home
***
CD-ROM
|
disk
|
FTP
|
other
***
search
/
AOL File Library: 1,901 to 2,000
/
aol-file-protocol-4400-1901-to-2000.zip
/
AOLDLs
/
Elementary Science_Health
/
Science
/
MOLD.doc
< prev
next >
Wrap
Text File
|
2014-09-17
|
4KB
|
97 lines
ۥ-
author: trissoccer
subject: science
topic: microorganisms-molds
grade level: 4-5
lesson time 2 class periods
GREEN BREAD AND HAM
lesson plan for grade 4-5
Descriptive text:
Microorganisms:
The introduction of the structure of mold and how this non green plant gets
its food and the conditions
favorable to growth.
OBJECTIVES:
Following the lesson the students will be able to:
*define microorganisms and molds
*discuss that microorganisms interact with other living things and their
environment
*understand that molds chemically break down complex foods into simple
substances
INPUT:
Molds are tiny plants. They have no chlorophyll. They can not make their
own food and must get it from other plants or animals. Mold is a living
organism. They protect themselves against the outside world
with a tough wall all around it, which protects the inside of the organism.
Molds grow in colonies (a group of many thousands of microorganisms of the
same kind living closely
together). and take in food. It consists of threads and each thread has a
black ball at one end. At the
other end is root like parts. Each mold is joined to others by threads.
ANTICIPATORY SET:
A sandwich should be set out with molded bread. The students should
speculate the reasons this has
happened to the bread. They will be able to see if their predictions were
correct after this lesson.
ACTIVITIES:
1.The students will examine bread molds under the microscope. Pupils will
see what looks like a mass of white cobweb. These threadlike structures are
part of the mold plant through which it gets its food.
Molds come from spores. Pupils will find the green or black ball like body
at the end of each thread.
This means the mold plant is forming spores or reproducing. A spore is a
single cell encased in a
tough wall that protects it until it falls on a surface having conditions
favorable for the growth of a
new plant.
2.Students will grow their own molds. They will investigate conditions
favorable to growth. They
should make careful record of their observations such as temperature and size
of the mold growth.
The investigation may be extended by using temperature and light as the other
controls.
3.Food taken into your body is broken down through the process of digestion.
Molds get their foods
through a chemical process and moisture aids in this process. Food
substances must be in solution to pass through the membrane; molds digest
their food outside their bodies. To get an idea of chemical breakdown of
foods, chew a plain cracker. The sweetish taste you begin to taste is a
result from a
chemical change. An enzyme in saliva changes the cracker starch into simple
sugars. To verify the
starch content of crackers, place a drop of iodine on the cracker. If the
iodine changes from brown to
bluish-black, starch is present.
ASSESSMENT QUESTIONS
What is the importance of moisture to molds? (Molds grow better in a moist
environment.)
What inference can you make about all plants without chlorophyll? (They
depend on other organisms for food.)
What happened to the amounts of bread and mold each day? (As the mold got
bigger the bread got
smaller. This was because the mold was eating the bread there became less)
Does sunlight slow the mold growth? (Yes, it does. The Native Americans
avoided the growth of molds
on their food by drying the meats and foods in the sunlight. They exposed
their foods to smoky fires and to sunshine They removed the moisture -- a
condition for growth of molds and bacteria)
EXTENSION OF THE LESSON:
Students can cooperatively do research reports on Dr. Alexander Fleming,
Penicillin, Antibiotics.