2. Bread Mold Investigation
Obtain a petri dish and label your name on the lid with a sharpie.
Take 1 slice of bread and use the bottom of the petri dish like a cookie cutter to extract a round piece of bread that fills the bottom of the petri dish.
Spray the bread with water so it is damp.
Rub your bread on our super moldy sample. per group.
Label your name on it.
Mass your petri dish. Record the start mass of the decomposers on your petri dish.
Place in the white tub and let your decomposers grow!

3. Opening Activity: Dec. 12, 2017
Find your NB, CVR, any other materials from plant unit.
Check out our agenda item #1 on board today. What do YOU need to do to feel “complete” with our plant unit?
Check out agenda item #2 on board today. How do you think we might go about investigating matter movement, changes and energy changes in our bread mold?
I can… Predict changes in matter and energy when mold grows.
Homework:
CVR due 12/15
Notebook due by Friday 12/15

4. TASK
Draw a picture for how you might investigate matter movement, matter changes and energy changes in our bread mold.

5. Decomposers Unit Expressing Ideas about How Things Decay
Image Credit: Craig Douglas, Michigan State University

6. Decomposers Unit Lab #9 Bread Mold Predictions
Image Credit: Craig Douglas, Michigan State University

7. Setting up the Investigation
How will you measure mass changes?
How will you observe changes in the color of BTB?
Image Credit: Michigan State University
Have students discuss their predictions in pairs and as a class.
When students have completed their Predictions Tools, divide students into pairs and tell them to compare and contrast their predictions with each other and to look for differences and similarities. Give students 2-3 minutes to compare their predictions.
Display slides 4-6 of the PPT and ask pairs of students to share their ideas for each of the Three Questions.
Help the students look for similarities and differences in the class’s predictions. Try to get a range of ideas on the slide.
Tell students that they will revisit their ideas after the investigation to see how their ideas changed over time.

8. Goals for Lab #9 Set up Step 1 - Find the Mass of Your Bread and Mold.
Collect your petri dish and record initial and final mass on our data table
Note: DO NOT open the lid—classmates may have allergies to bread mold.
Step 2 - Set up the BTB Investigation.
☐ Gather a large, sealable container (1 per group).
☐ Stack all four Petri dishes in the container.
☐ Put an open Petri dish with 10 ml of BTB in it next to the moldy bread inside the container.
☐ Record the color of the BTB in data table.
☐ Seal the container and wait 48 hours for results.
(Day 1) Have students set up the BTB investigation.
Have students work in groups of four to set up their investigations.
Use 2.2 Observing Bread Molding PPT slide 2 to illustrate the setup for the investigation.
Slide 3 has the same instructions as the worksheet. Go through the steps to make sure that all the students understand what they are doing and why.
Use Slide 4 to remind students of the range of bromothymol blue (BTB) colors. Alternatively, give each group a copt of the BTB Color Handout. Refer the BTB Information and Instructions Handout for instructions for diluting and preparing the BTB.

9. Possible BTB Colors 3 Image Credit: FableVision
(Day 1) Have students set up the BTB investigation.
Have students work in groups of four to set up their investigations.
Use 2.2 Observing Bread Molding PPT slide 2 to illustrate the setup for the investigation.
Slide 3 has the same instructions as the worksheet. Go through the steps to make sure that all the students understand what they are doing and why.
Use Slide 4 to remind students of the range of bromothymol blue (BTB) colors. Alternatively, give each group a copt of the BTB Color Handout. Refer the BTB Information and Instructions Handout for instructions for diluting and preparing the BTB.
(Day 2) Have students record data and observations after 24 hours.
Have students collect data record their observations by following the instructions in Part C of their 2.2 Observing Bread Molding Worksheets. Use Slide 4 to remind students of the range of BTB colors. Alternatively, give each group a copy of the BTB Color Handout to interpret the change in color. 3

10. Opening Activity: Dec 13, 2017
I will stamp your homework – 2.1 Comparing Animals, Plants and Decomposers.
Reflect on your participation in the lab yesterday.
What role did you have? How was this decided?
How can you be more helpful or collaborative in your group work?
I can… Compare common characteristics between plants, animals and decomposers.
Homework:
CVR due 12/15
Notebook due by Friday 12/15

11. Collaboration Goal
Set a “Collaboration Goal” for yourself for our unit. Write on the bottom of your opening activities page on your packet. What actions will you take in your group work to help the group move forward? Ex. I will listen to my groups ideas before adding my own.

