Helen Haskell

Unit Plan: Microbes and Me

7
th
grade life science
Course Concepts I would like to address in this unit plan:
Investigating the World
Recognizing perspectives
Reflection on completing section two:
While this section is not required I wanted to put down some thoughts so that I can address them next time I work on this. Since completing this
I have spent more time reading the Asia Society Educating for Global Competence and in the Week Five assignment, I focused much on the
global competence matrices. I want to spend time looking at these more before working on part three, and I anticipate adding to the transfer
tasks as well as the established goals. My challenge again becomes incorporating and increasing the voices and perspectives that are not only
those on paper or websites. I need to look at more opportunities to share my students knowledge with others as well as to encourage
communication and collaboration with other schools around the world. This may or may not be the unit in which this works well, but I need to
think about this more as I move forward in the upcoming weeks and months.
Reflection on completing section three:
This year in my teaching, I have focused, at least with the 7
th
grade life science classes (I also teach 9
th
grade Geology) on science content that
reflects current issues. For example, in conjunction with both my plant unit and my entomology unit, we have examined the complexity of CCD
(Colony Collapse Disorder) with bees and the impact that will have on food security, and we are also examining the complexities of biodiesel
fuel, including the consequences such as rainforest losses, increased agricultural jobs, child labor, and use of restaurant used oil versus new oil in
biofuel production. While we are only about 14 weeks in to the school year, I am realizing that my seventh graders are grasping pretty strongly
the complexity of these issues, and while they may not be able to articulate yet at a level we want them to in terms of science depth, they are
seeing issues from multiple perspectives, and that more than just the USA is battling these issues. I am excited about issues based science. Its
tricky as its important that students see light at the end of the tunnel and actions that can be taken, and this needs to remain at the forefront
of my units.

Microbes and Me
Stage 1 Desired Results

ESTABLISHED GOALS

From Global Education Checklist
http://www.globaled.org/fianlcopy.pdf
Global Issues Knowledge:1a. Students are aware that global
issues exist and effect their lives
Global Issues Knowledge:1c. Students are aware that global
issues are interrelated, complex and challenging.
Global Issues Participation:3a. Students can approach global
issues, problems and challenges objectively, with neither undue
optimism nor unwarranted pessimism.
Culture-Knowledge: 4h. Students know and understand that there
are universals connecting all cultures.
Global Connections Knowledge: 7a. Student can identify and
describe how the USA is connected with the world ecologically.
Global Connections Knowledge: 7b. Students understand that
global interconnections are not necessarily benign and that they
have both positive and negative consequences in the United
States.
Global Connections Skills: 8b. Students recognize, analyze and
evaluate interconnections of local and regional issues with global
challenges and issues.
Global Connections Skills: 8c. Students recognize, analyze and
evaluate the interconnections between their lives and global
issues.
Global Connections Skills: 8d. Students generate alternative
projections for the future and weigh potential future scenarios.

From NM State Science Standards, 2003
http://www.ped.state.nm.us/mathscience/dl08/Standards/G7Scie
Transfer
nceStandards.pdf
S1, S1, 5-8 BI - Use scientific methods to develop questions, design
and conduct experiments using appropriate technologies, analyze
and evaluate results, make predictions, and communicate
findings:
S1, S1, 5-8BII - Understand the processes of scientific investigation
and how scientific inquiry results in scientific knowledge.
S1, S1, 5-8 BIII Use mathematical ideas, tools and techniques to
understand scientific knowledge.
SII, SII 5-8 BI Explain the diverse structures and functions of living
things and the interdependence of living things and their
environments
SII, SII 5-8 BI Understand how traits are passed from one
generation to the next and how species evolve.
SII, SII 5-8 BIII Understand the structure of organisms and the
function of cells in living systems.

From National Science Standards (see below Stage 3)
http://www.nextgenscience.org

From ITSE (International Society for Technology in Education)
http://www.iste.org/docs/pdfs/nets-s-standards.pdf?sfvrsn=2
Communication and Collaboration: students use digital media and
environments to communicate and work collaboratively, including
at a distance, to support individual learning and contribute to the
learning of others.
Students will be able to
independently use their learning to
1. Understand there are more
perspectives to an issue
than just their own,
depending on an
individuals situation.

