{"results":"
\n\n
\n
\n
\n
Worksheet
\n
\n
\n
\n\"AP:\n\n
\n
\n
\n
\nCurated OER\n
\n

\nAP: Chapter 9: Respiration - Extra Credit 1\n

\n
\n\nFor Students\n\n9th - Higher Ed\n
\n
\n
\nDon't just use this as an extra credit assignment! The two scenarios on this handout give microbiology hopefuls an opportunity to practice critical-thinking skills. They apply their knowledge of cellular respiration and the products of...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Worksheet
\n
\n
\n
\n\"AP:\n\n
\n
\n
\n
\nCurated OER\n
\n

\nAP: Chapter 18: Microbial Models\n

\n
\n\nFor Students\n\n11th - Higher Ed\n
\n
\n
\nAP biology and college microbiology classes benefit by completing this seven-page worksheet on microbes. An exhaustive set of questions addresses the characteristics and reproduction of viruses, classification and uses of bacteria, and...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Magnifying\n\n
\n
\n
\n
\nBaylor College\n
\n

\nMagnifying and Observing Cells\n

\n
\n\nFor Teachers\n\n5th - 8th\n
\n
\n
\nThough it isn't a novel activity to prepare onion cell and Elodea plant cell slides as examples of cells in a microbiology unit, this resource will leave you thoroughly prepared. As pupils examine the slides that they prepare, they draw...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Instructional Video3:46
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"You\n\n
\n
\n
\n
\nTED-Ed\n
\n

\nYou and Your Microbes\n

\n
\n\nFor Students\n\n6th - 12th\n\nStandards\n
\n
\n
\nHumans are like planets, hosting a plethora of microbial communities. This concept is explored with vivid narration and animation, bringing to light the benefits of the huge variety of microbes that live in and on our bodies. What a fun...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Palm\n\n
\n
\n
\n
\nCurated OER\n
\n

\nPalm Use in Biology\n

\n
\n\nFor Teachers\n\n8th - 12th\n
\n
\n
\nStudents view bacteria through a microscope. They draw and label the bacteria using microbiology software loaded onto their Palms.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Microbiology\n\n
\n
\n
\n
\nCurated OER\n
\n

\nMicrobiology Lesson\n

\n
\n\nFor Teachers\n\n6th - 12th\n
\n
\n
\nStudents collect water samples and use a microscope to find bacteria in the samples. They categorize the different bacteria they find, determine the number of colonies there are, and predict how the bacteria levels might affect animals...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Yeasts\n\n
\n
\n
\n
\nCurated OER\n
\n

\nYeasts and Molds\n

\n
\n\nFor Teachers\n\n7th - 8th\n
\n
\n
\nStudents investigate the characteristics and nature of yeast and molds help to explain how these microorganisms affect food production. They experiment with yeast in sourdough in preparing sourdough pancakes.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Water\n\n
\n
\n
\n
\nCurated OER\n
\n

\nWater Microbes and Human Health\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nStudents research the possible sources and human health effects of microbes found in recreational and drinking water. They explore the range of negative outcomes of contact with contaminated recreational and drinking water by creating...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Funky\n\n
\n
\n
\n
\nCurated OER\n
\n

\nFunky Fomites and Aseptic Microbiology Techniques for Bacterial Isolation\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nStudents listen to a lecture on the purpose of practicing aseptic technique as well as an explanation of how to practice them. They practice aseptic technique by plating bacteria in order to isolate individual colonies of bacteria. They...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Worksheet
\n
\n
\n
\n\"MicroBiology\n\n
\n
\n
\n
\nCurated OER\n
\n

\nMicroBiology Chp 1\n

\n
\n\nFor Students\n\n9th - Higher Ed\n
\n
\n
\nIn this biology worksheet, students locate and identify various vocabulary terms found in Microbiology. There are 42 words located in the puzzle.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"What\n\n
\n
\n
\n
\nCurated OER\n
\n

\nWhat are the Chemical and Microbiological Effects of Run-off from a Catfish Pond on the Surrounding Soil and Water?\n

\n
\n\nFor Teachers\n\n10th - 12th\n
\n
\n
\nYoung scholars study data from a USDA catfish pond. They look for microbial populations and chemical concentrations in the runoff to determine the effectiveness of filter strips. They use their knowledge of biogeochemical cycles to...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Microbiology\n\n
\n
\n
\n
\nCurated OER\n
\n

\nMicrobiology Design Challenge\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nStudents discover dangers to human health by researching what's in our drinking water.  In this water purification instructional activity, students discuss the conditions of water in undeveloped countries and why it is unsafe to...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Activity
\n
\n
\n
\n\"Make\n\n
\n
\n
\n
\nAmerican Museum of Natural History\n
\n

