{"results":"
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Shake\n\n
\n
\n
\n
\nCurated OER\n
\n

\nShake It!\n

\n
\n\nFor Teachers\n\n3rd - 5th\n
\n
\n
\nYoung scholars examine plants and insects. In this plant lesson, students explore their surroundings on a nature walk. Young scholars collect samples of plants and determine the different insects 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\"Composting\n\n
\n
\n
\n
\nCurated OER\n
\n

\nComposting and Mulching\n

\n
\n\nFor Teachers\n\n2nd\n
\n
\n
\nSecond graders define composting and recognize what can be composted.  In this composting and mulching lesson, 2nd graders classify objects or pictures as good or bad for composting. Students write a story about life in the compost...\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\"Microbial\n\n
\n
\n
\n
\nCurated OER\n
\n

\nMicrobial Influence on Earth's Systems\n

\n
\n\nFor Teachers\n\n9th - 10th\n
\n
\n
\nStudents identify the different biogeochemical cycles on Earth. In this biology lesson, students observe microbes under a microscope. They compare and contrast respiration and photosynthesis.\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\"Paper,\n\n
\n
\n
\n
\nCurated OER\n
\n

\nPaper, Microorganisms, and Biocides\n

\n
\n\nFor Teachers\n\n6th - 11th\n
\n
\n
\nStudents study the paper making process and discuss the implications of recycling paper. Students conduct a lab to determine if microorganisms are present in different solutions used in the papermaking process today.\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\"Creatures\n\n
\n
\n
\n
\nCurated OER\n
\n

\nCreatures in Torch Lake\n

\n
\n\nFor Teachers\n\n6th - 12th\n
\n
\n
\nYoung scholars 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
\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\"Going\n\n
\n
\n
\n
\nCurated OER\n
\n

\nGoing Places\n

\n
\n\nFor Students\n\n6th - 8th\n
\n
\n
\nIn this going places worksheet, students read the passages provided and answer the given questions. Students answer questions as it relates to the skeletal system, puberty, and microorganisms.\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\"Breathing\n\n
\n
\n
\n
\nCurated OER\n
\n

\nBreathing Yeasties\n

\n
\n\nFor Teachers\n\n3rd - 5th\n
\n
\n
\nLearners show how microorganisms and the carbon cycle interact. For this microorganisms lesson plan, students show this by using yeast, sugar, and water, and observe the energy flow.\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
Worksheet
\n
\n
\n
\n\"Diversity\n\n
\n
\n
\n
\nCurated OER\n
\n

\nDiversity of Microorganisms\n

\n
\n\nFor Students\n\n9th - 10th\n
\n
\n
\nIn this biology worksheet, students identify and locate various vocabulary terms related to the diversity of microorganisms from A to Z. There are 39 biology terms located in the word search.\n \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\"Microfishing\n\n
\n
\n
\n
\nCurated OER\n
\n

\nMicrofishing\n

\n
\n\nFor Teachers\n\n4th - 12th\n
\n
\n
\nStudents use a simple method to collect living microorganisms from natural and/or artificial environments and develop skills in microscopy, observation, drawing, speculation, hypothesizing, oral presentation, and raising questions.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
PPT
\n
\n
\n
\n\"viruses\n\n
\n
\n
\n
\nCurated OER\n
\n

\nviruses\n

\n
\n\nFor Teachers\n\n10th - Higher Ed\n
\n
\n
\nNo title page for this presentation about single-celled processes and gene recombination means that your class would jump into a set of slides full of relevant and detailed information.  There are many labelled images and diagrams,...\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 Video5:14
\n
\n
\n
\n\"How\n\n
\n
\n
\n
\nTED-Ed\n
\n

\nHow Brain Parasites Change Their Host's Behavior\n

\n
\n\nFor Students\n\n7th - 12th\n\nStandards\n
\n
\n
\nMind control might seem like something out of a science fiction movie, but after watching this short video you and your students will have a new, potentially terrifying understanding of parasites. Follow along as this resource explores...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
PPT
\n
\n
\n
\n\"Infection\n\n
\n
\n
\n
\nCengage Learning\n
\n

