Download Learning Cycle Lesson Plan-‐-‐-‐-‐Bacteria

 Learning Cycle Lesson Plan-­‐-­‐-­‐-­‐Bacteria Ying Dai Lesson Title: Bacteria Objectives: Students will be able to •
•
•
Name and describe structures, shapes and sizes of a bacteria cell. Describe the process of reproduction. Explain the roles of bacteria in the production of oxygen and food, in environmental recycling and clean up, and in health and medicine. Engage -­‐-­‐-­‐A Guessing Game The teacher will describe something and students have to guess what the teacher is describing. The fewer clues will get higher points. Students write their answers on the board or on the paper, just shows the answer to the teacher. 1. Something that is alive. -­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐100 points. 2. There are approximately five million trillion trillion of these on the earth-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐90points. 3. These things multiply very quickly. (They can double as quickly as ten minutes.) 80 points 4. Can live in extreme temperatures. Some have been found to live in under water volcano vents and some live at the South Pole-­‐-­‐-­‐-­‐ 70 points 5. These live almost everywhere. They cover everything, including you skin. They live in water, dirt, food, and in the air. They live inside you: in your mouth, stomach, and lungs-­‐-­‐-­‐-­‐60 points 6. It is so small we can only see it with a microscope-­‐-­‐-­‐-­‐50 points The answer: bacteria Today we are going to learn about bacteria. Explore Bacteria live in almost every habitat on Earth. Bacteria also live on almost every organism. Ask guided questions to engage students find the answers by themselves. •
Why bacteria can live in extreme temperatures? Can bacteria have seen without the aid of a microscope? What do bacterial cells lack? How does the small size of bacteria contribute to their ease in spreading disease? •
What are the tree basic shapes of bacteria? •
They are so special living things. What are the structures and characters of bacteria? Students can search the answers from the book, online resources or from the video. Students also will do an activity about how quickly can bacteria multiply and how bacteria reproduce. Procedure: 1. The teachers will give you some beans and paper cups. Number the cups 1 through 8. Each bean will represent a bacterial cell. 2. Put one bean into 1 cup to represent the first generation of bacteria. Approximately every 20 minutes, a bacteria cell reproduces by dividing into two cells. Put two beans into cup 2 to represent the second generation of bacteria. 3. Calculate how many bacteria cells there would be in the third generation if reach cell in cup 2 to represent the second generation of bacteria. 4. Repeat step 3 five more times. All the cups should now contain beans. How many cells are in the eighth generation? How much time has elapsed since the first generation? Expected Outcome: •
•
•
CUPS BEANS TIME （minutes） Cup 1 Cup 2 Cup 3 Cup 4 Cup 5 Cup 6 Cup 7 Cup 8 1 bean 2 beans 4 beans 8 beans 16 beans 32 beans 64 beans 128 beans / 20 minutes 20 minutes 20 minutes 20 minutes 20 minutes 20 minutes 20 minutes Two hours and 20 minutes have passed since only 1 bacterium existed. Each bacterium can double every 20 minutes. Explain Have two students one group and make a Foldable Notes about bacteria. The notes should include: the structure of the bacteria, the size and shape of bacteria, how bacteria obtain food and energy and how bacteria reproduce. Then each group presents their notes to other students. Explain the characters of bacteria. Each group will receive the comments from other groups and the feedbacks from the teacher. Elaborate When we think of bacteria, we usually consider the sickness they cause; they reproduce quickly and may infect others. Do you think bacteria are good or bad? Show students a video about the benefits and harms of bacteria. Then divide the class in half. Working in pairs, half of the class will focus on helpful bacteria, and the other will focus on harmful bacteria. Searching the information online and answer the following questions. a) Name some helpful bacteria b) How are bacteria helpful to humans? Give at least two examples. c) How do bacteria help keep Helpful Bacteria ecosystems healthy? d) What do bacteria do that is especially helpful to plants? a)
b)
c)
Harmful Bacteria d)
e)
What are pathogenic bacteria? Where do these harmful bacteria usually live? Describe how bacteria can cause food poisoning. Give two examples of bacteria that cause disease. Include their names and how the bacteria spread. How can these diseases be prevented? Evaluate Students will do a concept map about he benefits and harms of bacteria. Then they share their maps to the classmates. Have students share similarities and differences of their concept maps.