Online Mind Mapping and Brainstorming

Create your own awesome maps

Online Mind Mapping and Brainstorming

Even on the go

with our free apps for iPhone, iPad and Android

Get Started

Already have an account? Log In

Microorganisms - learning segment by Mind Map: Microorganisms - learning segment
0.0 stars - reviews range from 0 to 5

Microorganisms - learning segment

Each node begins with the day in the unit; the performance indicators from the NYS Core Curriculum are listed. Links are available at many of the nodes that bring you to example lessons. The overarching unit plan is available here -

School microorg. - lab chkl.

Most of the items in the lab checklist are included in this lab the way it will be conducted.  Students will be designing the experiment, using microscopes & hand lenses, and writing up their results.   This is a lab that will take place over 3.5 weeks and will progress in stages. 

1. gather samples

11. analyze under hand lens & identify

17. draw conclusions / use spreadsheet

KI 1, 2, 3 - most PIs are relevant

2. Inq. lesson: Micro launch

Students decide organization & approach

Students groups & teacher establishes the study conditions.  You can see an example of such a study here --

Prepare for research

KI1, PI 52.a, b, h, 6.1g, 6.3b

3, 4. Library / internet research

The use of internet resources for studying science are important skills for students living in the world today. The Common Core Standards will require this level of understanding and integration.

finds relevant microorg. resources

begins integrating resources into report

saves resources in GDoc presentation

K1. 2; 2.2

7, 17. Disinfection / heat lab (6.1e) (MT)

multiple ways to disinfect tested (heat, disinfectant); studied over time

growth / non-growth studied in conjunction with school study started on day 1

6.1e, much of K1, 2, & 3

5, 6. Inquiry lessons

The teacher uses the images and info about microorg that the students have assembled and creates a master presentation. As she shows the different types of microorg, she calls on the appropriate group to describe and explain the morphology, environment under which it survives, the aspects of the microorg that causes disease (although details of the impact on humans is in the next unit), and the ubiquitousness of the microorg. The class reflects on the similarities and differences between the different microorg. and how this is evident in the internal structure of the microorg. itself. Connections are made to the earlier units on plant and human cells.

assemble student microorg. materials from class website

teacher leads discussions to summarize, integrate, and compare/contrast

students reminded to start prj for homework

KI1. PI. 5.2a,, b, h,

8, 9. Inq lessons: disease - vectors & prevention

integrate findings from labs into discussion

inq-based workshseet scaffolds synthesis / groups

1.1a, 1.4, 5.2a, 5.2h, 6.1e, 6.3b

10. Lib/computer time; assemble & prepare prj

students use criteria & rubric

presentations completed; saved in class's Google Site

Much of KI 1 & 2

12. Report out on prj; evaluation by class (EOC, MT)

teams report their findings & work

the rest of the class conducts a peer evaluation & posits questions

13. Report outs conclude; unit assessment

14. Inq lesson: introduce micoorg & disease effect on human body; next unit

THE NUMBERS REPRESENT THE DAY WHEN THE TASK WOULD BE CONDUCTED - pause mouse over the notes (3 lines) & links (arrows) for more info; KI is key indicator in NYS Core Curric.