Lesson 1 

Unit Title:  Microbes and Disease
Caretaker:  HW

Unit No   
8C

Lesson Title:  A hidden world

NC Ref: 
 

Objectives:    

MK -  viruses, bacteria and some fungi (singular and plural) are microbes or micro-organisms because they are too small to see without a microscope.  MRS GREN
SK -  yeasts are bigger than bacteria and bacteria are bigger than viruses. Viruses are not really living things.
          
CK -  the basic structure of virus particles, bacterial cells and yeast cells

Lesson outline: A general introduction to the idea of microscopic organisms and a good chance to revise the 7 life processes and use of microscopes.  Yeast is used to demonstrate reproduction and respiration of a microbe.

Starter activity:  Revise MRS GREN through a suitable activity.  The MRS NERG Powerpoint is a good one .  Run animations for each one, get students to write down what they are.  The beginning of the slide has them all up in full.  Click on M quickly to lose the full word and just get the animation.
Run with this theme and play charades?  (careful with reproduction!)

Main course:
DISCUSSION -  the words MICROBE as a microscopic living thing.  Give YEAST as an example of a fungus.  Discuss how we could see it carrying out one or more of the processes of life.

PRACTICAL  - Use activated yeast to prepare slides and look under microscope at yeast budding (reproducing).  I'm never convinced I've seen it, but students can be easily convinced that they have!!!

DEMONSTRATION - Bubble the gas produced by the activated yeast through limewater to show that it is respiring.

DISCUSSION / book work - Draw out bacteria and viruses as the the two other microbes, and discuss their relative sizes.  Higher ability groups should be told that viruses are not really living things as they do not MRS GREN and require a host even to reproduce.  Text books have some nice images and could be used to work out the actual size of each type of microbe using magnifications given.  Text book page 28 Questions 1 - 5 cover it all nicely.

Plenary:  Worksheet 8Ca1 could be put on screen and students complete in exercise books.  Check with some quick fire questions that the key words and learning objectives have been understood.
 

Timings:

10 min

5 min

15 min

5 min

15 min

10 min

Homework Suggestion: 
Make a list of all the household products that claim to "kill germs" - what are some of the key words on the bottles to describe the job that they do.

Resources: 
Microscopes, light sources, slides in warm water, coverslips, mounted needles, beaker of activated yeast, boiling tube, bung and delivery tube, limewater.

Lesson 2   

Unit Title:  Microbes and Disease
Caretaker:  HW

Unit No   
 

Lesson Title:  Microbes in Action

NC Ref: 
 

Objectives:    

MK -  Bacteria and fungi can be used to make food.  Yeast is used in brewing and baking.  Aerobic respiration requires oxygen.  Microbes grow best in warm, damp conditions.
SK -  Some microbes can respire without oxygen and with yeast this is called fermentation.
CK -  Populations show typical phases in their growth

Lesson outline: This could form the start of a two lesson investigation. 

What will affect the rate at which yeast ferments?  with independent variables temperature, amount of sugar, amount of yeast.  Measurements could be taken of height of rising  dough, OR number of  bubbles  produced by  fermenting yeast (dependent on ability of group).  It is ideal for any skill, so use judgement whether to use it as a full planning exercise or give plan and go for obtaining, analysis and  evaluation skills

Starter activity:
Remind students of 3 main types of microbes and relative sizes.  Show them a bottle of beer and a bread roll and ask them to discuss what they have in common. 

Main course:
DISCUSSION - revise the equation for respiration.  Ask students to consider what difference might be between aerobic and anaerobic respiration, just from the words.  Introduce term fermentation in context of yeast.

DEMONSTRATION of rising dough and whichever other method might  be used for investigation.

PLAN INVESTIGATION - As above. 

For rising dough, worksheet 8Cb1 is very prescriptive and 8Cb2 is more general but both give a recipe for the dough.  Just three temperatures are suggested, cold, warm, warmer!  Takes time to rise.  Will need to carry out next lesson.

Higher ability students could bubble carbon dioxide with a yeast, water, sucrose mix in a conical flask, bubbling through water and therefore manipulate more, and a bigger range, of variables.

Plenary: Ask students to discuss in groups and explain how wine is still, but champagne is fizzy.  What is different about the manufacturing process?
 

Timings:

Homework Suggestion: 
Students could write up their plan - step by step instructions for what they will do, or prepare their results table ready to put results in next lesson.

Resources: Bottle of beer, bread roll.

The following may not be needed this lesson
Be specific if you want all the ingredients pre-measured by technicians.  Bottle of beer, bread roll, flour(100g), large plastic beakers, mass balance, sugar(5g), easy blend bakers yeast,(3.5g)  thermometer, cooking oil, glass rods, plastic 100ml measuring cylinders, water bath.

AND/OR conical flasks, bungs which fit, downward pointing delivery tubes, sugar, easy blend or dried yeast, mass balance.

Lesson 3   

Unit Title: 
Caretaker: 

Unit No   
 

Lesson Title:  Fermentation investigation

NC Ref: 
 

Objectives:    

MK -  Development of selected SC1 skill area
SK - 
CK - 

Lesson outline: Contiuation of investigation started in previous lesson.

Starter activity:
Use students to recap or read out the method they will be adopting for their investigation.  If they have written a plan, it is good act out the following of  their instructions exactly to point out where they have missed important points.

Main course:

INVESTIGATION - carry out and obtain results for investigation.  Take it as far as you want / need to to cover the skill area selected for emphasis.

Plenary: Discussion of results.  Share conclusions from each group to summarise what the best conditions are for respiration.
 

