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Microbes

Author(s): Nancy Moreno, PhD, Barbara Tharp, MS, Deanne Erdmann, MS, Sonia Rahmati Clayton, PhD, and James Denk, MA.

Paramecium

Procedure (cont.)

5. Finally, have students observe the paramecium culture (or pond water, which may or may not contain paramecia). 

If you are using pond water that includes a variety of organisms, you may want students to examine the water with a hand lens before using a microscope. Students should follow the directions on the Paramecia card to prepare their slides. 

Have students draw one paramecium (or other pond organism). These organisms may be large enough for students to observe and label the cell nucleus and cell membrane. Students also may be able to see the cilia around the edge of each paramecium. 

Note: A tiny drop of glycerin on slides with pond water will slow the movement of microorganisms so that they are easier to observe. 

6.  Conduct a class discussion or have each student group create a table that summarizes the similarities and differences observed among the three kinds of micro­organisms. Allow time for groups to add new information to their concept maps. 

7. Have students research or discuss other types of bacteria, fungi, and protists. For descriptions of major groups of living things that have microscopic members, see Activity 5, “The Variety and Roles of Microbes.”


Funded by the following grant(s)

Science Education Partnership Award, NIH

MicroMatters
Grant Number: 5R25RR018605