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Instructional Video5:13
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\n\"Turning\n\n
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\nPBS\n
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\nTurning Food Waste Into a Resource\n

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\n\nFor Students\n\n5th - 12th\n\nStandards\n
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\nOne in every seven truckloads of perishable foods delivered to grocery stores gets thrown away. Is there anything that can be done with this waste? One solution is to recycle the old produce and turn it into fertilizer. The video, part...\n
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Lesson Plan
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\n\"Working\n\n
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\nNuffield Foundation \n
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\nWorking with Immobilized Enzymes or Microscopic Organisms\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nLet the lab be a catalyst to learn about enzymes. Scholars create alginate beads filled with yeast. As part of an investigation into enzymes, they see how these beads provide a catalyst to the reaction of glucose into ethanol. \n
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Lesson Plan
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\n\"Big\n\n
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\nNational Nanotechnology Infrastructure Network\n
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\nBig vs. Little - Macro to Micro Lesson 2\n

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\n\nFor Teachers\n\n1st - 3rd\n
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\nThe big world is full of tiny surprises. Classes discover all things big and small while completing the second lesson of a five-part series comparing macro- and micro-objects. Learners collect items from around the room including things...\n
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Activity
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\n\"Viral\n\n
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\nExploratorium\n
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\nViral Packaging\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nCreate a protective protein shell as a package. Using the included template, pupils tape together 20 triangles to create a 20-sided shape to represent the protective shell of a virus. The model of the protein shell incases the nucleic...\n
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Activity
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\n\"Life\n\n
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\nExploratorium\n
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\nLife Size - Explore the Size and Scale of Microscopic Biology\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nCompare sizes of microscopic items. Given a set of labels of microscopic objects, pupils try to place them in order from smallest to largest. Scholars then compare their lists to the actual comparisons along with the measurements of the...\n
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Activity
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\n\"Skin\n\n
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\nExploratorium\n
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\nSkin Shield - Explore the Body’s First Line of Defense Against Pathogens\n

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\n\nFor Students\n\n6th - 12th\n
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\nMake pathogens and the body's defense systems come alive for young biologists in a hands-on activity. Investigators model the skin's protection against infection by observing and comparing changes in a punctured tomato and an intact...\n
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Activity
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\n\"Make\n\n
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\nAmerican Museum of Natural History\n
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\nMake a Home for Microbes\n

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\n\nFor Students\n\n6th - 12th\n
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\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
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Instructional Video8:33
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\n\"Pondlife:\n\n
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\nAmerican Museum of Natural History\n
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\nPondlife: Our Tiny Neighbors\n

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\n\nFor Students\n\n6th - 12th\n
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\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
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Instructional Video0:19
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\n\"Ask\n\n
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\nAmerican Museum of Natural History\n
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\nAsk a Scientist About Microbes\n

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\n\nFor Students\n\n6th - 12th\n
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\nMicrobes are the focus of 10 brief videos that showcases microbiologist Susan Perkins, who answers questions about how, what, where, and why.\n
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Instructional Video4:14
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\n\"What\n\n
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\nTED-Ed\n
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\nWhat Causes Bad Breath?\n

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\n\nFor Students\n\n6th - 12th\n\nStandards\n
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\nOnions, garlic, and coffee can all have unfortunate effects on your breath, but what is the real cause of halitosis? Follow along with this video as it investigates how the bacteria that live in our mouths are responsible for these...\n
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Lesson Plan
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\n\"Investigating\n\n
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\nNuffield Foundation \n
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\nInvestigating Anti-Microbial Action\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nJoin the fight against bacteria. An open investigation shows pupils different aspects of antimicrobial substances, such as disinfectants, deodorants, or plant oils. They design and conduct their own experiments on the effectiveness of...\n
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Lesson Plan
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\n\"MAPPING\n\n
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\nCurated OER\n
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\nMAPPING A RESEARCH SITE AND COLLECTING AND PRESENTING POPULATION DATA\n