12. Activity 2.1 Zooming Into Plants, Animals, and Decomposers
Carbon: Transformations in Matter and Energy
Environmental Literacy Project Michigan State University
Activity 2.1 Zooming Into Plants, Animals, and Decomposers
Image Credit: Craig Douglas, Michigan State University

13. Three Kinds of Organisms (Living Things)
Animals
People
Cows
Mealworms
Fish
Sponges
Plants
Radishes
Potato plants
Oak trees
Algae
Grass
Decomposers
Bread mold
Mushrooms
Yeast
Soil bacteria
Discuss students’ ideas about how animals, plants, and decomposers are alike and different.
Use the PPT and worksheet to initiate a discussion of how animals, plants, and decomposers are alike and different.
Distribute one copy of 2.1 Comparing Plants, Animals, and Decomposers Worksheet to each student.
Show Slides 3-4 of 2.1 Zooming Into Plants, Animals, and Decomposers PPT. Discuss how to use the Venn diagram to identify characteristics that are alike and different and practice locating one characteristic from the list on the diagram.
Show Slides 5-7 of the PPT, asking students to notice how the Zooming In animations are alike and different.
Draw or project the Venn diagram on a whiteboard. Have students discuss where each characteristic from their list belongs on the Venn diagram.

14. How are plants, animals, and decomposers alike and different?
Discuss students’ ideas about how animals, plants, and decomposers are alike and different.
Use the PPT and worksheet to initiate a discussion of how animals, plants, and decomposers are alike and different.
Distribute one copy of 2.1 Comparing Plants, Animals, and Decomposers Worksheet to each student.
Show Slides 3-4 of 2.1 Zooming Into Plants, Animals, and Decomposers PPT. Discuss how to use the Venn diagram to identify characteristics that are alike and different and practice locating one characteristic from the list on the diagram.
Show Slides 5-7 of the PPT, asking students to notice how the Zooming In animations are alike and different.
Draw or project the Venn diagram on a whiteboard. Have students discuss where each characteristic from their list belongs on the Venn diagram.

15. Animals are made of cells
Animal cells are made of molecules
Animal molecules are made of atoms
Benchmark Scale
Power of Ten
Decimal Style
Large scale
Larger
Larger 100,000 10,000 1,000
Macroscopic
meter
Microscopic
Atomic-molecular
Smaller
Smaller
Show Slides 5-7 of the PPT, asking students to notice how the Zooming In animations are alike and different.
Draw or project the Venn diagram on a whiteboard. Have students discuss where each characteristic from their list belongs on the Venn diagram.
Scale: 10-8 meters = meters
Scale: 10-9 meters = meters
Scale: 10-7 meters = meters
Scale: 10-5 meters = meters
Scale: 10-1 meters = 0.1 meters
Scale: 100 meters = 1 meters
Scale: 10-2 meters = 0.01 meters
Scale: 10-3 meters = meters
Scale: 10-4 meters = meters
Scale: 10-6 meters = meters

16. Plants are made of cells
Plant cells are made of molecules
Plant molecules are made of atoms
Benchmark Scale
Power of Ten
Decimal Style
Large scale
Larger
Larger 100,000 10,000 1,000
Macroscopic
meter
Microscopic
Atomic-molecular
Smaller
Smaller
Show Slides 5-7 of the PPT, asking students to notice how the Zooming In animations are alike and different.
Draw or project the Venn diagram on a whiteboard. Have students discuss where each characteristic from their list belongs on the Venn diagram.
Scale: 10-8 meters = meters
Scale: 10-9 meters = meters
Scale: 10-7 meters = meters
Scale: 10-5 meters = meters
Scale: 10-1 meters = 0.1 meters
Scale: 100 meters = 1 meters
Scale: 10-2 meters = 0.01 meters
Scale: 10-3 meters = meters
Scale: 10-4 meters = meters
Scale: 10-6 meters = meters

17. Decomposers are made of cells
Decomposer cells are made of molecules
Decomposer molecules are made of atoms
Benchmark Scale
Power of Ten
Decimal Style
Large scale
Larger
Larger 100,000 10,000 1,000
Macroscopic
meter
Microscopic
Atomic-molecular
Smaller
Smaller
Show Slides 5-7 of the PPT, asking students to notice how the Zooming In animations are alike and different.
Draw or project the Venn diagram on a whiteboard. Have students discuss where each characteristic from their list belongs on the Venn diagram.
Scale: 10-8 meters = meters
Scale: 10-9 meters = meters
Scale: 10-7 meters = meters
Scale: 10-5 meters = meters
Scale: 10-1 meters = 0.1 meters
Scale: 10-2 meters = 0.01 meters
Scale: 10-3 meters = meters
Scale: 10-4 meters = meters
Scale: 10-6 meters = meters

18. Animals, Plants & Decomposer Venn Diagram
Create a Venn diagram in your journal to show your ideas about what characteristics different organisms share.
Share with your table your original ideas for how each category is similar or different.

