Directions 1. Explain to students which sub-activities they will be doing Give each student a copy of 6.1 Exploring Different Kinds of Decomposers Handout . Explain which of the four options on the handout they will be doing (see discussion of possibilities under Setup above). 2. (Option 1) Introduce a new kind of decomposer: bacteria. If students are doing Option 1 (Learning more about bacteria), then tell them that so far in this unit we have used fungi (mushrooms) and mold (bread mold) as examples of decomposers. In this activity they will consider a new type of decomposer: bacteria. Begin by asking students what they know about bacteria. Have students share their stories, prior knowledge, and experiences with the class. 3. Have students read a handout about bacteria. Divide students into pairs and give each student a copy of the 6.1 Bacteria Reading. Have the students read the handout in pairs while using the Engaging Students with Readings and the Questions, Connections, Questions Reading Strategy Educator Resource . See the Engaging Students with Questions, Connections, Questions Student Reading Strategy document for information about how to engage students with this strategy. After students have read the handout, ask them to answer the questions in Part 1 of 6.1 Exploring Different Kinds of Decomposers Handout with their partner. Combine pairs to form groups of four. Have each pair take turns explaining and discussing their answers to the questions. Bring the groups back to the whole class and ask them what they learned about bacteria from the reading. 4. (Option 2) Have students read about Dr. Death. If students are doing Option 2 (Reading about Dr. Death), then divide students into pairs and give each student a copy of the 6.1 Dr. Death Reading. Have the students read the handout in pairs while using the Questions, Connections, Questions Reading Strategy Educator Resource . See the Engaging Students with Questions, Connections, Questions Student Reading Strategy document for information about how to engage students with this strategy. After students have read the handout, ask them to answer the questions in Part 2 of 6.1 Exploring Different Kinds of Decomposers Handout . with their partner Combine pairs to form groups of four. Have each pair take turns explaining and discussing their answers to the questions. Bring the groups back to the whole class and ask them what they learned about bacteria from the reading. 5. (Option 3) Have students learn about spontaneous combustion of hay. Students watch, discuss, and answer questions about the YouTube video: Spontaneous combustion of hay video: https://www.youtube.com/watch?v=zRNCrHqD0zE. Have students read the questions for Option 3. Learning about spontaneous combustion of hay on the handout. Show the video while students answer the questions on a separate sheet of paper. Discuss the students’ answers to the questions, and how what they have learned about decomposers helps them to answer the questions. 6. (Option 4) Have students read about and model fermentation If students are doing Option 4 (Modeling fermentation), tell students that they will think about how bacteria can survive in environments without oxygen. Note that the 6.1 Decomposers Without Oxygen Reading and Modeling Handout introduces this idea, so that reading could be used before this activity. Divide students into pairs and give each pair a 6.1 Decomposers Without Oxygen Reading and Modeling Handout and each pair a molecular modeling kit. Have the students read the explanation of fermentation on the handout, Have students follow the instructions in the handout to model the chemical process of ethanol fermentation. Ask students to answer the questions in Part 4 of 6.1 Exploring Different Kinds of Decomposers Handout with their partner. Bring the groups back to the whole class and discuss (a) answers to the questions and (b) other examples of fermentation that students have encountered.