2. Understand that solving
issues is complex and
requires good scientific
research, collaboration and
communication.
3. Be more familiar with the
concept that scientific
knowledge and
understanding is constantly
changes as species evolve
and technology improves.
4. Understand that different
nations and cultures have
similar issues and identify
and have empathy with
some of those issues.
Meaning
UNDERSTANDINGS
Students will understand that
U1: Viruses are different to bacteria
and other microbes in structure and
function.
U2: Viruses and microbes are
spread via a variety of vectors.
U3: Access to health care can affect
an individual and communitys
success in protection from viruses
and other microbes.
U4: Other factors including water
sources and nutrition, government
policies and lifestyle impact an
ESSENTIAL QUESTIONS
E1: How does the structure and
function of a microbe (virus,
bacteria, protozoan) support its
lifestyle.
E2: What role have microbes
played in local and world health
issues and how has that changed
over time?
E3: What are factors that enable or
limit access to health care?
E4: What factors influence the
spread of disease?
E5: How are scientists researching
individual and communitys ability
to control virus and microbial
spread.
U5: Factors such as increased use of
antibiotics has made superbugs
that are resistant to current
treatments.
U6: Ongoing medical research and
global collaboration are essential to
world health.
U7 There are multiple factors that
allow or limit an individuals access
to and/or education of health care
in different communities.
U7 There are multiple factors that
contribute to the spread of disease.

and learning about the diseases and
how has this changed over time?
E6: How can collaboration and
shared goals between different
nations support world (health)
issues?
Acquisition
Students will know
K1: Viruses are not considered a
living organism.
K2: Bacteria and protozoa have
similar but different structures.
K3: There are multiple mechanisms
that determine if an individual will
contract a disease. Some are out of
their control.
K4: In many instances it takes the
support of other individuals,
communities, government policies
and the support of NGOs to fight
infectious diseases.
Students will be skilled at
S1: Identifying bacteria under a
compound microscope.
S2: Designing an experiment or
activity that illustrates the spread of
a disease in a community.
S3: Debating the issues
communities face in access to
health care.
S4. Explaining the roles that
individuals, NGOs and
governments play in health care
and disease control.
S5: Reflecting on the impact a
disease can have on an individual
and a community.
Stage 2 - Evidence

Evaluative Criteria Assessment Evidence

1. Student accurately constructs a range map and names and
identifies countries where Malaria is found. Student creates a
detailed understanding of factors that increase the likelihood of
malaria in an environment.

2. Diagrams are clear, scientifically accurate and show
understanding of the different structures and can identify
components of each structure.

3. Student can set up, care for and pack up a compound
microscope. Student properly uses pre-made slides and cleans up.
Student follows safety protocols.

4. Student is able to comprehend scientific content within a
written and audio news article. Student can paraphrase and
summarize from a written account and interpret

5. Student can analyze oral dialog from podcast accurately and
interpret and infer issues that are faced by individuals. Students
can summarize the content and communicate it orally, and
articulate their understanding of anothers perspective.

6. Student can evaluate the different aspects of the activity:
student uses scientific data to create a professional product used
in the education of a community. Student devises and contributes
to the educational product, honoring accuracy, attention to detail,
and community engagement.

TRANSFER TASK(S):
1. Mapping Malaria: Using
information from this
website
http://www.cdc.gov/mala
ria/about/distribution.ht
ml as well as one other
resource of your choice,
name ten countries where
malaria can be found and
plot on a range map.
Describe factors that make
areas of the countries
hospitable for mosquitos to
carry malaria. Using the
following site, describe how
history of malaria in the
USA.
http://www.cdc.gov/malari
a/about/history/elimination
_us.html
2. Diagram the physical
structures of bacteria and
viruses and be able to orally
state similarities and
differences.

7. Student uses evidence and data in stating their opinions and
decisions. Student distinguishes different perspectives and issues.
Student engages in active discussion with peers using the LMS
format; dialog uses appropriate grammar and accurate spelling.
Student will articulate their own perspective by consideration of
others perspectives.

