Day/title
1- Intro ferment
objective
Outline material Show
integration of biology,
chemistry, env.
S1.1,S1.2,S4 pi5.1
Standards
addressed
Lesson
outline
activity
Assessment
Lecture-Introduce
overlap of bio, chem,
env.sci and experimental
design. Class Q/A to elicit
what is needed from the
environment for
organism survival, temp
regulation, respiration,
energy, supportive
habitat for reproduction,
H2O. video on habitat.
Break into groups – each
reads on one of the
above conditions, each
group contribute to
general definition list,
Reciprocal teach, each
group member takes a
role in the group
reading of article, then
reports to class about
their section to develop
whole class glossary.
Pretest- pass/ fail all
who complete pass
regardless of answer.
Formative
2- Acid Base
3 pH
4 Respiration
5 Food Preservation
Generate basic
background knowledge
of acid base concepts
S4 pi3.3, 3.2
Generate concept of pHacid base measurement
needed for fermentation
S4 pi3.3
Review aerobic,
introduce anaerobic
respiration.
S4pi1.1,1.2, 5.2c
Introduce manipulation
of bacterial environment.
Lecture- review material
covered on elements,
electrons and charges.
Q/A class to develop
definition of acid and
base. Proton donor/
proton taker,
Demonstrate acid base
reaction with indicator
that changes color back
and forth. Introduce
weak acids/ base. Discuss
exit ticket- give ample
time.
Lecture- how do we
measure acid/base?
Introduce concepts pH
scale, hydronium ion,
indicators, pH meter,
Demonstrate indicators,
litmus, video of pH. Do pH
class line activity, explain
lab set up and lab sheetwork with partners at table
to complete lab testing.
Lecture- review pH lab
worksheet, Q/A review
human respirationglycolysis, Krebs cycle
and electron transport
chain. Have students do
activity station
reinforcing these
concepts. Class reading
and review of anaerobic
respiration article.
Kids get assigned an acid
or base compound block
with either 1 or 2 springs
or bungees attached.
Block gets put into the
reaction station and will
either pull H+ closer or
push away-
Class wide pH scale- cord
across class, each student
pick a card with a
compound with pH on
back- stands at the line
where the compound
should fall on the pH scale.
Lab work- test liquids to
determine pH- label acid or
base on worksheet-
Exit tik-write 3 ways the
environment could
change to prevent
human survival.-forma
Complete lab work sheet.
Formative-HW find 2 acids
and 2 bases in your house.
Respiration activity. Class
is set up with 3 stations
representing the stages
of aerobic respiration,
each student is a glucose
molecule and must
follow the instructions to
take on or give an ATP,
electron or carbon
molecule as the system
outlines.
Exit ticket, write why
humans need to breath
O2 to survive. - formative
Lecture- review
respiration. Q/A what
makes food go bad?
Video of food borne
pathogens and effects of
eating it. Break into
groups and game to see
which can list the most
ways food is preserved.
Class develops list –
group’s figure why each
way works. Read plane
crash scenario- have
groups utilize materials
to solve. Class review
strategies- talk ferment
Scenario – plane crashes
in inaccessible mountains
survivors only have a
spring, but only cases of
given vegetables remainmust devise a way to
preserve the food to last
many months till possible
rescue.- class review
solutions- introduce
fermentation
Teacher observation of
groups written scenario.
S4pi7.2b, S1 s2.2
Day/title
6 experimental design
7- make kimchee
8 intro to micro
9 Bacteria
10 Bacteria- micro lab
objective
Design exp for O2 and
temp effect on ferment.
Implement experiment
teach lab techniques
Introduce microorganisms,
for comparison to bacteria
Introduce types, energy,
reproduction, bene/path
Introduce real life micro
lab techniques
Standards
addressed
S1 s2.1
S1 s2.1, s2.3
S4 pi1.1, 2.1,3.1
S4 pi 3.1,2.1,
S1 pi 3.1
Lecture- review
experiment- aseptic
procedures. Activity to
prep, label store, each
groups’ specific kimchee
condition. Document
initial pH of product.
Based on what you have
learned so far, make
hypothesis. Make class
list of groups conditions
and hypothesis.
Lecture- mono-cell animals,
yeast, bacteria, virus. Give
general definitions, habitat,
uses/pathogens. Take
notes. Video showing
overview. Demonstrate
relative size with class
forming human ring- 15
people for mono-cells- 6
people for bact- 2 people
for virus. Activity
Lecture- Review
homework, last lesson.
Review eukaryotic cells.