\nMake a Home for Microbes\n

\n
\n\nFor Students\n\n6th - 12th\n
\n
\n
\nMake a Winogradsky Column to discover how microbes live within the digestive tract. First, participants take a tour of the stomach. Then, gather supplies and start building using a variety of materials. Over eight to 10 weeks,...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Instructional Video8:33
\n
\n
\n
\n\"Pondlife:\n\n
\n
\n
\n
\nAmerican Museum of Natural History\n
\n

\nPondlife: Our Tiny Neighbors\n

\n
\n\nFor Students\n\n6th - 12th\n
\n
\n
\nThree episodes explore pondlife with microbiologist Sally Warring from the American Museum of Natural History. Videos give scholars an up-close look into the microbes that live among pond scum, algae, and moss while the host offers...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Instructional Video0:19
\n
\n
\n
\n\"Ask\n\n
\n
\n
\n
\nAmerican Museum of Natural History\n
\n

\nAsk a Scientist About Microbes\n

\n
\n\nFor Students\n\n6th - 12th\n
\n
\n
\nMicrobes are the focus of 10 brief videos that showcases microbiologist Susan Perkins, who answers questions about how, what, where, and why.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Activity
\n
\n
\n
\n\"Microbes\n\n
\n
\n
\n
\nAmerican Museum of Natural History\n
\n

\nMicrobes Coloring Book and Scavenger Hunt\n

\n
\n\nFor Students\n\n6th - 12th\n
\n
\n
\nColoring pages showcase microbes—bacteria, viruses, and protists. Scholars have the option to download a coloring book and scavenger hunt or color the page directly on the computer. Three paragraphs describe each microbe. \n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Interactive
\n
\n
\n
\n\"What\n\n
\n
\n
\n
\nAmerican Museum of Natural History\n
\n

\nWhat Do You Know About the Human Microbiome?\n

\n
\n\nFor Students\n\n6th - 12th\n
\n
\n
\nScholars answer 10 multiple choice questions to test their knowledge about the human body and microbes. Correct answers come with a rewarding tone and brief description.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Microbes\n\n
\n
\n
\n
\nCurated OER\n
\n

\nMicrobes\n

\n
\n\nFor Teachers\n\n7th - 9th\n
\n
\n
\nMicrobiology beginners feed different sweetening agents to yeast and measure carbon dioxide production to estimate energy contained in each. They set the trials up in zip-top plastic baggies and then measure gas volume by water...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Aseptic\n\n
\n
\n
\n
\nCurated OER\n
\n

\nAseptic Technique\n

\n
\n\nFor Teachers\n\n11th - 12th\n
\n
\n
\nIn this microbiology worksheet, students complete 7 conclusions questions about the aseptic technique they performed in a group lab.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n\n\n\n\n\n\n
2
\n\n\n\n\n\n\n\n2\n\n\n\n\n
\n
\n
\n\"Microbes\n\n
\n
\n
\n
\nBaylor College\n
\n

\nMicrobes and Disease\n

\n
\n\nFor Teachers\n\n5th - 8th\n\nStandards\n
\n
\n
\nDiscuss how diseases have impacted human history. Divide your class into groups and assign each group one of the following: tuberculosis, malaria, plague, cholera, smallpox, and AIDS. They read up on, complete a concept map, and present...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nBaylor College\n
\n

\nThe Variety and Roles of Microbes\n

\n
\n\nFor Teachers\n\n5th - 8th\n
\n
\n
\nMini microbiologists play a card game in which they group microorganisms by groups: virus, fungus, protist, or bacteria. Then they identify the roles different microbes play in the natural world and explore how humans effectively use...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Tuberculosis\n\n
\n
\n
\n
\nCurated OER\n
\n

\nTuberculosis Project\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nReasearch the transmission of tuberculosis and design a communication product to help youth understand the risks of the disease, how it is tested for, and the benefits of proper treatment. This project incorporates language arts, math,...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"On\n\n
\n
\n
\n
\nCurated OER\n
\n

\nOn the Microbe Trail: An Introduction to Bacteria and Aseptic Technique\n

\n
\n\nFor Teachers\n\n10th\n
\n
\n
\nTenth graders predict the conditions necessary for bacterial growth, test their predictions and at the same time practice the aseptic techniques and safety procedures needed when working with bacteria.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Smallest\n\n
\n
\n
\n
\nCurated OER\n
\n

\nSmallest Thing\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nHigh schoolers compare characteristics of myobacteria and viruses to determine which is the smallest life form. They read and discuss an article that presents different viewpoints on the definition of life to determine their own viewpoint.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n","pagination":"
\n
\n
\n"}