3. Using a compound
microscope appropriately,
be able to identify bacteria
cells as compared to animal
and plant cells, from pre-
made slides.
4. Using information from the
podcast, Cambodians Face
Threat of Drug Resistant
Malaria, answer questions
(Worksheet A see lesson
plans).
5. Working with your team,
using evidence from the
podcast you heard and the
article you read, write a
description of the situation
and issues of bacterial
resistance from the
following peoples
perspectives: Pin Sreymom
& Pin Vantim; Dr Darapiseth
Sea; LT. Col. Mark Fuku;
school official in USA;
healthcare worker in USA;
student at a school in USA.
6. Participate in the task-force
(see lesson plan for more
details) to educate the
population (either of USA or
other country) about the
increase in drug resistant
bacteria. Create an
educational product
(poster, website, radio
podcast etc.) that is
appropriate for your
population. Be ready to
discuss the issues you may
be faced with in
disseminating your
information.
7. Participation in LMS
discussion: Using the
online discussion tool, you
will post your answer to two
questions asked, using
evidence and data collected
in class. You need to
respond with data and
questions to responses of
your peers over several
days.
Using accurate facts and
information from the
sources we have used, state
your ideas about a solution
to reducing the spread of
malaria.
Is Malaria a world-wide
issue? Is it important for
other countries to get
involved in the battle
against this disease (or
other diseases)? Explain
your thoughts and ideas
using detailed evidence and
data from our class
sources.

Shows good use of time; Is able to articulate questions to teacher
and others to enhance understanding; is organized; makes
connections between own life and others; uses appropriate forms
of communication; ability to be on time with assignments.
OTHER EVIDENCE:
1. Observation of the
individuals and groups
during class time.
2. Quizzes and tests
3. Informal class discussions

Stage 3 Learning Plan

Summary of Key Learning Events and Instruction
Lesson One: Structure and Function
Microbe Investigation and taxonomy: Using a variety of
sources (web-based and book) students will construct a
graphic organizer/table that shows similarities and
contrasts between organisms classed as microbes.
Students will also diagram and label cell structure as
appropriate. http://www.microbeworld.org/what-is-a-
microbe
Video on microbes - the 7 wonders of the microbe world
http://www.youtube.com/watch?v=XuZQUEFD52I
http://www.npr.org/blogs/krulwich/2011/06/01/1140750

