Grade 8: Microbes book

MICROBES BOOK Name: ___________________________

You will write a Microbes book on bacteria, viruses, protists, and fungi. Each page must include an illustration or picture printed from the internet and all of the information you collected on this sheet. I have included questions to help you and you will use this information to write your paragraphs. You may print or type the book, but the book must be written neatly on blank paper (I will provide this). Use your textbook, EOG coach book, and the internet to get information and pictures.

Structure of the book:

1. Title page: Include the title “Microbes” or “Microbiology”. Include the author (you), and an illustration or printout of microbes.
2. Introduction to Microbes: pg. 1
3. Viruses: pg. 2
4. Bacteria: pg. 3
5. Fungi: pg. 4
6. Protists: Introduction pg. 5
7. Protists: Euglena pg. 6
8. Protists:Amoeba pg. 7
9. Protists: Paramecium pg. 8
10. Protists: Volvox pg. 9
11. Uses of Microbiology and Biotechnology pg. 10

Page 1: Introduction to Microbes (pgs. 108-110, Lesson 46)

1. What are microbes or microorganisms? ____________________________________________________________________________________
2. What is microbiology? ____________________________________________________________________________________
3. What are the types of microbes you will write about? ____________________________________________________________________________________

Page 2: Viruses (pgs. 111-115, Lesson 46/47/48)

1. What are viruses? ____________________________________________________________________________________
2. How are they like living things? ____________________________________________________________________________________
3. How are they like non-living things? ____________________________________________________________________________________
4. How do viruses reproduce themselves? Tell the steps of this cycle. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
5. Give three examples of viruses. How does each virus pass from person to person or animal to animal. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
6. Tell about the harmful effects of one virus: ____________________________________________________________________________________
7. ***Draw the reproduction cycle of the virus AND a picture of one virus. Label your virus.

Page 3: Bacteria (pgs.117-121, Lesson 46/47/48)

1. What are bacteria? ___________________________________________________________________________________
2. Are they eukaryotes or prokaryotes? _____________________________________________________
3. How do bacteria move? _______________________________________________________________
4. How can bacteria reproduce so quickly? ___________________________________________________________________________________
5. Tell about bacteria’s adaptability: ____________________________________________________________________________________
6. Tell about two benefits of bacteria. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
7. Tell about two disadvantages of bacteria. ________________________________________________________________________________________________________________________________________________________________________
8. Tell three ways we can kill or slow down bacteria. ________________________________________________________________________________________________________________________________________________________________________
9. ***Draw and label three examples of bacteria (see pg. 312 in EOG book).

Page 4: Fungi (pgs. 124-130)

1. What is fungi? ____________________________________________________________________________________
2. Are they prokaryotic or eukaryotic? ______________________________________________________
3. How is fungi diverse? ____________________________________________________________________________________
4. Tell two examples of how fungi is beneficial. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
5. Tell two examples of how fungi is harmful. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
6. Give three examples of fungi. ___________________________________________________________
7. ***Print out/draw a picture of fungi and label it.

Page 5: Protists – Introduction (pgs. 131-134)

1. What are protists? ____________________________________________________________________________________
2. Are they prokaryotic or eukaryotic? _______________________________________________________
3. Give three examples of protists from your textbook. _________________________________________
4. Are all protists harmful? __________________________
5. Give two examples in which protists can harm humans or animals. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
6. *** Draw or print out a picture of a common protist and label it.

Page 6: Protists – Euglena (Lesson 44)

1. Is it unicellular or multicellular? __________________________________________
2. What does unicellular mean? ___________________________________________________________
3. How is Euglena similar to a plant? __________________________________________________________________________________
4. How is Euglena similar to an animal? ___________________________________________________________________________________
5. What function does its eyespot have? ___________________________________________________________________________________
6. How does it move? ___________________________________________________________________
7. ***Draw/print out a picture of a Euglena. Label its chloroplasts, nucleus, eyespot, and flagellum.

Page 7: Protists – Amoeba (Lesson 44)

1. Is it unicellular or multicellular? ________________________________________________________
2. How is an amoeba animal-like? ___________________________________________________________________________________
3. How does an amoeba “eat” another protist? ___________________________________________________________________________________
4. How does an amoeba move? ___________________________________________________________
5. *** Draw/print out a picture of an amoeba. Label its nucleus and psuedopod.

Page 8: Protists – Paramecium (Lesson 44)

1. It is unicellular or multicellular? _________________________________________________________
2. How is a paramecium animal like? _______________________________________________________
3. How does it move? ___________________________________________________________________
4. ***Draw/print out a picture of a paramecium. Label its nucleus and cilia.

Page 9: Protists – Volvox (Lesson 44)

1. The volvox is unicellular but lives in ______________________________________________________
2. How many volvox can live in one cell? ___________________________________________________
3. How does it move? ______________________________
4. ***Draw/print out a picture of a volvox. Label the flagella.

Page 10: Microbiology and Biotechnology – Its Uses in Every Day Life (Lesson 50, Chapter 7)

1. What is biotechnology? ____________________________________________________________________________________
2. Give three ways biotechnology is used in every day life. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. How has biotechnology helped North Carolina’s economy? ________________________________________________________________________________________________________________________________________________________________________
4. What some ethical issues of biotechnology? ________________________________________________________________________________________________________________________________________________________________________
5. ***Draw/print out a picture of biotechnology or one of its uses.

