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Lesson Plan
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\n\"The\n\n
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\nCurated OER\n
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\nThe Challenge to Deliver Insulin\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents investigate these fundamental chemical and cellular processes. They recognize the long-term danger that comes from a diet of fast food, chips, and soda, realize that avoiding diabetes is their responsibility, and establish...\n
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Activity
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\n\"Winogradsky\n\n
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\nHoward Hughes Medical Institute\n
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\nWinogradsky Columns: Microbial Ecology in the Classroom\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nSubstances that decompose with the help of living organisms do so at different rates. Scholars experiment with Winogradsky columns to determine the rate of decomposition, the oxygen and sulfide content changes, and bacteria levels. The...\n
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Lesson Plan
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\n\"A\n\n
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\nCurated OER\n
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\nA Watershed Monitoring Module\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nPupils explore the relevance of water quality monitoring in relation to a local wetland ecosystem. They conduct standard water quality tests using wet tests and CBL calculators and probes. Student record and interpret the results.\n
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\n\"Microbial\n\n
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\nCurated OER\n
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\nMicrobial Spoilers: The Impact of Microorganisms on the Shelf-life of Milk\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nStudents are inroduced to a commonly used microbial culturing technique. They explore the role of microorganisms in determining the shelf-life of food products.\n
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\n\"Counselors/Teachers\n\n
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\nCurated OER\n
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\nCounselors/Teachers\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nAdministrators encourage young scholars to take as much English, Science and Math as they can. They encourage students to take the most advanced classes they can. They help young scholars find opportunities to explore medical careers...\n
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Lesson Plan
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\n\"Using\n\n
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\nCurated OER\n
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\nUsing A Winogradsky Column to Analyze Microbial Communities\n

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\n\nFor Teachers\n\n4th - 11th\n
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\nStudents use easily obtained materials to study ecological succession in a microbiological community. They collect water samples from outdoor sources in plastic bottles to observe and record changes.\n
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\n\"Sex\n\n
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\nCurated OER\n
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\nSex and the Single Bacterium\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents become familiar with microbiology and biotechnology laboratory techniques and observe the results of antibiotic resistance transfer from one bacteria to another via conjugation. They then calculate the \"mating efficiency\" by...\n
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\n\"Creatures\n\n
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\nCurated OER\n
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\nCreatures in Torch Lake\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents investigate pond ecology. They gather water samples from various sources, add grass, and let it sit for a week. Afterward, using microscopes, they identify the microorganisms present in the sample.\n
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Activity
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\n\"Gusty:\n\n
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\nAmerican Museum of Natural History\n
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\nGusty: The Gut Microbiome Card Game\n

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\n\nFor Students\n\n6th - 12th\n
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\nBuild up your gut. Groups up to four play a card game to learn more about the microbiome in the gut. Learners try to build a healthy gut with their cards. The player acquiring six microbes without any pathogens wins the game. \n
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Lesson Plan
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\n\""The\n\n
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\nCurated OER\n
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\n\"The Yeast of Our Worries\"\n

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\n\nFor Teachers\n\n9th - 10th\n
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\nStudents study yeasts or cellular respiration in this inquiry activity. They examine different types of bread to show which rise or do not. They measure the amount of carbon dioxide released by the yeasts when using different sweeteners.\n
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Lesson Plan
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\n\"Factors\n\n
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\nCurated OER\n
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\nFactors Affecting Microbial Growth\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nLearners listen to a lecture on four factors that influence microbial growth and they discuss how to test the optimal growth requirements of a designated bacterium. They design and carry out laboratory investigations to test growth of...\n
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\n\"Good\n\n
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\nCurated OER\n
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\nGood Guys - Small Packages\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers read documentation about microorganisms in agriculture and share what they've read with partners. They taste samples of yogurt and describe the yogurt making process. They experiment with fermenting milk to recreate the...\n
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Lesson Plan
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\n\"The\n\n
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\nCurated OER\n
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\nThe Identification of Bacteria\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents are given a two week period to put to use the knowledge they have gained while studying bacteria. As a culminating activity, students each receive three unknown bacteria to identify.\n
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Lesson Plan
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\n\"The\n\n
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\nThe Great Cafeteria Caper\n

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\n\nFor Teachers\n\n11th - Higher Ed\n
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\nStudents extract DNA from their own hair roots. They run an electrophoresis gel to examine patterns of their DNA along with standard DNA. The experiment is based on a crime scene scenario.\n
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\n\"Nitrogen-Fixing\n\n
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\nNuffield Foundation \n
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\nNitrogen-Fixing Bacteria in Root Nodules of Leguminous Plants\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nFixin' to add a great resource to your plans? Scholars perform an experiment to investigate nitrogen-fixing bacteria from plant roots. Along the way, they learn about the concepts of symbiosis and mutualism. \n
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Unit Plan
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\n\"Unit\n\n
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\nKenan Fellows\n
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\nUnit 2: DNA Analysis\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nEver wonder how they solve those mysterious murders in TV crime dramas? The second of four units in a Biotechnology series introduces scholars to the many methods of DNA analysis. Pupils create and run their own gel electrophoresis...\n
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Lesson Plan
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\n\"Field\n\n
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\nSouthwestern Medical Center\n
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\nField Epidemiology: Investigation of an Unknown Disease\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nMore than 90 percent of the people in a building have come down with an illness, and it is your job to investigate. Teachers give scientists the data needed to decide what is important and how they can solve the mystery....\n
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Activity
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\n\"Salty\n\n
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\nExploratorium\n
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\nSalty Pits\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nYuck, does my deodorant kill that? To test whether deodorant is anti-bacterial, class members use petri dishes to grow control bacteria and bacteria from sweat, and then compare them to see if deodorant effects the...\n
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Unit Plan
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\n\"Unit\n\n
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\nKenan Fellows\n
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\nUnit 4: Bioethics and the Future of Biotechnology\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nWhat's the future of biotechnology? Explore a hot topic in the fourth and final unit in a series of Biotechnology lessons. Learners develop an understanding of the many issues in bioethics, then create an argument for or against the role...\n
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Lesson Plan
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\n\"Yogurt\n\n
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\nCurated OER\n
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\nYogurt Production\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents work together to complete an experiment making yogurt. They test different temperatures and different amount of ingredients. They record and analyze their data.\n
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\n\"Should\n\n
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\nCurated OER\n
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\nShould Soil Be Sterile?\n

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\n\nFor Teachers\n\n2nd - 12th\n
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\nStudents determine if the sterilization of topsoil is beneficial to seed germination and plant growth. They grow plants alongside control groups, make and record observations of plant growth and measure plant biomass.\n
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\n\"Bacterial\n\n
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\nCurated OER\n
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\nBacterial Transformation\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents discuss a bacterial experiment they previously performed and complete a pre-assessment. They participate in a lecture discussion given by the teacher through PowerPoint and then complete a cartoon worksheet and post-assessment.\n
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\n\"Smears\n\n
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\nCurated OER\n
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\nSmears\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nIn this biology worksheet, pupils are shown how to prepare a smear and then answer some review questions that address the proper preparation of a sample.\n
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\n\"Micro-Ecosystems\n\n
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\nMicro-Ecosystems\n

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\n\nFor Teachers\n\n9th - 10th\n
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\nStudents create a sustainable, self-contained ecosystem in a ten-gallon aquarium.\n
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