29/flu-attack-how-a-virus-invades-your-body
Microbe roles: students will research different species of
microbes to determine their taxonomy and the
function/roles they play in an ecosystem.
http://www.microbeworld.org/types-of-microbes
http://www.microbeworld.org/what-is-a-
microbe/microbe-gallery
Microscopy: students will examine pre-made slides of
bacteria, fungi and protists and be able to make
comparisons to plant and animal cells To gain a sense of
scale, students will use the following website:
http://learn.genetics.utah.edu/content/begin/cells/scale/
to further increase their understanding of the scale of
different cells and cell organelles.
Lesson Two: Microbe Discovery in history
Students will research about the discovery of different
microbes and experiments done in history, by scientists
such as Alexander Fleming, Louis Pasteur, Edward Jenner,
Robert Koch and Anton von Leeuwenhoek; students will
discuss where, when and examine the context in which
these findings happened, including the technologies that
needed to exist, and the communication and collaboration
needing to happening between scientists in different
countries to further academic understanding and change
prevailing attitudes of the time. (use word document with
links)
Lesson Three: Microbes and our lives: case studies
Case Study #1 Use of microbes in the food and drug
industry:
1. Students will brainstorm and research microbial use in
the food industry and make a visual display that will be
used later as an educational tool for their peers. Students
can watch this video to help engage their focus and
understanding.
http://www.bbc.co.uk/learningzone/clips/the-use-of-
microbes-in-the-food-and-drink-industry/4198.html
2. Students will make bread and/or Herman the Friendship
cake to explore how yeast functions and is essential to the
bread making process.
3. Students will expand their knowledge of microbial food
and research one from a region of the
world/culture/country and create a educational product
of their choice (poster, website etc.) that includes maps,
pictures, recipes, and science concepts about the
microbial food. If possible, students can also research the
economics of the food source and the importance of it as
a staple or luxury in the region/country/culture.
http://en.wikipedia.org/wiki/List_of_microorganisms_use
d_in_food_and_beverage_preparation
http://www.befunky.com or the one I used for the other
class
Case Study #2 Microbes and Antibiotics, with a focus on
malaria in Cambodia and drug resistant bacteria in the
USA.
1. Guest speaker: Dr. Diana Northup, UNM, will visit with
students and discuss her research both here in New
Mexico, and around the world, on sub-surface microbes
and their antibiotic properties. Students will examine
maps to discover where in the world Dr. Northup is
conducting her research, and realize that her work is
supported by the research by others.
2. Students will discuss prior knowledge and determine
misconceptions about malaria. Students will make the
connection between microbes and malaria. Students may
watch the following video to supplement their knowledge:
http://www.pbslearningmedia.org/resource/envh10.s
ci.life.eco.malaria/malaria-treatment-and-prevention-
strategies
3. Students will create a present day range map of malaria
using the CDC website
http://www.cdc.gov/malaria/about/distribution.html
as well as one other resource of their choice. They will
document factors that make areas of the countries
hospitable for mosquitos to carry malaria. Using the
following site, they will document the historical incidence
of malaria in the USA.
http://www.cdc.gov/malaria/about/history/elimination_u
s.html and add an historical range to their map.
4. Students will listen to podcast (or video) about Malaria
in Cambodia.
http://www.pbs.org/newshour/extra/teachers/lesson
plans/world/july-dec09/drug_resistant_bacteria.html
Students will complete worksheet A from website. In
addition students will examine a map of Cambodia to
examine the geography of the country. A class discussion
will help determine what understandings, misconceptions
and stereotypes have been formed as a result of listening
to this one piece of media. To help broaden perspectives,
it may be useful to include other videos of the country,
including
http://www.tourismcambodia.org/mot/index.php?vie
w=info_centers
http://www.bbc.com/travel/asia/cambodia
http://travel.nationalgeographic.com/travel/countries
/cambodia-guide/
5. Students will watch the video on malaria eradication
and controversial use of DDT and discuss the various
perspectives with this form of mosquito eradication.
http://www.pbslearningmedia.org/resource/envh10.s
ci.life.eco.malariaddt/eradicating-malaria-with-ddt/
6. Students will use evidence from the podcast,
newspaper article and DDT video and other sources to
write a description of the situation and issues of bacterial
resistance from different individuals perspectives.
Students will orally present their findings to the class.
Students will participate in a debate as to if it is possible to
eradicate malaria, and if so, how, both in person and
through the schools LMS system. Is Malaria a world-wide
issue? Is it important for other countries to get involved in
the battle against this disease (or other diseases)? Explain
your thoughts and ideas using detailed evidence and data
from our class sources.
Lesson Four: Here at home
Students will design a survey to ask their peers, teachers
and family members about their prior knowledge and
attitudes regarding microbes. Students will collect data,
analyze it, and examine if there are misconceptions
regarding microbes, drug resistant bacteria, and other
issues discussed in this unit, prevalent in their community.
Students will make correlations between access to health
care in Cambodia and access to health care here in New
Mexico. Using statistics from sites (yet to be determined)
students will examine obstacles that New Mexico
residents face in access to healthcare and healthcare
education.
Lesson Five: Education Task Force
Students will participate in a task-force to educate the
population (either of New Mexico, USA or other country)
about microbes from any one of the following focuses:
The uses of microbes in society
The increase in drug resistant bacteria.
Students will create an educational product (poster,
website, radio podcast etc.) that is appropriate for
their chosen population. Students need to be able to
orally discuss the issues they may be faced with in
disseminating their information (size of the region,
geography of the region, language barriers, alternative
philosophies, access to funding).
Students will participate in Peace Pal www.peacepal.org
(for 2014-15 school year I think as they are full this
year) (or alternative organization) and help fund raise for
mosquito nets and education.
More on standards nextgen.org
MS-LS1-1. Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
MS-LS1-4. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures
affect the probability of successful reproduction of animals and plants respectively.
MS-LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.*


MS-LS3-1. Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or
neutral effects to the structure and function of the organism.
MS-LS4-4. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals probability of surviving and
reproducing in a specific environment.
MS-LS4-6. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.