The growth and survival of living things are affected by the physical conditions of their environment.
Class discussion on what they already know
Values &
Attitudes
☒
☐
☐
ST3-6PW
Physical World
ST3-12MW
Material World
ST3-7PW
Physical world
ST3-13MW
Material World
ST3-8ES
Earth & Space
ST3-9ES
Earth & Space
ST3-14BE
Built Environments
ST3-10LW
Living World
ST3-15I
Information
ST3-11LW
Living World
ST3-16P
Products
Marvellous micro-organisms is linked to the stage 3 HSIE unit on Rainforests.
English unit
“WHERE THE
FOREST MEETS
THE SEA” by
Jeannie Baker
ENGAGE
To captu re students’ interest and find out what they think they know about bread, the bread-making process and the yeast micro-organism.
To elicit st udents’ questions about yeast.
Exploring bread
Students:

observe, taste and record information about different types of bread

share and discuss observations.
The bread-making process
Students:

use a flow chart to represent what they think they know about the bread-making process.
Anton van Leeuwenhoek: Microscope maker
Students:

read and discuss a factual recount about Anton van Leeuwenhoek
 discuss the words ‘microscope’ and ‘micro-organism’

reflect on the lesson.
EXPLORE
To provide students with hands-on, shared experiences of the yeast micro-organism.
Students:

review what they think they know about yeast

read and discuss a procedural text

observe, record and deduce that yeast produces a gas when mixed with some ingredients.

discuss conditions that promote yeast activity

read and discuss a procedural text

work in collaborative learning teams to investigate the best temperature to support yeast activity.

review what they know about yeast

discuss the role of yeast in the bread-making process

observe the bread-making process using a bread machine.
EXPLAIN
To support students to represent and explain their understanding of the yeast micro-organism, and to introduce current scientific views.
Students:

work in teams to create summaries of their yeast investigations

review their flow chart from Lesson 1

work in teams to generate a flow chart that represents their current understanding of the bread-making process

share their current understanding in teams.

Science Journals
Evaluation of experiments
Teacher feedback during draft design criteria
Their made product and explanation of it.
Alignment to task criteria
ELABORATE
To support students to plan and conduct an investigation of the conditions that affect mould growth on food.
A nightmare in my lunch box
Students:

observe samples of mould

read and discuss an information report about mould.
Investigating mould
Students:

work in teams to plan and set up an investigation to determine factors that affect mould growth on food

observe and record the results of their investigations.

review their food mould investigation

read a factual recount of the role of Fleming and Florey in the discovery and development of penicillin.
EVALUATE
To provide opportunities for students to represent what they know about micro-organisms, and to reflect on their learning during the unit.
Students

work in collaborative teams to prepare a presentation on the role of micro-organisms in their lives

make presentations to an audience.