Biology
HS/Science
Unit: 11
Lesson: 02
Suggested Duration: 4 days
Bacteria and Protists
Lesson Synopsis:
Students will gain knowledge about bacteria and the role bacteria plays in maintaining and disrupting the health of
organisms, environments, and ecosystems. Students will also gain knowledge about types of protists and how protists can
be helpful or harmful to organisms, environments, and ecosystems.
TEKS:
B.4
B.4A
Science concepts. The student knows that cells are the basic structures of all living things with specialized parts
that perform specific functions and that viruses are different from cells. The student is expected to:
Compare and contrast prokaryotic and eukaryotic cells. Supporting Standard
B.7
Science concepts. The student knows evolutionary theory is a scientific explanation for the unity and diversity of
life. The student is expected to:
B.7E
Analyze and evaluate the relationship of natural selection to adaptation and to the development of diversity in and
among species. Readiness Standard
B.8
B.8B
B.8C
B.11
B.11B
B.11C
Science concepts. The student knows that taxonomy is a branching classification based on the shared
characteristics of organisms and can change as new discoveries are made. The student is expected to:
Categorize organisms using a hierarchical classification system based on similarities and differences shared among
groups. Readiness Standard
Compare characteristics of taxonomic groups, including archaea, bacteria, protists, fungi, plants, and animals.
Supporting Standard
Science concepts. The student knows that biological systems work to achieve and maintain balance. The student is
expected to:
Investigate and analyze how organisms, populations, and communities respond to external factors. Supporting
Standard
Summarize the role of microorganisms in both maintaining and disrupting the health of both organisms and
ecosystems. Supporting Standard
Scientific Process TEKS:
B.2
Scientific processes. The student uses scientific methods during field and laboratory investigations. The student is
expected to:
B.2E
Plan and implement descriptive, comparative, and experimental investigations, including asking questions,
formulating testable hypotheses, and selecting equipment and technology.
Collect and organize qualitative and quantitative data and make measurements with accuracy and precision using
tools such as calculators, spreadsheet software, data-collecting probes, computers, standard laboratory glassware,
microscopes, various prepared slides, stereoscopes, metric rulers, electronic balances, gel electrophoresis
apparatuses, micropipettors, hand lenses, Celsius thermometers, hot plates, lab notebooks or journals, timing
devices, cameras, Petri dishes, lab incubators, dissection equipment, meter sticks, and models, diagrams, or
samples of biological specimens or structures.
Analyze, evaluate, and make inferences and predict trends from data.
B.2F
B.2G
B.2H
Communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings,
graphic organizers, journals, summaries, oral reports, and technology-based reports.
GETTING READY FOR INSTRUCTION
Performance Indicator(s):
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Write and illustrate a storybook explaining life from the perspective of a bacterium or protist. Include how it deals
with changes in the environment and how the organism positively and negatively affects individuals and the
environment. Additionally, include a labeled diagram of your bacterium or protist and information on its taxonomic
groups. (B.2H; B.4A; B.7E; B.8B, B.8C; B.11B, B.11C)
1C, 1E
Key Understandings and Guiding Questions:
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Biology
HS/Science
Unit: 11 Lesson: 02
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Bacteria are the simplest organisms on Earth, yet carry out all essential functions of a life form. Bacteria play very
important roles in maintaining and disrupting the health of both organisms and ecosystems.
— How do bacteria reproduce?
— How are bacteria beneficial?
— How are bacteria harmful?
Protists are extremely varied and play a role in maintaining and disrupting the health of both organisms and
ecosystems.
— What are the characteristics of various protists?
— How do protists help maintain the health of organisms and ecosystems?
— How do protists disrupt the health of organisms and ecosystems?
Vocabulary of Instruction:
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bacteria
microorganism
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protist
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antibiotic resistance
Materials:
Refer to Notes for Teacher section for materials.