Slideshow bacteria types’
genus, species,
environment, life cycle,
benefits pathogens,
compare to eukaryotic
cells. TAKE NOTES, Show
video. Demonstrate
capsid with golf ball.
View on high power
microscope at stations.
Begin activity homework
assignment
Review bacterial
characteristics- ball toss.
Q/A how scientists ID
bact, count, treat bact?
Go to stations and make
sense of them, written
information, answer the
questions on the handout
given- selective agar,
specific environments
salinity, pH temp, graph
count and extrapolation,
reductions, Antibiotic
and antiseptics, model,
gram positive/negative
staining.
Make kimchee with
provided materials. Store
under the groups’
assigned specific
condition, i.e. 100 degree
no O2, 6 different
conditions.
Have students examine
pond water, ID and draw 2
motile animals color, ID if
possible.
Students have sheet of
questions and must get
the answers from the 10
stations set up around
the class, looking at the
actual set up and reading
explanations.
Lab sheet id variables
and hypothesis.
Teacher view completed
lab sketch
Choose a particular
bacteria from list or pick
from the bucket. This is
your avatar-Research
main points, habitat
temp, pH salinity shape,
motility benefits/patho.
Draw cartoon
Teacher observation HWcomplete at home 3days
Lesson
outline
activity
assessment
Team trivia gamereview previous week,
focus food preservation,
pH, respiration. In
scenario can only
manipulate temp and O2
of food stocks, based on
last week’s info- each
group completes a grant
proposal sheet to study
the effects of these
factors on fermentation,
one group acts as grant
review panel and awards
to best design. Kimchee
at chill, room and hot
temp, with and without
O2.
1 team trivia- teams are
asked questions and can
bet points on their
answer- most points and
end wins- Experiment
design- cooperative
problem solve- peer
reviewed
Teacher review lab
sheet. HW 2nd vocab list
draw-define
Completed lab sheet
Day/title
11 chemical reactions
12 Bacteria speed date
13. Putting it all together
14. Lab results
15 Assessment
objective
Learn basic rules and
notations of reactions
Share research on
bacteria
Integrate bio, chem and
environmental to Kimchee
Observe record test
hypothesis tabulate data
Asses student learning of
material covered
Standards
addressed
S4 pi3.3
S4 pi3.3
S1 1.1, S4 3.3 S4 5.2
S1 1.1,1.2
Lesson
outline
Lecture- review element
valence states, ion
charges.
Electronegativity,
Demonstration of acid
base reaction producing
CO2, put out candles
down the stairs. Tie to
lack of O2 in
environment. Do
reactivity activity. Seated
work have students use
element cards to predict
the products of simple
reactants. Write on lab
sheet. Turn in as exit slip.
Review reaction sheets
and list takeaway
principle on the board.
Pass out speed dating
note sheets, explain
activity. Do activity,
process whole class
common factors how
many compatible dates?
Which factors are most
important in dates?
Collect info sheets for
book as class reference
material.
Activity review JeopardySplit students into groups,
use points for first correct
answers. Review through
Q/A major points of
previous lessons, at each
juncture ask them to write
how the process applies to
the Kimchee lab, and
predict the results. Have
them write on lab sheet
how and why they might
revise their original
hypothesis.
Lecture- review lab
strategy, design, purpose
through Q/A. Have
groups open Kimchee,
test for pH, odor, color
consistency, signs of
other growth. Record
data on lab sheets,
record findings on whole
class chart. Have groups
interpret the class data
then whole class review
of all, spell out each step
of process, fermentation
reaction, 3 stage
environmental change,
species selection.
Take final student
questions. Written exam
worth 50% of total exam.
Mixed multiple choice, fill
in and matching. 1 essay
with choice of 3 topics.
Authentic assessment 50%
of total exam. Student
choice of flyer, diorama,
book, skit, song, formal lab
report. Begun in class due
by next class (weekend)
activity
Reactivity- students
make cards of element
draw Bohr electron
configuration. Then
walk around room till
music stops, share card
with nearest person
reaction gets 1 pointrepeat several times
Teacher review lab
sheet. HW- vocab set 3
Bacteria speed dateStudents form inner and
outer circle face each
other for 3 minutes, tell
their bacteria’s’ traits
qualities, take notes on
the other persons, stair
similarity’s and decide
on compatibility- repeat
Exit slip with # of
dates/# similar
Review Jeopardy- each
group has turn to select the
topic question for given
points, correct answers
win- other groups can pick
up on incorrect.
Lab work, testing pH
observation of
characteristics, Whole
class review of data and
how it applies to the
fermentation process.
exam
Exit slip, revised hypothesis
yes or no
Lab sheet turn in
Exam/project.
Assessme
nt/ hw