Life Processes 4 Plants & Animals 4.3 Microbes

Sc 2: Life Processes

4 Plants & Animals

4.3 Microbes

P.O.S.

Key Stage 2 Sc 2: 5f

Key Stage 3 Sc 2: 2n

LEARNING OBJECTIVES

  • To know that micro-organisms are very small
  • To be able to describe some beneficial effects.
  • To be able to describe some harmful effects.
  • To know that they show basic life processes (feed, grow, reproduce)
  • To know microorganisms are living organisms.
  • To know that micro-organisms can be good or bad.
  • To know that micro-organisms respire and produce carbon-dioxide as do humans.
  • To know that micro-organisms can cause disease.
  • To know that the body can defend itself against dangerous micro-organisms
  • To know that immunisation/vaccination and medicines help to defend against dangerous micro-organisms

ICT
Computer microscope /
LINKS
PSHE /

VOCABULARY

Decay, germ, bacteria, decompose, yeast, disease, mould, virus
ACTIVITIES
  • Visit a sewage works or dairy.
  • Discuss hygiene at mealtimes and when handling food.
  • Make ginger beer or bread.
  • Look at “blue cheese” under a microscope or with a magnifying glass.
  • Put different breads in petri dishes, add water and seal up for safety. See if mould grows. (Some breads have vinegar added to them at the bakery)
  • Make compost – use leaf litter
  • Find out when children had vaccinations and which are still to come. Visit by nurse to talk about this.
  • Research
a)how waste products can make fuel.
b)how micro-organisms are used in sewage works
c)how micro-organisms are used to make beer and wine
d)microbes that make us ill.
  • Discuss dangers of micro-organisms and the safety procedures they are following.
  • Make yoghurt
  • Research diseases caused by bacteria and viruses
  • Research causes of food poisoning.
  • Research pioneers of vaccination/inoculation (Jenner, Pasteur, Koch)
Label human figure with possible entries for micro-organisms and the defences used by the body e.g. skin, stomach acid, earwax, nasal hair, mucous, white cells. /
RESOURCES
  • Flour, yeast, water, sugar, ginger
  • Blue cheese, microscope, magnifying glass.
  • Variety of bread, droppers, water, petri dishes, sellotape.
  • Books and CD Rom
/
POINTS TO NOTE
  • Many pupils are not aware of the role of micro-organisms in decay.
  • Many pupils are more aware of the harmful effects.
  • Pupils need to realise that micro-organisms need food, warmth and water to grow
  • Tesco branches with bakeries give yeast away.
  • Ensure health and safety procedures are followed.

OWN ACTIVITIES

POSSIBLE INVESTIGATIONS
  • What makes the best yoghurt (vary type of milk used; temperature)
  • What makes the best bread (vary yeast – amount and type, vary flour type, vary temperature. Dough can be put in a cylinder and height measured periodically. Remove by twisting a ruler around the cylinder.
  • How to stop peas going mouldy e.g. salt solutions, sugar solutions, vinegar, freezing etc?
  • How quickly does mould grow?

Name:

Date Record Began:

Outcomes: NC Level 1  NC Level 4

1 /
  • Names one beneficial use of micro-organisms.

  • Knows that washing hands in important before eating or handling food

1+ /
  • Names harmful effect of micro-organisms e.g. mouldy, disease

2 /
  • Knows that micro-organisms are alive

  • Names more than one beneficial uses for micro-organisms.

2+ /
  • Knows that the body can defend itself against micro-organisms

  • Names more than one harmful effect of micro-organisms.

3 /
  • Knows that micro-organisms need food, water, warmth to live

  • Knows that micro-organisms produce carbon dioxide as do humans

3+ /
  • Knows that micro-organisms are too small to see.

  • Can say why yeast is a helpful micro-organism.

4 /
  • Knows that vaccinations protect us against harmful micro-organisms.

Further Comments