Attachments:
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Handout: Antibiotic Resistance Lab (1 per student)
Teacher Resource: Bacteria vs. Protists Station 1 Description (2–3 per station)
Teacher Resource: Comparing Bacteria and Protists Station 1 (1 per station)
Teacher Resource: Comparing Bacteria and Protists Station 1 KEY
Teacher Resource: Bacteria Reproduction Station 2 (1 per station)
Teacher Resource: Bacteria Reproduction Station 2 KEY
Teacher Resource: Beneficial Bacteria Station 3 (1 per station)
Teacher Resource: Harmful Bacteria Station 4 (1 per station)
Teacher Resource: Comparing Types of Protists Station 5 (1 per station)
Teacher Resource: Comparing Types of Protists Station 5 KEY
Teacher Resource: Harmful and Helpful Protists Station 6 (1 per station)
Teacher Resource: Harmful and Helpful Protists Station 6 KEY
Teacher Resource: Response to External Factors Station 7 (1 per station)
Handout: Storybook Project PI (1 per student)
Teacher Resource: Bacterium and Protist Cards PI (see Adv Prep, 1 per student)
Teacher Resource: Performance Indicator Instructions KEY
Advance Preparation:
1. Prior to beginning unit:
• Order non-pathogenic E. coli cultures and antibiotic discs created for classroom use. These are available
from reputable educational laboratory supplies houses.
• Note: Although the majority of microorganisms are non-pathogenic, bacterial cultures or Petri dishes that
contain any type of bacterial colonies should be treated with general safety precautions. Familiarize yourself
with all recommended safety precautions for handling live cultures.
• Check with district authorities to determine proper disposal methods for post-lab cleanup procedures.
• Student Safety Precautions: Conduct an Internet browser search to locate an article for working in general
with microorganisms. Print the article on safety precautions for students to review prior to the investigation.
You will need 2-3 copies per group.
• Keep 10% bleach solution on hand, in case of accidental spills.
2. Prior to Day 1, prepare and set out all necessary lab materials for the antibiotic resistance lab.
3. Prior to Day 2:
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Biology
HS/Science
Unit: 11 Lesson: 02
•
Locate and preview a video on protists to show to students. Note: Look for a video that includes the following
concepts:
• There are protists that seem like plants, animals, and fungi.
• Protists are thought to be the predecessors to fungi, plants, and animals.
• Print out and laminate the station card(s) for Stations 1–7. Print out two copies if you plan to make two of
each station to accommodate group size.
• Arrange for access to computers and Internet (Stations 2, 5, 6, and 7) as well as additional research
materials, such as textbooks, as necessary.
• Locate and preview appropriate websites for students to learn about bacterial reproduction. Consider
including at least one website that offers a video or animation of bacteria reproducing in real time. Provide
these websites to students at Station 2 Bacteria Reproduction.
• Locate and preview a variety of articles relating to beneficial and harmful bacteria. Print at least 2-3 articles
covering beneficial bacteria and 2-3 articles covering harmful bacteria.
• Place the beneficial bacteria articles at Station 3 and the harmful bacteria articles at Station 4 for students to
read.
• Locate and preview appropriate websites for students to learn about plant-like, fungus-like, and animal-like
protists. You may also wish to locate print resources such as locally adopted textbooks or library books.
Provide these websites and/or research materials at Station 5 for students.
• Set up each station for the EXPLORE/EXPLAIN activity. You may wish to set up two of each station, to
reduce the number of students at each station.
4. Prior to Day 4:
• Print, laminate, and cut out the bacterium and protist cards. Place in a beaker or bucket from which students
may draw their card.
• Locate and print graphics, or provide student-generated drawings of bacteria and protists (optional).
5. Prepare attachment(s) as necessary.
Background Information:
This unit bundles student expectations that address the characteristics and diversity of viruses, bacteria, and protists.
Prior to this lesson, students were introduced to the kingdoms of living organisms. In the previous lesson, students
focused on viruses - a group of nonliving infectious agents. During this lesson, students will focus on bacteria and protists.
After this unit, students will learn about other living organisms, such as plants and animals.
STAAR Notes:
Student expectations B.4A, B.8C, and B.11BC are Supporting Standards, and B.4C, B.7E, and B.8B are Readiness
Standards on the STAAR Biology Assessment. This is the last time students will be directly taught the content of B.4A and
B.4C before the test.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners.
The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus
Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page.
All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
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