Investigating Microbes in a Nature Center

Goals:
1- The student will synthesize knowledge gained in the Houghton/Mifflin Cells and Microbes Unit A: Chapter One, Investigation One to predict what microscopic pond life will be found in pond water samples.
2- The student will hypothesize what pond life will look like.
3- The student will analyze, observe, and identify microbes using a dichotomous key.
4- The student will recognize similarities, differences, advantages, and disadvantages in survival, method of locomotion, food acquisition, and reproduction in microbes.

Key Concepts:
1- Pond life contains microbes
2- Microbes are identified by shape, method of locomotion, and food acquisition

Vocabulary:

-Amoeba

-Paramecium

-Euglena

This activity will involve a fifth/sixth grade science class of twenty to thirty students. Requirements include a nature center, water sources, or local pond/creek. This is an activity that supplements Houghton/Mifflin Cells and Microbes: Unit A, Chapter One, Investigation One. In the investigation, students identify types of microbes found in pond water. The lesson will require four thirty-minute class periods, including the independent closure activity.

Equipment:

Every student needs a journal and pencil

Every pair of students needs:

-Petri dish

-Microscope

-Dichotomous microbes key

Day One: Students will work in a large group to create an OKWHL chart entitled "Microbes." Students will then divide a journal page into nine equal pieces. The first column will be labeled 'Prediction', the second 'Observation', and the third 'Characteristics'.
Students will predict what microbes they will find in a sample of pond water by drawing and naming microbes in the boxes under the Prediction column. The class will enter the nature center in partners and will collect a sample of pond water in a covered Petri dish. Students will return to class, add a drop of glycerin to the sample, and observe the sample using a microscope. They will draw microbes seen in the appropriate Observation column in their journals using the dichotomous key as a guide. Students will return materials.
Day Two: Students will read Houghton/Mifflin Cells and Microbes: Unit A, Chapter One, Resource One. They will use the text as well as dichotomous key to identify microbes seen in their sample, recording observations and characteristics in columns two and three.
Day Three: In a large group, students will discuss and recognize similarities, differences, advantages, and disadvantages in survival, method of locomotion, food acquisition, and reproduction in microbes. They will use their knowledge to complete the OKWHL chart.
Day Four: Amoeba, Paramecium, and Euglena pictures will be displayed on the SmartBoard. In their journals, students will independently identify similarities, differences, advantages, and disadvantages in survival, method of locomotion, food acquisition, and reproduction for each of the three microbes found in pond water samples.

Encourage students to be patient when observing pond water. Adding one drop of glycerin to the pond water will slow down the movement of microbes without harm. This activity is different from the activity found in the text in that it includes: inquiry process, student pond water sample collection, discussion of survival and reproduction in microbes, and an alternate assessment activity.

Students will be graded on independent identification of similarities, differences, advantages, and disadvantages in survival, method of locomotion, food acquisition, and reproduction for each of the three microbes found in pond water samples as noted in their journals on day four of the activity.

Grade 5, 4a Populations Change Over Time