1. RIP~ing in Kaimuki Bread Mold RIPs Washington Middle School 7 th Grade Anne McKnight

2. Lesson Title and Description: Bread Mold RIPs In class, we read text book and article descriptions of the Fungi Kingdom and ran traditional observations & lab activities such as observing moldy bread and fruit, making spore prints, growing yeast and yogurt cultures to observe under microscopes, etc to build background. Students generated 2-3 potential inquiry questions per person after each hands on activity as RIP starters. After two weeks, students went through each of the learning segments and pooled their best inquiry ideas. Students narrowed their preliminary questions down based on equipment, safety, and time constraints. Question that seemed unworkable were eliminated. Students voted by group for the inquiry question they were most interested in participating in. We ended up with 9 bread mold inquiries. Our questions focused on the conditions necessary for mold spores to start developing and to flourish. Lab groups were based on balancing students lab skills and behavior.

3. The standards targeted vary depending on the student lab groups, but include the following: –7.1.1 Design and safely conduct a scientific investigation to answer a question or test a hypothesis –7.1.2 Explain the importance of replicable trials –7.1.3 Explain the need to revise conclusions and explanations based on new scientific evidence –7.2.1 Explain the use of reliable print and electronic sources to provide scientific information and evidence –7.3.1 Explain how energy moves through food webs, including the roles of photosynthesis and cellular respiration –7.3.3 Explain how biotic and abiotic factors affect the carrying capacity and sustainability of an ecosystem –7.4.4 Classify organisms according to their degree of relatedness –7.5.4 Analyze how organisms' body structures contribute to their ability to survive and reproduce Targeted Standard(s)

4. INTRODUCTION Observations: Fungal spores are small, light, and wind born. We dont notice them around us. All species need food, water, shelter, & homeostasis to survive. Research Question: Independent variables focused on manipulating levels of: *Moisture *Salt*Oxygen *Light*Acid*Sugar Background Research: Textbooks & Internet – MadSci Network & Ask a Scientist Hypotheses: Formulated separately based on background texts and internet articles

5. METHOD (Plan the Study): Subjects Materials Procedures

6. RESULTS / DATA Data Tables Observations Graphs

7. DISCUSSION AND CONCLUSION:

8. NEXT STEPS: Sharing what you did and learned with others. How might you improve your study or what you would do differently? What will this conclusion lead you to study next?

9. Post-RIP Observation Task Drawings & diagrams Written descriptions Extending the observations allows students to consider more deeply what they now understand about fungi: how they survive, how they interact with other living and non-living elements in the ecosystem

10. Thank you for your time and interest!