19. Animals, Plants & Decomposer Venn Diagram
If you don’t have these already, put these characteristics on your diagram
They grow
They need light
They move
They need and use energy
They move and change matter
They are made of cells
They need to consume food

20. I can… Provide examples of decomposers.
Opening Activity: Dec. 14, 2017
List two ways you think a fungi and an animal are similar.
List two ways you think a fungi and a plant are similar.
Turn to your “Lab #9 Investigating Bread Mold” Prediction page. Make a prediction and complete the page for matter movement, matter & energy change.
I can… Provide examples of decomposers.
Homework:
Notebooks due Friday!
CVR for pds 3-5 due Friday

21. The Science of Decay Movie
While you watch the video, answer the questions on your worksheet in your decomposer packet.
Science of Decay Video

22. Opening Activity: Dec 15, 2017
I will stamp your predictions for Lab #9.
If we observe the following today, list what process may be going on?
Yellow BTB -> blue
Yellow BTB -> yellow
3. We will mass our petri dishes again today, what might the following mean:
Increase in mass
Decrease in mass
I can… Explain cellular processes in decomposers.
Homework:
Plant Test Ticket Due 1/2

23. Data Collection and Clean-up
Pick up container
Make any observations before removing lid on your data sheet.
Remove lid and feel for any temperature changes.
Record BTB color.
Find the average mass change for your group.
Enter class data– average mass change and BTB color.
Clean-up - BTB & Container at BTB station, mold in front white tub and remove tape from container and place at front table.

24. Reviewing class results
What patterns did we observe in mass change?
What patterns did we observe in BTB color change?
Image Credit: FableVision
Have students review their results from the investigation.
Display slide 3 of the 3.3 Evidence-Based Arguments Tool for Bread Molding PPT. Draw students’ attention to the Bread Molding Investigation Class Results 11 x 17 Poster (or Spreadsheet) from the investigation and students’ own 3.2 Observing Bread Molding Worksheet, section D, “Results for the whole class.” Ask the students to find a partner, and in their own words, review what happened during the investigation. Tell them to discuss:
What patterns they observed in the mass change
What patterns they observed in the BTB color change
Tell students that when scientists construct arguments for what happened, using evidence from observations is important, so today’s activity is designed to help them use the evidence from the investigation to construct an argument for “What happens when bread molds” and come to class consensus.

25. Comparing Group Results
Results for mass changes
What patterns are there in measurements made by all the groups?
Do the patterns match your predictions?
Results for BTB changes
What patterns are there in observations made by all the groups?
Do the patterns match your predictions?
Have students watch the video about Darryl and Nina’s results to the bread mold investigation.
Ask the class to compare their results to Darryl and Nina’s results. Discuss the results of the investigation. Show Slide 4 of the presentation. Discuss patterns that students see in the class results. 4

26. BTB Results for Ms. Drayton’s Class
Day 1
Day 2
start BTB color
end BTB color
blue
yellow
How do your results compare with the results from Ms. Drayton’s Class?
Image Credit: Michigan State University 
Have students compare their class’s data with data from another class.
Show students slides 6-7 from the PPT and ask them to compare their results to Ms. Drayton’s class results.
Ask students if they recognize similar patterns from their own data. Use the poster or spreadsheet to compare. Ask students if they see the same patterns. What similarities or differences do they notice? What patterns do they see? 5

27. Mass Results for Ms. Drayton’s Class
Initial mass bread and mold in Petri dish (g)
Final mass after 7 days (g)
Change in mass after 1 week (g)
39.50
37.60
-1.90
23.51
20.75
-2.76
35.57
31.38
-4.19
29.26
25.38
-3.88
31.67
30.37
-1.30
32.18
31.36
-0.82
33.27
31.13
-2.14
30.86
28.95
-1.91
Average change in weight =
Have students compare their class’s data with data from another class.
Show students slides 6-7 from the PPT and ask them to compare their results to Ms. Drayton’s class results.
Ask students if they recognize similar patterns from their own data. Use the poster or spreadsheet to compare. Ask students if they see the same patterns. What similarities or differences do they notice? What patterns do they see?
How do your results compare with Ms. Drayton’s class results? 6