Microbiology Teacher Resources

Find Microbiology educational ideas and activities

Showing 1 - 20 of 223 resources
High schoolers determine the optimal living conditions for yeast and apply these results to microbes in food. In this microbiology lab lesson, students observe the reaction of yeast to elevated temperatures. They relate these results to safe food preparation procedures.
Young scholars examine the different members of food safety teams and their role in the food safety cycle. They study how these teams work together to keep our food safe.
Although the points given on these slides are valid, the visual accessibility is poor. Consequently, many viewers would be distracted or entirely unable to view the presentation.  The content is a review of microorganisms and their specific interactions in food. It could be adapted or changed to complement your junior high class.
Learners construct a model of the hydrologic cycle, and observe that water is an element of a cycle in the natural environment. They explain how the hydrologic cycle works and why it is important, and compare the hydrologic cycle to other cycles found in nature. This is one of the most thoroughly thought-through, one-period lesson plans I've ever come across!
Peas spoilage hot, peas spoilage cold: examine the bacterial growth on newly defrosted peas versus peas that have been defrosted for 24 hours. Using the session one questions in the "Microbes and Food Spoilage" PDF, learners will make predictions about the amount and location of microbial activity they will find after allowing the agar samples to incubate for two to three days. The session two questions give the kids a chance to draw conclusions and analyze their results. The initial session should last about 45 minutes, with the second session coming three days later, also taking approximately 45 minutes. 
Eighth graders study the physical and functional characteristics of bacteria.  For this microbiology lesson students complete a lab on measuring bacteria growth. 
In this biology worksheet, students are introduced to the practices of safety as related to using a laboratory and then answer some questions as an assessment.
High schoolers study the different types of equipment necessary for the experiments in the pGLO kit. They examine the techniques and safety procedures for working with the kit.
In this water contamination investigative worksheet, learners identify a fictional local business that is continuously contaminating the water. They role play as a member of the consulting firm as outline the evidence that they would use to state their case before recommending where a monitoring well should be placed. They also write a report as to who is not guilty of contaminating the water.
Life science learners read a set of six short Discovery Readings that describe historical events in the field of microbiology. For each, they identify clues about when the event occurred and then they try to arrange events in chronological order. It is a nice addition to a the unit on microbes. 
A stellar microbiology lesson in which high schoolers become epidemiologists and test simulated stool samples (molasses and water) for a disease-causing pathogen. They use findings to determine if an epidemic was caused by drinking affected water. There is much more to this biology lesson than can be described here, including plenty of teacher support.  Most of the links are no longer active, but similar websites could be easily located.
Students discover dangers to human health by researching what's in our drinking water.  In this water purification lesson, students discuss the conditions of water in undeveloped countries and why it is unsafe to drink.  Students work in groups to generate solutions for eliminating pathogens from drinking water.
Students begin by completing a survey asking them to rank their concerns about commercially prepared foods. They develop a definition of relative risk, and complete the "Pro or Con" worksheet. Students work in groups to make a study of food safety pros and cons. They hold a class debate about food safety.
Students 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.
Young scholars work as a team to gather organisms from a stream to evaluate if the water quality is excellent, good, or fair to poor.
Pupils 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.
Students investigate items for basic survival, needed for survival, and luxury items. They compare what they need to what Indians and Pioneers needed in the 1700's and 1800's.
Learners use the scientific process of investigation to explore the mechanics of making ice cream, bread, pancakes, Kool-Aid and cake. They research foods and agriculture from the 1930's.
Using your senses, apprehend the effects of contaminants in water. With a global focus, young scientists conduct a safe experiment by tasting sugar and salt water with different dilutions. After reviewing threshold limits, learners write a one-page review for the questions listed. Two links do not work but might not be necessary.
Students grow bacteria cultures on agar in petri dishes and do a plate count. They participate in a yogurt making lab to see how bacteria produce lactic acid. They prepare a recipe and identify fungi, fermentation and the role of microorganisms.