K5 Science Endorsement GPS Lesson Plan

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3 days
Title Microorganisms

Teacher(s) Tahet
E-mail
School Sawyer Road
Lesson Title
Grade Level 5th Concepts(s)
Targeted
Performance Expectation this activity, students explore how microorganisms are beneficial
and harmful to the health of organisms and ecosystems. With each presentation, students will
scientifically argue their position on each microorganism.
Procedure and Facilitation: Divide the class into six groups and assign each group a
microorganism. Lactobacillus Mold Algae Amoebas Salmonella E. coli Tell students that they will be
researching their microorganism in order to debate whether it is helpful or harmful. Students should
attempt to find information supporting both sides. Some microorganisms are both helpful and harmful
in some ways.
Science & Engineering Disciplinary Core Ideas Crosscutting Concept
Practice (Content)
Compare and contrast Language Acquisition
Strategies Sentence Stems
Provide students with the
following sentence stems to
help them communicate their
observations. When I looked
into the microscope, I saw
______________ . I wonder
______________ . The tiny
organisms in the water were
______________ .
Georgia Performance Standards - www.georgiastandards.org
S5L4. Obtain, evaluate, and communicate information about how microorganisms benefit
or harm larger organisms. (
Clarification statement:
Possible microorganisms could include Tardigrades, Lactobacillus,
Probiotics, Rotifers, Salmonella, Clostridium botulinum (Botox), Ecoli, Algae, etc. Students
are not expected to know these specifi
c microorganisms. The list is provided to give teachers
examples.)
a .Construct an argument using scientific evidence to support a claim that
some microorganisms are beneficial.
b. Construct an argument using scientific evidence to support a claim that
some microorganisms are harmful.
Safety Considerations - Important: include safety rules general, but also specific rules to
activities completed during the unit.

The Learning Plan: <Briefly describe the sequence of activities for the lesson.> In the course
of the planning identify at least 1 of the 5 Es. Outline the specific Es below:

ENGAGE: Show students the jar of pond water and the yogurt and ask them to share their
observations. The pond water looks muddy and green. The yogurt looks like regular yogurt that Ive
eaten before. Ask students if they see anything living in the jar of pond water or in the yogurt.
Students may say algae or that they think a plant is living in the pond water. That is fine. Students
will most likely say that nothing is living in the yogurt. Distribute a microscope and prepared slides to
each group. Tell students a tiny drop of pond water is on one slide and some yogurt is on the other.
Use this opportunity to teach students how to use a microscope and how to handle prepared slides.
Assist as needed.

EXPLORE: students explore how microorganisms are beneficial and harmful to the health of
organisms and ecosystems. With each presentation, students will scientifically argue their position
on each microorganism.

EXPLAIN: Analyze/Strategic Thinking Summarize the role of microorganisms in being both helpful
and harmful to organisms and ecosystems. Microorganisms are helpful because they maintain a
balance in ecosystems, but they can be harmful by causing diseases. How are strains of E. coli
harmful and beneficial to humans? E. coli prevents other harmful bacteria from entering the lower
intestine. Since E. coli resides in the gut, water and food can become contaminated through contact
with fecal matter and lead to food poisoning.

EXTEND: Reading Science The Scoop on Microbes

EVALUATE: Open-Ended Response Assessment Give one example each of how

microorganisms maintain the health of both organisms and ecosystems.
Title of the Lesson:
Lesson Logistics/Materials: Reusable 1 Microscope (per group) 2 Slides with coverslips (per
group) 1 Dropper (per teacher) 1 Jar (per teacher) Consumable 1 cup Muddy pond water (per class)
1 tbsp Probiotic yogurt (per class) 1 tbsp Water (per class)

Opening/Hook/Initial Focus:

Work Session: <How will your students be actively engaged in the development of concepts
during the class period? This section may include multiple activities, different group strategies
and may occur over a period of several days. These could be EXPLORE, EXPLAIN, EXTEND or
include EVALUATE strategies such as a formative assessment.>

Closing: <How will you close the class period? How will you summarize the days learning and
tie concepts together? How will you EVALUATE your students understanding?>

Documentation of Resources - Document sources used to develop units. Include useful

websites for content development of someone utilizing your unit.

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