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\n\nFor Teachers\n\n6th\n
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\nSixth graders are to answer research questions based on data they collect.\n
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Lesson Plan
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\n\"Theater\n\n
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\nCurated OER\n
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\nTheater Game: \"The Good, the Bad, and the Bountiful\"\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nStudents play a game to demonstrate the detrimental effects of an algal bloom on the environment. In this microorganism lesson, students discuss microbes and algae. They dramatize the effects of an algal bloom using a role-playing game.\n
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Lesson Plan
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\n\"Iron\n\n
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\nCurated OER\n
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\nIron Bugs\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers describe how microbial metabolism affect geochemical processes. They define and explain the function of siderophores. They describe two ways bacteria utilize iron and explain why iron availability may limit biological...\n
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Worksheet
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\n\"Taxonomy\n\n
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\nCurated OER\n
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\nTaxonomy and the World of Microorganisms and Viruses\n

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\n\nFor Students\n\n9th - Higher Ed\n
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\nIn this taxonomy worksheet, students understand how organisms are classified using Linnaeus' system. Students classify organisms as either plant or animal. This worksheet has 24 fill in the blank and 6 matching questions.\n
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Lesson Plan
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\n\"Microbes\n\n
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\nCurated OER\n
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\nMicrobes and Health\n

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\n\nFor Teachers\n\n6th\n
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\nSixth graders investigate microorganisms. In this Science lesson, 6th graders examine how microorganisms can be both positive and negative. Students list diseases caused by microorganisms.\n
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Lesson Plan
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\n\"Yeasts\n\n
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\nCurated OER\n
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\nYeasts and Molds: Food Science, Bacteria, Fungi\n

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\n\nFor Teachers\n\nPre-K - 6th\n
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\nIn this lesson students will consider the characteristics and nature of yeast and molds in order to help them understand how these microorganisms affect food production.\n
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Lesson Plan
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\n\"Microbiology\n\n
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\nCurated OER\n
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\nMicrobiology Lesson Plan Aseptic Technique\n

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\n\nFor Teachers\n\n9th - 11th\n
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\nStudents examine the importance of aseptic technique, become familiar with media plates, and general microbiology techniques. They study the benefits and dangers of bacteria and other microorganisms in their lives.\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\nK - 12th\n
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\nStudents use easily obtained materials to study ecological succession in a microbiological community. This investigation is appropriate for a variety of age groups. Elementary Students be fascinated by the changes occurring over time...\n
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Lesson Plan
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\n\"Naked\n\n
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\nCurated OER\n
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\nNaked to the Eye\n

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\n\nFor Teachers\n\n6th\n
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\nSixth graders study microorganisms. In this microorganism lesson, 6th graders explore the form and function of these organisms. Students use magnification during experiments on bread.\n
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Lesson Plan
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\n\"Create\n\n
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\nCurated OER\n
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\nCreate a microbe\n

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\n\nFor Teachers\n\n4th - 9th\n
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\nStudents explore viruses and bacteria. They construct three dimensional models of microorganisms recognizing size relationships by comparing the size of viruses with the sizes of bacterial cells.\n
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Worksheet
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\n\"Isolating\n\n
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\nCurated OER\n
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\nIsolating Bacteria from a Mix Culture\n

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\n\nFor Students\n\n9th - 11th\n
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\nStudents isolate three species of bacteria using the plate streak method, implement sterile microbiology techniques, and produce pure cultures of each microorganism at the end of this exercise. They write a descriptive paragraph for each...\n
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Lesson Plan
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\n\"Microbes:\n\n
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\nCurated OER\n
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\nMicrobes: Too Smart for Antibiotics?\n

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\n\nFor Teachers\n\n9th - Higher Ed\n
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\nStudents examine how germs spread from one person or object to another. They discuss antibiotic resistant bacteris and examine the benefits of microorganisms. They explore methods of curbing antibiotic resistance.\n
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Lesson Plan
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\n\"Microbes\n\n
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\nBaylor College\n
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\nMicrobes and Disease\n

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\n\nFor Teachers\n\n5th - 8th\n\nStandards\n
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\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
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