: Students draw picture of observations.
Step 6: Students imagine how organisms in their picture eat and reproduce.
Step 7: Students compare drawn organisms to reference pictures.
Step 8: Students label structures on drawn organisms.
Step 9: Students classify identified organisms as multicellular or unicellular.
Step 10: Students compose report about one idenitifed microorganism.
List of Materials:
Compound Microscope
Microscope Slides
Slide Cover Slips
Bottles for Pond Water Sample collection
Microorganism Reference Sheet
Large Sheets of paper for pictures
Colored Pencils
Alternative Texts
Microorganisms Unit Alternative Texts
1. “Close-up” pg 23 KNOW magazine May/June 2008
80x magnification of Slime mould
Level: ES
2. Body Battles
Author: Rita Golden Gelman
ISBN: 0590449737
Level: ES
3. Germs! Germs! Germs!
Author: Bobbi Katz
ISBN: 0590672959
Level: ES
4. Germs are not for sharing
Author: Elizabeth Verdick
ISBN: 1575421976
Level: ES
5. “Chlamydia: The Hidden S.T.D.”
By Michael Cannell | December 14 , 1991
Science World
Level: MS
6. A World of Microorganisms
by Robert Snedden (Author)
ISBN: 1575722410
Level: MS
Plants Unit Alternative Texts
1. “Nuts About Peanut Butter”
By Dora Palmer
KNOW magazine Jan/Feb 2008 pg. 6
Level: ES
2. Carlos and the Squash Plant
Author: Jan Romero Stevens
ISBN: 0873586255
Level: ES
3. The Magic School Bus® Plants Seeds
A Book About How Living Things Grow
Author: Patricia Relf
ISBN: 0590222961
Level: ES
4. Fun With Gardening : 50 Great Projects Kids Can Plant Themselves
Author: Clare Bradley
ISBN: 184215138X
Level: MS
5. “Peculiar Plants”
Yes Mag Nov/Dec 02
Level: MS
6. Tree Girl
Author: Ben Mikaelsen
ISBN: 0060090065
Level: MS
Exam Section
Microorganisms Exam
1. Some deep-sea bacteria live near submerged volcanoes and make their own food using
energy derived from minerals coming from the volcanoes. These bacteria would be
classified as
1 heterotrophic
3 photosynthetic
2 autotrophic
4 abiotic
2. Microorganisms that can survive without oxygen are described as
1 aerobic
2 anaerobic
3 heterotrophic
4 saprophytic
3. The diagram below represents a unicellular
green alga known as chlamydomonas. Structure X
helps chlamydomonas move through the pond in
which it lives.
Structure X represents
1 a seta
2 an antenna
3 a tentacle
4 a flagellum
4. The phrase “is not a cell hat has the ability to reproduce within a living cell” can be
used to describe
1 an alga
2 a yeast
3 a bacterium
4 a virus
5. Which structure indicated in the diagram of a paramecium below is the contractile
vacuole?
1A
2B
3C
4D
6. The diagram below represents a hydra.
The movement of gases indicated by the arrows in the diagram takes place by the process
of
1 pinocytosis
2 diffusion
3 active transport
4 dehydration synthesis
7. Two organisms are represented in the diagram below
The arrows in the diagram indicate structures that help these organism to
1 obtain food
2 carry out photosynthesis
3 carry out respiration
4 excrete wastes
8. Which activity is a function of all living cells?
1 synthesis
2 locomotion
3 anaerobic respiration
4 extracellular digestion
9. Most organisms contain
1 organic compounds, only
2 inorganic compounds, only
3 both organic and inorganic compounds
4 neither organic nor inorganic compounds
10. Protozoa are classified by the presence of cilia,
flagella, and pseudopods or by their nonmotility.
This classification method is based on their
means of
1 growth
2 circulation
3 reproduction
4 locomotion
Free Response: Compare and contrast a multicellular organism and a unicellular
organism. Include similarities and differences in appearance, size, obtaining nutrients,
and metabolism.
Plant Unit Exam
1. The synthesis of sugars occurs in the
stroma of chloroplasts. This process uses energy
supplied by
(1) ATP
(3) PGAL
(2) CO2
(4) O2
2. By which process is light energy used to catalyze reactions that combine carbon
dioxide and water to make sugar?
1 digestion
2 hydrolysis
3 photosynthesis
4 respiration
3. In most plants, specialized epidermal cells which
absorb water and minerals are found in the
1 roots
2 stems
3 lenticels
4 flowers
4. In flowering plants, the ripened ovary develops
into a
1 seed
2 cotyledon
3 fruit
4 zygote
5. The root system of a grass plant is an adaptation that increases the ability of the plant
to:
1 Absorb carbon dioxide for photosynthesis
2 Ingest nutrient molecules
3 manufacture pigments for protection
4 carry on gas exchange and absorb inorganic substances
6. One difference between plant and animal cells is
that animal cells do not have
1 a nucleus
2 chloroplasts
3 a cell membrane
4 centrioles
7. The use of CO2 and H2O by a geranium plant to
synthesize glucose illustrates the process of
1 autotrophic nutrition by photosynthesis
2 heterotrophic nutrition
3 protein production
4 carbohydrate hydrolysis
8. Leaves at the top of a giant redwood tree receive
water from the
1 vascular tissue in the branches, trunk, and
roots
2 epidermal cells in the trunk and branches
3 process of photosynthesis in the trunk and
branches
4 activities of vacuoles in cells in the trunk and
Roots
9. The diagram below represents the setup for an
experiment.
Two black paper discs are opposite
each other on both sides of each of two leaves.
This experimental setup would most likely be
used to show that
(1) glucose is necessary for photosynthesis
(2) protein is a product of photosynthesis
(3) light is necessary for photosynthesis
(4) carbon dioxide is a product of photosynthesis
10. Many plants characteristic green color is due to their
1 chlorophyll
2 cell walls
3 roots
4 fruit
Free Response: Describe what would happen to a fern plant if you removed its roots.
Include the effects of losing at least three root-dependent processes.