\nInfection Control and Standard Precautions\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nWith the number of COVID-19 cases rising dramatically, information about how standard precautions can be used to control infection is essential. The 16 slides in a presentation outline of how people need to change their daily habits 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\"Winogradsky\n\n
\n
\n
\n
\nHoward Hughes Medical Institute\n
\n

\nWinogradsky Columns: Microbial Ecology in the Classroom\n

\n
\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
\n
\n
\nWinogradsky columns are ideal for observing the role of bacteria and other microorganisms in an ecosystem. This student activity guide is complete with data tables for observations and analysis questions for processing what was observed....\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\"Naked\n\n
\n
\n
\n
\nCurated OER\n
\n

\nNaked to the Eye\n

\n
\n\nFor Teachers\n\n6th\n
\n
\n
\nSixth graders conduct a variety of experiments that enable them to investigate bacteria. They use microscopes, prepared slides, video, moldy bread and pond water to observe types of bacteria and how bacteria interacts with the...\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\"Health:\n\n
\n
\n
\n
\nCurated OER\n
\n

\nHealth: Food Borne Illnesses\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nStudents discover how to inhibit food borne illnesses by practicing safe food-handling techniques. Among topics they examine are the advantages and disadvantages of using wooden or plastic cutting boards. After studying for the test,...\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\"Diseases\n\n
\n
\n
\n
\nCurated OER\n
\n

\nDiseases\n

\n
\n\nFor Teachers\n\n6th\n
\n
\n
\nSixth graders create a type of notebook or journal using colored copy paper on which to take notes. They complete research on a certain disease and report on it and then design their own disease causing bacteria or virus. Finally, 6th...\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 Does My Bacteria Look Like?\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nStudents identify Gram positive and Gram negative bacteria using staining techniques. Students research importance of identification of bacterial types in diagnosing bacterial diseases.\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\"Discovery\n\n
\n
\n
\n
\nCurated OER\n
\n

\nDiscovery Science Center Activities\n

\n
\n\nFor Teachers\n\n4th\n
\n
\n
\nFourth graders complete a variety of experiments to meet science goals.  In this life sciences activity, 4th graders make yogurt, discover the attraction of opposite charges in electricity, learn the effects of glaciers, and explore...\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\"The\n\n
\n
\n
\n
\nCurated OER\n
\n

\nThe Structure of DNA\n

\n
\n\nFor Students\n\n7th - 9th\n
\n
\n
\nIn this the structure of DNA activity, students read a passage about the structure of DNA in bacteria and then relate that information to answer the questions given.\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\"Yeast\n\n
\n
\n
\n
\nCurated OER\n
\n

\nYeast Cells and their Environment\n

\n
\n\nFor Teachers\n\n7th - 8th\n
\n
\n
\nStudents study the scientific method and explore how to design an experiment.  In this investigative lesson students explore and hypothesis an experiment then carry it out to find the results. \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\"Are\n\n
\n
\n
\n
\nCurated OER\n
\n

\nAre you going to eat that?\n

\n
\n\nFor Teachers\n\n6th - 8th\n
\n
\n
\nStudents identify and define composting. STudents compare and contrast aerobic and anaerobic composting. Students illustrate the benefits of composting and other methods to reuse, recycle, reduce, and respond. Students identify through...\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\"How\n\n
\n
\n
\n
\nCurated OER\n
\n

\nHow Germs Spread\n

\n
\n\nFor Teachers\n\n6th - 8th\n
\n
\n
\nPupils conduct a test to help them visualize the spread of\ngerms. They identify that a pandemic is an epidemic (an outbreak of an infectious disease) that spreads across a large region or even worldwide. Finally, students state whether...\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\"Word\n\n
\n
\n
\n
\nCurated OER\n
\n

\nWord Search and Define – Lesson 2\n

\n
\n\nFor Students\n\n6th - 8th\n
\n
\n
\nIn this health worksheet, students identify and locate eight vocabulary terms in the puzzle and then, they fill-in the blanks to the correct description of each.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n","pagination":"
\n
\n
\n"}