EARTH/MBARI Unit 7th Grade Microbes Mrs. Katrina D. W. Alegado, M.A.T. 8th Grade Science/6th Grade Leadership Summit Trail Middle School Tahoma School District Washington State

Microbe Unit Details Taught to four 7th grade science classes. 135 students total. 10% free and reduced lunch. 12 IEP students, 14 504s. Students of all different backgrounds and levels.

Unit Objectives Gain a deeper understanding of microbes: Phytoplankton/Zooplankton, Basic Microbes, Microbes/Climate, and Microbe Poster. Navigate through websites to apply information and answer questions. Utilize near-real time data to make conclusions by analyzing data. Engage in class discussions. Synthesize learning by completing a visual poster.

Next Generation Science Standards Disciplinary Core Ideas LS1.A: Structure and Function All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Crosscutting Concept Structure and Function Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the relationships among its parts, therefore complex natural structures/systems can be analyzed to determine how they function.

Unit Analysis/Rubric Strengths Weaknesses Technology integration Not in curriculum Student engagement Reading level on some websites Current events Not enough time!  Higher level questioning Data interpretation struggles

Unit Modifications/Adjustments Resources/websites were used from EARTH, C-DEBI, C-MORE, and IODP. Creation of introduction presentations to provide background information for each topic. Formative assessments (through questioning techniques & webquests). Clear expectations for the final poster project. Comprehension help for my lower level readers. Visual poster assessment to help students synthesize learning. Extension: MBARI Website Research

Phytoplankton/Zooplankton-Lesson #1 A brief introduction to Microbes preceded this lesson. Students analyzed websites to gain a deeper understanding of phytoplankton and zooplankton. Students focused on the basics and also visual characteristics of each type. Working in groups, students completed the webquest for each type of plankton.

Types of Microbes-Lesson #2 Students completed questions to introduce different types of Microbes. Then, they discussed differences and similarities between the main types of microbes. Students finished this part by taking the Microbe Personality Quiz, determining their microbe, and drawing/explaining their specific microbe. http://cmore.soest.hawaii.edu/education/kidskorner/index.htm

Microbes and Climate-Lesson #3 Students conducted online research about microbes and climate using various websites and resources. Teacher assistance with microbe and climate connections was necessary. IODP (International Ocean Discovery Program) was used for Adopt a Microbe resources and information. https://www.iodp.org/

Microbe Poster-Lesson #4 Using information from all resources and guidance from C-MORE, students completed a Microbe Summary Poster for assessment. They focused on key concepts in microbial oceanography and making connections to our previous unit on cells and protists. Students were fascinated and very interested in microbes! http://cmore.soest.hawaii.edu/news/ http://www.darkenergybiosphere.org/

Please let me know if you would like any resources! Thank you! Please let me know if you would like any resources! I also have complete EARTH Units or Lessons on these topics (middle level focus): Ocean Acidification Atlantic and Pacific Coasts Oceanography Deep Ocean Adaptations Ocean Observations