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\n\"World\n\n
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\nCurated OER\n
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\nWorld of Protists\n

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\n\nFor Teachers\n\n2nd - 4th\n
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\nLearners observe a jar of pond water and predict how much life they think exists in the jar and watch a \"Bill Nye: The Science Guy\" video regarding protists. They participate in an online virtual pond dip where they begin to familiarize...\n
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\n\"Yeast\n\n
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\nCurated OER\n
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\nYeast Blowup\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents experiment to determine if yeast is a microorganism. In this yeast blowup activity, students mix yeast with other ingredients and observe the results by using a balloon. Students adjust the amounts of the ingredients and test...\n
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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 become acquainted with the concept of how microorganisms cause disease. They role play that some class members have exhibited some alarming symptoms. Groups must determine which disease the symptoms are pointing to.\n
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\n\"An\n\n
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\nAn Ancient Disease: Who Am I?\n

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\n\nFor Teachers\n\n6th\n
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\nSixth graders research the positive and negative aspects of microorganisms noting the challenges faced by early scientists. They investigate the history of a disease of their choosing and write a summary of their findings.\n
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\n\"Yeast\n\n
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\nCurated OER\n
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\nYeast Cells and Their Environment\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents create their own experiment in which they have yeast cells growing in liquid environments. They examine the relationship between humans and microorganisms. They also practice using the scientific method.\n
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\n\"Superbugs\n\n
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\nCurated OER\n
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\nSuperbugs and Antibiotic Resistance\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents complete experiments on antibiotics and antimicrobials. In groups, they explain how antibiotics affect the evolution of microorganisms. They test various types of bacteria to discover how much resistance they have to antibiotics.\n
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Instructional Video6:41
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\n\"Microbial\n\n
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\nCurated OER\n
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\nMicrobial Universe - Part 1\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nWhere is bacteria found? See where bacteria and other microbes help and hurt humans. Microscopic images are shown along with images of people and places. Begin looking into this tiny universe with part one of a four-part series....\n
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Instructional Video3:40
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\n\"How\n\n
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\nCurated OER\n
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\nHow A Virus Invades Your Body\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nThis simplified explanation is an entertaining way to see how viruses reproduce in the human body. Brilliant animation and humorous commentary will keep your junior high class engaged while they observe the basics about viruses. Follow...\n
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Instructional Video2:35
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\n\"HIV\n\n
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\nCurated OER\n
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\nHIV Virus\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nThe parts of HIV are pointed out while the steps of the virus to overtake a cell are listed. Highly scientific terms make this resource appropriate for an advanced placement or college level biology course.\n
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Instructional Video0:58
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\n\"Bacteria:\n\n
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\nCurated OER\n
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\nBacteria: Growth Phases\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nA graph of bacteria growth is shown and explained in this one-minute clip. Help your young scientists learn how to read scientific graphs by showing them this video.\n
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Instructional Video3:35
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\n\"Virus,\n\n
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\nCurated OER\n
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\nVirus, Part 1/2\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nA virus' whole purpose is to reproduce. Each virus exists to invade and take over a living body. Begin looking at viruses with this quick introduction, continued in part two.\n
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Instructional Video3:49
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\n\"Virus\n\n
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\nVirus Crisis\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nNew diseases have recently been introduced to the human race that once only existed in animals. Follow the initiation of the West Nile virus to the United States and the complications it has caused.\n
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Instructional Video3:14
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\n\"In\n\n
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\nCurated OER\n
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\nIn Praise of Yeast\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nThe fungus yeast makes items like bread and beer delicious! See how yeast reproduces and hear what is happening chemically. Use this clip in your introductory college biology classroom.\n
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Instructional Video6:48
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\n\"Microbial\n\n
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\nMicrobial Universe - Part 4\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nScientists and researchers progress in their research toward growing the microbe SAR-11. Though they have not accomplished this yet, they strive for greater understanding of microbes in general, and how they help us in our world. End...\n
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\n\"Characterization\n\n
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\nCurated OER\n
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\nCharacterization of the Bioluminescence (Lux+) Gene E. coli\n

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\n\nFor Teachers\n\nHigher Ed\n
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\nStudents grow E. coli strain HB101, which contains the plasmid pUCD607 with the bioluminescence (Lux+) gene. The plasmid containing the Lux+ gene is isolated from the E. coli, then characterized by restriction analysis.\n
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\n\"Biogeochemical\n\n
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\nCurated OER\n
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\nBiogeochemical Cycles\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents demonstrate comprehension of the energy sources of various cycles by completing mini stories. They demonstrate analysis of words by defining individual word parts and combining them to form definitions. Students demonstrate...\n
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Lesson Plan
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\n\"What\n\n
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\nCurated OER\n
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\nWhat is Microbiology?\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nStudents demonstrate knowledge of important advances in microbiology by creating a timeline of microbiological milestones. Student also demonstrate application of the many milestones in microbiology by researching and reporting on the...\n
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\n\"Microbe\n\n
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\nCurated OER\n
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\nMicrobe Power - Using a Winogradsky Column as a Battery\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nIn this lesson the student demonstrate analysis of the changes taking place in the bottle as well as bdemonstrate application of the interactions happening in the bottle by applying these changes to the environment.y measuring and...\n
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\n\"Organic\n\n
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\nCurated OER\n
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\nOrganic and Inorganic Waste\n

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\n\nFor Teachers\n\n3rd - 8th\n
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\nStudents conduct a scientific investigation about organic or inorganic waste.  In this organic or inorganic waste lesson, students create a compost heap to determine the difference between inorganic and organic waste. Students...\n
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Instructional Video33:43
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\n\"The\n\n
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\nHoward Hughes Medical Institute\n
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\nThe Day the Mesozoic Died\n

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\n\nFor Students\n\n8th - Higher Ed\n\nStandards\n
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\nA dynamic, three-part feature explores what caused mass extinction of the dinosaurs at the end of the Cretaceous period. Computer animations, interviews, and on-site footage from around the world divulge evidence that it was the K-T...\n
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\n\"Rotting\n\n
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\nCaptain Planet Foundation\n
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\nRotting Away\n

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\n\nFor Teachers\n\n2nd\n
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\nWhat happens at the end of a plant's life cycle? Show kids the natural way that plants show that they're decomposing, as well as the importance of compost, with a lesson about living organisms. After reading Log Cabin by Anne Schreiber,...\n
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\n\"Aseptic\n\n
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\nCurated OER\n
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\nAseptic Technique\n

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\n\nFor Teachers\n\n11th - 12th\n
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\nIn this microbiology worksheet, students complete 7 conclusions questions about the aseptic technique they performed in a group lab.\n
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\n\"Invisible\n\n
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\nCurated OER\n
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\nInvisible Life\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nBy setting up an aquarium in the classroom, learners are able to describe some macroscopic and microscopic organisms that are found inside. This well-designed, and educationally rich lesson requires pupils to use microscopes to view...\n
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\n\"Microbiology\n\n
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\nMicrobiology Lab Safety\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nIn 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.\n
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