Timings:

Homework Suggestion: 
worksheet 8Cb/4 is a graph plotting, interpreting exercise.  Graph paper needed.  8Cb/5 a bit more challenging for high ability. OR Fermentation sheet (see below)

POSSIBLE KEY PIECES

Resources: 
If you want all the ingredients pre-measured by technicians state quantities in brackets.   Flour (100g), large plastic beakers, mass balance, sugar(5g), easy blend bakers yeast, (3.5g) thermometer, cooking oil, glass rods, plastic 100ml measuring cylinders, water bath.
AND/OR conical flasks, bungs which fit, downward pointing delivery tubes, sugar, easy blend or dried yeast, mass balance.

Bread should not be eaten
 

Lesson 4   

Unit Title: 
Caretaker: 

Unit No   
 

Lesson Title:  Friendly and unfriendly bacteria

NC Ref: 
 

Objectives:    

MK -  Bacteria can grow rapidly in the correct conditions.  Bacterial growth can be helpful, as in the production of yoghurt which is used in many hot countries to preserve milk.  Harmful bacteria also grows rapidly and this can be a problem.
SK -  The main features of each of the three types of microbe.
CK - 

Lesson outline: Two long term experiments are set up in this lesson.  Agar plates and yoghurt making.  Once set up, this gives an opportunity for some book work to be completed so that good notes on work covered so far gets into exercise books

Starter activity:
If one bacterium reproduces every second, how many bacteria will there be after 20 seconds?

Main course:
PRACTICAL 1 Students measure out 100ml of milk and add a small amount (tsp) of live natural yoghurt to it.  Stir.  Place in water bath (30 Celcius) until next lesson.

PRACTICAL 2 - Use a damp cotton wool swabs to wipe fingers, handles, bench etc. and transfer by rubbing gently onto an agar plate.  One plate could be waved through air by teacher.  They should then be fully sealed and left upside down in a warm place.  48 hours and enough bacteria should be visible.

Set up another new agar plate.  Place thumb on one plate and then student washes hands thoroughly with soap and sets up another plate.  Tape up and leave for a couple of days.  Reference for this is worksheet 8Cd1.

BOOK WORK Microbes boardworks good opportunity to get diagrams of key features of each type of microbe into books. Also excellent opportunity to revise cell structure.   Exploring Science 7 p30 and 31 may be useful to get some key facts down.

Plenary:
Use mini white boards to get students to sketch  a population graph for number of bacteria against time. They should consider whether the bacteria can keep on growing for ever and there is a chance to introduce the key idea of limiting factor.

Timings:

Homework Suggestion: 
Issue worksheet 8Cc/2 and students could research to complete it.  They could also highlight the disease which they have had and/or ones they have been immunised against by asking parents.  This forms the basis of next lesson.

Resources: 
Agar plates, sellotape, cotton wool buds, milk, natural yoghurt, 100ml beakers, water bath, glass rods, teaspoons, Exploring Science 8

Lesson 5   

Unit Title: 
Caretaker: 

Unit No   
 

Lesson Title:  Under Attack

NC Ref: 
 

Objectives:    

MK -  that microbes can cause disease; the name of one disease caused by each type of microbe; microbes can be transmitted from person to person in various ways.
SK -  understand the term infectious; effects are known as symptoms; one disease spread by each of air, touch and water
CK - 

Lesson outline: 

Starter activity:
Go over homework sheet 8Cc/2 if done .  If homework sheet not done, brainstorm as many harmful diseases. Discuss which they have had and what they have been immunised against. 

Main course:

RESEARCH  AND PRESENTATIONS-  groups to be given one disease each.  Using laptops they are to become experts on that disease covering key points of whether it is fungal, bacterial or viral, how it is spread and the main symptoms.  They could find one good image and bring their laptop up to connect to projector to illustrate their talk.  They give a small talk and should be prepared to answer questions.

Plenary: Make a set of disease cards.  If you say "caused by a virus", if they have that disease, they put up their card. "transmitted by air" etc....
 

Timings:

10 mins

40 mins

10 min

Homework Suggestion: 
Worksheet 8Cc/2 if not previously done.  Use as a summary.

Produce a small leaflet on either one or several diseases covering some of the points discussed in lesson.  Possible Key Piece.

Resources: 
Laptops and transmitter.

Lesson 6    

Unit Title:  Microbes and Disease
Caretaker:  HW

Unit No   
8C

Lesson Title:  Stopping the Spread

NC Ref: 
 

Objectives:    

MK -  cleanliness is most important in stopping diseases spreading; there are a number of ways of killing microbes; one way that the body stops microbes getting in and one example of killing them if they are inside
SK -  what antiseptics, soaps and disinfectants do, the roles of mucus, ciliated epithelial cells, white blood cells and antibodies
CK -  the different functions of antibodies and white blood cells.

Lesson outline: 

Starter activity:
Look at yoghurt and agar plates from two lessons ago.

Main course:
VIDEO -  link to microbeasts video.  Video recaps many of the points already covered in topic but has a nice section on the work of Edward Jenner

DISCUSSION - How vaccinations work and the role of white blood cells in fighting bacteria and production of antibodies

ACTIVITY - based on worksheet 8Cd4 Diseases concept map - Definite possibility for a Key Piece, either in class or as homework.

Plenary: worksheet 8Cc/4 could be put on screen and answered in back of books
 

Timings:

Homework Suggestion: 
Make a newspaper front cover about the groundbreaking work of Edward Jenner

Resources: 
Yoghurt and agar plates from previous lessons.  Exploring Science 8.

8Cc/4    8Cd/4