Grade 8: Week of April 16th to 20th

Welcome back from spring break! I hope everyone is well rested and ready for a new week. I was waiting until I received the practice EOG testing schedule today to write the blog. Our practice EOG tests will be this Thursday and next Tuesday and Wednesday.

This week we are learning about Microorganisms/microbes. Students will learn about different types of microbes such as protists, viruses, bacteria, and fungi. Some protists we will study are volvox, amoeba, paramecium, and euglena. To help students synthesize material, we will create a microbes book. First students will answer questions, and then put their answers in paragraph form and illustrate each microbe page.

At the same time, students will begin a research project on a specific microbe in technology class, which will start Thursday or Friday, depending on the testing schedule.

EOG coach books have still not arrived, so Mrs. Barbour will need to call the company again.

Homework: T.B.A

Grade 5: Week of April 2nd to 6th

Students received an ecosystem review sheet on Friday. This will review limiting factors, ecosystems and biomes. We will have a test on Wednesday. If any student is leaving early on Wednesday for spring break, s/he should tell me and take the test on Tuesday . Please note if any student does not finish their biome webs by Monday, s/he will receive detention for homework on Tuesday from 3:15 until 3:50.

We should receive our EOG coach books this week. If you would like an answer key, please let me know. If your child is struggling in Science, s/he can do the pretest and post test over spring break, you can check it with the answer key, and may help your child study. This has proven effective in past years.

I am sorry that we could not begin our vocabulary EOG words last week. The biome webs took much longer than usual and I gave that for homework instead. However, this week we will start our EOG vocabulary study. On Thursday we will watch a video on biomes. Any student who does not complete vocabulary homework on Wednesday will not get to watch the video, and will need to do their vocabulary homework instead. I am being strict on homework because certain students are not taking it seriously and we need to learn as much as possible, not only because Science is important, but because knowing vocabulary is essential to passing the Science EOG.

Homework:

Monday night: Finish the review sheet; study for the test on Wednesday

Tuesday: study for the test Wednesday

Wednesday: using the definitions in the EOG coach book, pg. 170, write sentences and pictures for the first column of vocabulary words (abiotic to condensation). Students may make flash cards with definitions, sentences, and pictures on one side and the word on the other, or may write the word, sentence, and picture in their notebook. If your child is making a D or C in Science, it is advisable to do flash cards so s/he may also write the definition and practice studying at home.

Optional homework over spring break: take the pretest and posttests in the EOG coach book, mark them using the answer key (please request a copy from me), and study

Grade 6: Week of April 2nd to 6th

Students will receive a Sedimentary/Metamorphic review sheet on Monday and we will have a test on Thursday. If any student is leaving early on Thursday, s/he should tell me and take the test on Wednesday. Please note that any students not doing their homework will receive a working lunch. Any student needing help with homework may see me at homeroom period 7:20-7:45 or after school any day of the week (except Monday because of supervision) but arriving with it incomplete is unacceptable.

Students will also receive a letter about the Morehead Planetarium coming to visit our school at the end of April. They will set up a dome in the gym and educate our students about space, which will be our next unit after spring break. The cost of the field trip is $5.00. I would appreciate if students could bring in the money before spring break. If it is difficult to bring in $5.00, please let me know, and we will make sure your child still goes on this field trip. Also, we will be planting seeds in our garden after spring break. Please bring in a packet of seeds that will sprout before school ends on June 5th. You can check the date of germination on the back of the packet. Many students planted watermelon seeds and other things that would not sprout until summer and were very disappointed :(. They may bring in flower, vegetable, or fruit seeds. We would request no corn seeds however.

Homework:

Monday night: Finish the first two pages of the review sheet; study for the test on Thursday; bring in seeds and field trip money

Tuesday: Finish the review sheet; study for the test Thursday; bring in seeds and field trip money

Wednesday: Study for the test Thursday; bring in seeds and field trip money

Grade 8: Week of April 2nd to 6th

Students will receive a Chemistry review sheet on Monday. This will not only review both chapters, but will have multiple choice questions reviewing everything we learned in Chemistry from Christmas until now. We will have a test on Thursday. If any student is leaving early on Thursday, s/he should tell me and take the test on Wednesday. Please note if any student does not finish their study guide words for chapter 11 and 12 by Tuesday, s/he will receive detention for homework on Wednesday. Students may study their study guide words and the review sheet. We should receive our EOG coach books this week.

Homework:

Monday night: Finish the first two pages of the review sheet; study for the test on Thursday
Tuesday: Finish the review sheet; study for the test Thursday
Wednesday: Study for the test Thursday

SACS visit this Tuesday and Wednesday

Neuse Charter School has been preparing evidence and documentation for the SACS process, which will accredit our school, and give our high school students more opportunities after graduation. The SACS visitors will interview 12 teachers in total on Tuesday and will be doing walk throughs on campus Tuesday and Wednesday. Thank you for all of your help during Deep Dish cleaning on Saturday! Thank you to my 6A students who helped me clean and I also cleaned until late Friday night.

Spring break: April 6th to 15th

Our spring break starts Friday, April 6th to 15th. Students return to school April 16th and then we begin the sprint to the EOGs which will begin May 15th (EOCs are the week after). For spring break I will be leading a trip to Beijing, Xi'an, and Shanghai. These cities are 19 million people, 8 million people, and 23 million people respectively. When we return, I will give Mr. Lee photos to put in the newspaper, and describe our experiences there. It will be amazing!

Have a safe and restful holiday. Blessings during this Easter season.