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Title: Microorganisms Up-Close

By: Emily Childs

Subject: Science, Reading, Writing
Grade Level(s): 5th grade
Duration: 30-70 minutes
Standards and Elements:
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
ELACC5RI3 Key Ideas and Details: Explain the relationships or interactions
between two or more individuals, events, ideas, or concepts in a historical,
scientific, or technical text based on specific information in the text.
ELACC5RI4 Craft and Structure: Determine the meaning of general
academic and domain-specific words and phrases in a text relevant to a
grade 5 topic or subject area.
*Integration of Knowledge and Ideas (Depending on Tic-Tac-Toe products)
ELACC5RI7: Draw on information from multiple print or digital
sources, demonstrating the ability to locate an answer to a question
quickly or to solve a problem efficiently.
ELACC5RI9: Integrate information from several texts on the same
topic in order to write or speak about the subject knowledgeably.
ELACC5RI10 Range of Reading and Complexity of Text: By the end of the
year, read and comprehend informational texts, including history/social
studies, science, and technical texts, at the high end of the grades 45 text
complexity band independently and proficiently.
ELACC5W2 Test Types and Purposes: Write informative/explanatory texts to
examine a topic and convey and information clearly.
Summary: This graduated difficulty lesson is an extension of our classroom
learning is will be used by students as they have completed a group activity
first. This allows student discovery, research, and creations based on their
efforts. It also serves as a personalized activity because students are making
a choice on which activity and product to produce.
Enduring Understanding(s): At the end of the lesson, students will be able to
differentiate between beneficial and harmful microorganisms. Students will
also be able to share the their depth of knowledge by using their product or
speaking about their reserach.
Essential Question(s): What types of microorganisms are found in the world
and what are their effects? (beneficial or harmful)

Evidence of Learning:
What student should KNOW: Organisms can be harmful or beneficial
and some can be both!. Students should also have a basic understanding of
the effects or the microorganisms listed in the suggested vocabulary.
What students should BE ABLE TO DO: (SWBAT) explain the
differences between each of the microorganisms, create product which
displays their depth of understanding, and choose an activity that best suits
their learning needs
Suggested Vocabulary:
beneficial, harmful, helpful, microorganisms, e. coli, strep, staph, yeast,
plankton, algae, red tide, salmonella, bacteria, virus, mold, fungi, food
Introduction: Students are finishing a group activity/project the day with
graduated difficulty lesson is introduced. Before allowing students to
complete the group activity, share with students that once their group has
submitted its presentation (previous activity), they will take a Graduated
Difficulty sheet on microorganisms and work independently on a task for the
rest of class.
Students work on their group assignments and get a graduated difficulty
sheet once their work has been submitted.
Teacher will support and encourage students while seeing their progress.
Teacher allows student to choose the product/activity they would like to
Continue the rest of the class period and part of the next day, if desired by
the teacher.
The goal is not for students to do each activity, but it is for students to have
the chance to explore microorganisms in depth and with a focus.
Formative: One of the choices being completed; showing work to other
students; checking facts from students products
Summative: No official grade on this lesson, but a product should be
worked on or completed during this time
Technology Integration: Sheppard Software website on types of cells, Google
Drive accounts--Google docs, Google draw, Google Slides, etc.
Differentiation: All graduated difficulty products are based on student choice
and interest.
Enrichment: Students have a continued opportunity to grow in their
learning and choose another option to go in-depth in their learning; students
were also allowed to share their products with other students to gain ideas

Support/Intervention: Students who may need help with this lesson will
work with the teacher or a partner. It is okay if a student only completes one
of the activities in class because this is an extension of their classroom
learning. It is for practice and reinforcement of the concepts already
acquired. These students may work in groups with the teacher instead of
independently to clear up any misconceptions
Resource(s)/Material(s): chromebooks, paper, pencils, textbooks, interactive
notebook used in this life science unit
Graduated Difficulty of Microorganisms
Choose the option that BEST helps YOU learn about microorganisms. After you
complete one option to its fullest potential, you may work on another task! :)

What types of microorganisms are found in the world and what are
their effects? (beneficial or harmful)
Option A
Learn about the organelles in bacteria and their function here:
Create an output chart like the one used when learning about plant and animal
After completeing the output chart, play the bacteria game
How well did you do?! ______

Option B
Recreate the "Science Up Close" Graphic on p. 242-243 in your science text.
Your audience is a classroom of 3rd graders that need to learn all about the parts
of cells.
Option C
Create a Mini-book that describes the relationship between microorganisms and
their hosts. Include a glossary that contains five domain specific words.
Option D
Design a pamphlet, flyer, video, etc. that advertises a new "Designer Bacteria",
like the one on p. 248-249 in your science text, that you want to sell to the United

States Government. Make sure that you include five domain specific words that
show the CDC that you mean business.
Write a letter to Emory University comparing the scientists featured on p. 260261 in your science text. Write two paragraphs that convey the information in
your text, and recommend one to be hired by their University.