1. If I Can’t See It, Can It Hurt Me?
Fifth Grade Life Science Unit

2. Content Standard
S5L4. Students will relate how microorganisms benefit or harm larger organisms.
a. Identify beneficial microorganisms and explain why they are beneficial.
b. Identify harmful microorganisms and explain why they are harmful.

3. Big Idea
Microorganisms

4. Related Content
S5L3. Students will diagram and label parts of various cells (plant, animal, single-celled, multi-celled).
a. Use magnifiers such as microscopes or hand lenses to observe cells and their structure.
c. Explain how cells in multi-celled organisms are similar and different in structure and function to single-celled organisms.

5. How Students Learn
S5CS3. Students will tools and instruments for observing, measuring, and manipulating objects in scientific activities.
c. Use computers, cameras, and recording devices for capturing information.
S5CS5. Students will communicate scientific ideas and activities clearly.
d. Locate scientific information in reference books, articles, and databases, and identify the sources used.
S5CS7. Students will be familiar with the character of scientific knowledge and how it is achieved.
b. Some scientific knowledge is very old and yet is still applicable today.
S5CS8. Students will understand important features of the process of scientific inquiry.
c. Scientists use technology to increase their power to observe things and to measure and compare things accurately.
d. Science involves many different kinds of work and engages mean and women of all ages and backgrounds.

6. Tread Lightly! Keep Focused!
“We started off on a question that the students were interested in. It sounded simple enough and then all of a sudden we were into territory that was way over their heads!”

7. This is not a unit for classifying microorganisms.
This unit focuses on evidence of the harmful and beneficial organisms in the ecosystem.
It builds on third and fourth grade understandings of habitat and food chains.

8. Enduring Understandings
There are organisms that are too small to be seen without magnification.
Organisms large enough to be seen are macroscopic.
Some microorganisms are harmful.
Some microorganisms are beneficial.
Microorganisms are living things.
Microorganisms are not plants or animals.
Microorganisms have important roles in an ecosystem.

9. Essential Questions If you can’t see them, can they harm you?
How can microorganisms be controlled?
How are microorganisms beneficial?
How are microorganisms harmful?
What roles do microorganisms have in the ecosystem?
Where did all of those little things come from?
Why aren’t microorganisms in tap water?

10. What Students Should Know
Use scientific vocabulary correctly.
Recognize that microorganisms include such organisms as bacteria, algae, fungi (yeast and mold), and protozoa.
Recognize that microorganisms play different roles in the ecosystem. Some are harmful and some are beneficial.

11. What Students Should Be Able to Do
View microorganisms using magnifiers or microscopes.
See next slide on pond water and hay infusion.
Identify the role a microorganism plays in an ecosystem.
Make charts of the benefits and harmful effects of microorganisms.

12. Pond Water Pond water “scum” is a good source of algae.
Ponds are a fantastic source of microbes which are easy to see with the proper magnification. Scoop up some pond water in a jar and examine the water using a magnifying glass and/or a microscope. How many different types of microbes can you see? Compare the types of microbes you find at the top of the pond with those you find near the bottom of the pond.
Why are the microbes near the surface different from those at deeper levels?

13. Hay Infusion Purchase spring water or use distilled water.
Wash the inside of a jar with hot water, not soap and put the spring water in the jar.
Add a handful of hay or dried grass and cover with paper toweling.
Set aside for two weeks.
After a few days, it may develop an unpleasant odor.

14. What happens next? Stage 2-- Evidence Stage 3– Unit Design
Day 2 – Focus on Balanced Assessment
How do I know what students understand?
How good is good enough?
Stage 3– Unit Design
Days 3 and 4– Focus on Instructional Decisions and Unit Design
How do I provide learning opportunities?
When do I revisit, reteach, and reinforce understanding?

15. Previews of Coming Attractions Stage 2– Evidence (4 types)
Informal Assessment
Observe students using magnifiers and/or microscopes to see that they are using them correctly.

16. Selected Response
Which of the following organisms are used to convert milk to yogurt?
Bacteria
Viruses
Algae
Protozoa

17. Constructed Response
Fill in a chart of how microorganisms benefit or harm larger organisms.
Microorganism
Benefit or Harm
What it does
Baking Yeast
Benefit
Helps bread rise
Bacteria in milk
Makes milk curdle to give buttermilk, cheese, and yogurt
Bacteria in spoiled food
Harm
Makes people sick

18. Performance Assessment– Wanted Poster
Wanted posters are a very efficient means of catching criminals because they warn people. They (hopefully) bring criminals to justice, and they show the community who the criminals are. 
The same can be true of announcing microorganisms that are wanted because they are beneficial to the community. They announce who they are and alert people of the benefits.
Draw a wanted poster of a microorganism.
The wanted poster must warn people about the dangerous fugitives who are at large. The wanted poster could alert people to beneficial microorganisms.
The poster gives a picture of the wanted microorganism.
When making the poster one must keep in mind the crime or beneficial event itself; you have to give a detailed description of the events that occurred to make it a crime or a benefit.
Then give some remarks on how to handle the microorganism, if apprehended.
The most important element is the reward. Always state how much the reward is and who is receiving the reward.

19. Performance Assessment--Brochure
Pretend you are a scientist working in the food industry. You are in charge of human resources for your department (You hire people.).
Explain what skills the people you hire must have to study the effects of microorganisms on your product.
Make a brochure including skills, tools used, terminology, and education needed.

20. Sample Rubric 1 2 3 4 Engagement of Learner (Participation)
Refused/did not join in task
Watched others work on task
Worked on task part of the time
Stayed on task until completion
Cooperation
Would not share with or listen to others (caused a disturbance)
Did not participate
Shared/listened part of the time
Listened and shared with others
Science Knowledge
Did not show any concept of understanding
Tried but did not show correct understanding
Showed partial understanding of concept
Demonstrated an understanding of concept
Science Language
Did not use any science vocabulary
Used vocabulary incorrectly
Used some of the vocabulary correctly
Used all vocabulary correctly
Productivity
Did not accomplish goal
Barely accomplished task
Just did what he had to do
Was highly productive
Effective Use of
Time
Time without purpose
Got off track frequently
Did well once ideas were clear
No wasted effort—stayed on target

21. Instructional Decisions
If I want students to know if microorganisms are harmful or beneficial, what learning opportunities will I build into my unit plan?
Resources and materials
Time for students to learn (Calendar)
Activities connected to the goal
Different types of evidence showing student understanding

22. Resources American Dairy Association—I Love Cheese:
American Museum of Natural History--Infection Detection Protection:
Microbe World:
Centers for Disease Control
Food and Drug Administration
Stalking the Mysterious Microbe
Yogurt:
Microbe Zoo: