Zoo in You: Staff Resource Guide

zoo in you: The human microbiome el microbioma humano Staff Resource Guide Table of Contents

Introduction ...... 3 Exhibit Overview ...... 4 Facilitation Tips ...... 5 Tips for Engaging Girls in STEM ...... 7 Book Study Guide – The Ghost Map ...... 8 Demonstration Overview ...... 9 Human or Microbe? ...... 10 Microbe Choices...... 17 Playdough Microbes ...... 30 Quantifying Microbes ...... 39 You’ve Got Guts! ...... 54

Introduction

Who would ever have thought that the human microbiome would be such a media star? From articles in the New York Times to the Economist , from TED Talk videos to skits on the Colbert Report, from detailed infographics in Scientific American to hilarious comic strips on xkcd, the trillions of microorganisms that call your body home have certainly captured public attention. Perhaps this has to do with the inherent “gross factor”—we are, of course, delving into the teeming microscopic hordes that thrive in our boogers, and the concept of a fecal microbial transplant (aka “poop transplant”) never fails to make an indelible impression.

There’s more than just the gross factor at work here, though. As it becomes increasingly clear that the majority of the players in the human microbiome can be beneficial to human health, we start to realize that our bodies are rich and vibrant ecosystems. Picture the skin between your toes as a flowering prairie, or the surface of your tongue as an intricate coral reef. This concept likely sends your sense of wonder and awe at the complexity of your body’s systems through the roof, and it also starts to illuminate how delicately balanced and potentially fragile our healthy body systems really are.

We’ve designed the exhibit experiences and hands-on programs of Zoo in You to capture that sense of wonder and the thrill of the gross and yucky, as well as to spark people’s imaginations so they want to keep learning more. It’s an honor to introduce you to these trillions and trillions of little friends that might not have been on your radar before. Have fun getting to know them better!

Exhibit Overview

Did you know trillions of microbes make their homes inside your body? In fact, these non ‐human organisms outnumber our human cells 10 to 1, “colonize” us right from birth, and are so interwoven into our existence that without each other, none of us would survive! Thanks to new sophisticated technology and the cutting ‐edge research of the National Institutes of Health’s Human Microbiome Project, we are just starting to discover what these microbes are up to and how they affect us.

And now in Zoo in You , a 2,000 sq. ft. bilingual (English and Spanish) exhibit funded by a SEPA grant from NIH, we can explore this fascinating and complex world inside us that is our microbiome—a dynamic, adaptable, and delicately balanced ecosystem much like any other found in nature. In Zoo in You , you’ll meet the good microbes that aid digestion or crowd out less friendly freeloaders and also the bad ones that may trigger disease. You’ll learn who our constant microbial companions are, where they live, how diverse they are, and in what ways scientists are discovering just how important they are to our personal health. You can explore this vibrant world of our inner microorganisms through engaging, interactive exhibits and programs such as a bilingual website and science cafes for adult audiences.

A full description of the exhibition and its component exhibits can be found on the OMSI Zoo in You website: https://programs.omsi.edu/professionals/traveling-exhibits/zoo-you- human-microbiome .

Facilitation Tips

During Zoo in You ’s initial shakedown period on the OMSI exhibit floor, our education team largely reported that folks were understanding the concepts and having a lot of fun. The following tips and tricks may be useful for staff and volunteers who are working with the exhibit to make sure things go smoothly and that folks are indeed “getting it.”

• General: Reading and discussing well-written media articles on the human microbiome can help get staff and volunteers on the same page around overall concepts in the exhibit. o http://well.blogs.nytimes.com/2014/07/14/we-are-our-bacteria/ and o http://www.nytimes.com/2012/06/19/science/studies-of-human- microbiome-yield-new-insights.html?pagewanted=all are good places to start. • Microbes in the News: Setting up a Google Alert for the keywords “microbiome” or “human microbiome” will help you keep up to date on breaking news on the microbiome. https://www.google.com/alerts • What Do You Think? (Talkback board): This area is designed to be flexible. Create your own prompts and let people reply by writing feedback cards or experiment with microbe-themed magnetic poetry! Prompts that allow folks to write will need to be monitored to eliminate bad words or irrelevant notes. We found that the prompt “If I was studying the microbes that lived on me, I would want to know….” elicited many responses. • Could You Survive Without Your Microbes? Puzzle pieces may “wander”; make sure other nearby areas and staff know what the pieces look like so they can return to the designated area. • What’s the Weather Inside Your Body? The green screen is popular with many ages, but usually people do not speak loudly enough to be heard. If you encourage visitors (or better, if you encourage their friends and family to encourage them) to speak louder, then it makes the experience even better. • What Do Your Microbes Look Like? Check in with people using the microscope to make sure they see the microbes. Help explain scale and point out the How Tiny Are Your Microbes exhibit; visitors find this information very helpful. If available, bring out an additional microscope with an oil immersion lens for viewing live cultures in yogurt. You can also break open a probiotic pill and add a couple drops of warm water to hydrate and make a slide. • Do All Viruses Make You Sick? Build-a-phage pieces may “wander”; make sure other nearby areas and staff know what the pieces look like so they can return to the designated area. • What Is Your DNA Puzzle? Puzzle pieces may “wander”; make sure other nearby areas and staff know what the pieces look like so they can return to the designated area. Helping children get oriented with the timer and how the puzzle pieces fit together (point out the diagram on the sign) can make the experience better. Kids have been seen to stick with it for a long time with a little intro

coaching. Folks may not realize at first that this DNA is from a microbe instead of from a human! • What Would You Look Like as a Microbe? All ages love the microbe cut-out photo opportunity; offer to be their photographer.

We suggest facilitating the demonstrations in this guide next to exhibits that complement their content:

• Human or Microbe? next to Are You More Than Human? Microbe Choices next to Microbes in the News: What Do You Think? • Playdough Microbes next to What Do Your Microbes Look Like? • Quantifying Microbes next to How Tiny Are Your Microbes? • You’ve Got Guts! next to Could You Survive Without Your Microbes?

Tips for Engaging Girls in STEM

Tip 1: Feature female role models If the activity is facilitated, include a female facilitator whenever possible. Feature women in graphics and displays near the activity. Showcase real female scientists. It’s important for not just for the girls to see female role models, but also for boys and parents to see female scientists.

Tip 2: Make it social Encourage discussion of the activity with friends or family. Set up activities so that more than one person can participate at a time. Consider assigning roles so that every visitor has an active role to play.

Tip 3: Engage the senses Promote a multisensory experience with a variety of colors, sounds, smells, and textures. Make sure the activity table remains neat and aesthetically pleasing.

Tip 4: Tell a story Engage participants during the activity by telling a story they can relate to. This could be the story of the person who discovered the technology in the activity or a story of someone who might use this technology. It could even be a fictional story to grab their interest.

Tip 5: Highlight altruism Feature ways the technology in the activity has been used to help people, or ways that it may one day be used to help others.

Tip 6: Make it Personal Find common connections between the activity and the everyday lives of girls. Ask girls where they would see or experience a similar phenomenon. Encourage them to tell you a story of when they saw something similar, or where they would imagine using a related product in the future.

Tip 7: Use inclusive language Watch the pronouns you use. When speaking about a scientist, do you say “he” or “his”? Make pronouns gender neutral whenever possible.

Tip 8: Encourage creativity Find ways to allow for creative self-expression in the activity. Invite girls to draw, paint, make, or act!

Tip 9: Make sure there are many “right” answers Encourage open-ended investigations by finding ways for girls to explore, discover, and try ideas without any one single answer.

Study Guide

The Ghost Map

Steven Johnson’s The Ghost Map is a true story of a cholera epidemic in 1850s London. These study guide questions examine some of the novel’s main themes to prompt a spirited discussion about the transmission of disease, social class, and scientific investigations.

1. Victorian London was a dirty place with its raw sewage leaking into rivers and its open cesspools. How did sanitation evolve after the 1854 cholera epidemic?

2. How does modern-day city life either perpetuate or stem the spread of disease?

3. Why was the theory of miasma so powerful and pervasive in Victorian London?

4. Henry Whitehead had no official academic training in medicine, and yet he helped solve the mystery of London’s cholera outbreak. If Whitehead lived today would his work in medicine be taken seriously? Or are advanced degrees and rigorous training necessary to ensure credibility?

5. Some workers in Victorian London held jobs that we find repulsive today like the night-soil men who removed human excrement from cesspools and the bone- pickers who collected bones and used rags. What jobs in our current society will seem repulsive in 150 years?

6. Victorian London was characterized by classist ideas of disease – the poorest neighborhoods were presumed to harbor disease. In modern-day society, what ills or societal problems are commonly attributed to the poorest people?

Demonstration Overview

The five demonstration lesson plans contained in this guide offer a concise, hands-on way to convey topics from the exhibit and build on some of the main themes of microbiology and the human microbiome. These demonstrations are intended to be conducted in the exhibit space, but can be adapted for classroom use as well. All of the demonstrations require 10 minutes or fewer and largely call for simple, easy-to-find supplies.

• Human or Microbe? presents the idea of microbes inhabiting our bodies and how these organisms vastly outnumber human cells. • Microbe Choices allows students to consider open-ended questions about health, disease, and microbes and vote on their choices. • Playdough Microbes challenges young learners to assemble models of microbes and compare their different shapes. Students also explore how microbes multiply in this activity. • In Quantifying Microbes , students learn simple statistics and graphing skills as they investigate the diversity of microbes in our bodies. • You’ve Got Guts! encourages participants to think about the impressive lengths of their intestines and how microbes help us absorb nutrients from the food that we eat. Two of the demonstrations in particular are intended for students as young as first grade: Playdough Microbes and You’ve Got Guts! . The remaining three demonstrations – Human or Microbe? , Microbe Choices , and Quantifying Microbes – are appropriate for students in up to grade 12.

Human or Microbe?

Program Type: Demonstration Audience Type: Grades 2–12

Program Length : 5 minutes Class Size: 1–4 students

Description: Use beads to show that microbes far outnumber human cells in our bodies. Learn that microbes are also smaller and lighter than human cells.

Topics : Microbes, cells, counting

Process Skills Focus : Observing, communicating, classifying

LEARNING OBJECTIVES

For Next Generation Science Standards alignment, see end of outline.

• Human bodies contain far more microbes than human cells. • Microbes are much smaller and lighter than human cells.

TIME REQUIRED

Advance Prep Set Up Activity Clean Up

60 minutes <5 minutes <5 minutes <5 minutes

Zoo in You – Human or Microbe? 10 OMSI Demonstration 2015

Preparation

SITE REQUIREMENTS

• Table or flat working space (at least 6 ft long) • Chair for the facilitator

PR OGRAM FORMAT

Segment Format Time Introduction Large Group Discussion 1 min Human or Microbe? Group Activity 3 min Wrap-Up Large Group Discussion 1 min

SUPPLIES

Permanent Supplies Amount Felt, roughly 6 ft × 3 ft 1 (any color) Black marker (e.g., Sharpie®) Scissors 1 Digital scale 1 Glass seed beads 1 hank roughly 2 mm in size (look for (sold in bunches of 12 a pre-strung strands = a mixture “hank”) of bead colors) Glass pony beads ~400 roughly 6 mm in size (look for a mixture of bead colors) Waxed cord for stringing 8 ft the glass pony beads

Zoo in You – Human or Microbe? 11 OMSI Demonstration 2015

Preparation

ADVANCE PREPARATION

• Have a friend lie down on the piece of felt and trace an outline of his or her body using the black marker. Cut out the shape. • Carefully separate the strands from the hank of glass seed beads. Tie the two loose threads of each strand together to form a loop of beads. You’ll end up with 12 loops of beads. • Thread the glass pony beads onto the waxed cord to create 6 separate strands of beads, each about 16 inches long. Tie the two loose threads of each strand together to form a loop of beads. You’ll end up with 6 loops of beads.

SET UP SET UP

• Lay out the human felt cutout on the flat space. • Place the bead strands around the body, and place the digital scale off to the side.

INTRODUCTION 1 minute

Let students speculate before offering answers to any questions. The answers given are provided primarily for the instructor’s benefit.

Suggested script is shaded. Important points or questions are in bold . Possible answers are shown in italics .

Welcome! Would you like to learn about microbes?

Microbes are tiny organisms, so small that you need a microscope to see them. Some of them live inside of our bodies, too! What do you think microbes do?

Microbes help us digest our food and keep our skin healthy. They also provide us with essential nutrients like vitamins. We couldn’t live without them!

GROUP ACTIVITY Human or Microbe? 3 minutes Point to the strands of glass seed beads.

Zoo in You – Human or Microbe? 12 OMSI Demonstration 2015

Activity

Let’s pretend that these beads represent microbes. We’ll place them within our body. Go ahead and place these strands of beads all over this cutout of a human body. Lots of microbes are found in our guts so definitely put some beads there. The microbes in our gut help us digest our food.

We also have regular human cells inside of our bodies.

Point to the strands of glass pony beads.

Let’s pretend that these beads represent human cells. Are human cells larger than or smaller than microbes? Larger .

Go ahead and place these strands of beads all over this cutout.

Which do we have more of, microbes or human cells? Can you estimate the ratio of microbes to human cells? Approximately 10:1.

So now we know that the human body contains many more microbes than human cells! But which weighs more, all of our microbes or all of our human cells?

Check and see! Weigh all of the microbes, and then weigh all of the human cells. Which weighs more? The human cells.

So, we’re mostly human by weight but we’re mostly microbe by number.

WRAP-UP 1 minute Ask for student observations. There is no correct answer. Let students guide the discussion and present their hypotheses before discussing explanations.

Microbes also live inside of animals. Do you have any pets at home? They contain microbes too! These microbes are different from ours but they’re related.

Zoo in You – Human or Microbe? 13 OMSI Demonstration 2015

Activity

CLEAN UP 5 minutes

• Gather up the felt outline, bead strands, and digital scale.

BACKGROUND INFORMATION Divide: Microbes are tiny organisms that live in and on our bodies. Some microbes help us digest food and maintain our healthy skin, and some microbes can cause us to get sick. Microbes have DNA, like all living creatures.

RESOURCES

Images of microbes from National Geographic 1 and information from Learn.Genetics at the University of Utah 2.

GLOSSARY

Vocabulary Definition Cell Tiny organisms that contain genetic code and absorb nutrients from food. Microbe Single-celled organisms that live inside and on our bodies.

Vocabulario Definición Célula Organismos diminutos que contienen código genético y absorben los nutrientes de los alimentos. Microbio Organismos unicelulares que viven en nuestros cuerpos.

1 http://ngm.nationalgeographic.com/2013/01/125-microbes/oeggerli-photography 2 http://learn.genetics.utah.edu/ Zoo in You – Human or Microbe? 14 OMSI Demonstration 2015

References

NEXT GENERATION SCIENCE STANDARDS

Practices Crosscutting Concepts • Asking questions and defining problems • Scale, proportion, and quantity • Developing and using models • Planning and carrying out investigations • Analyzing and interpreting data • Using mathematics and computational thinking • Obtaining, evaluating, and communicating information

Disciplinary Core Idea K 1 2 3 4 5 MS HS Physical Science PS1 Matter and Its Interaction n/a n/a n/a n/a PS2 Motion and Stability: Forces and n/a n/a n/a Interactions PS3 Energy n/a n/a n/a PS4 Waves and Their Applications in n/a n/a n/a n/a Technologies for Information Transfer Life Science LS1 From molecules to organisms: n/a Structures and processes LS2 Ecosystems: Interactions, Energy, and n/a n/a n/a Dynamics LS3 Heredity: Inheritance and Variation of n/a n/a n/a n/a Traits LS4 Biological Evolution: Unity and Diversity n/a n/a n/a n/a Earth & Space Science ESS1 Earth's Place in the Universe n/a n/a ESS2 Earth's Systems n/a ESS3 Earth and Human Activity n/a n/a Engineering, Technology, and Applications of Science ETS1 Engineering Design

Zoo in You – Human or Microbe? 15 OMSI Demonstration 2015

References

DCI Grade Band Endpoints PS1.A Objects or samples of a substance can be weighed, and their size can be described and measured. (By the end of grade 2.) Matter can be described and classified by its observable properties (e.g., visual, aural, textural). (By the end of grade 2.)

Performance Expectations 2-PS1.1 Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.

Zoo in You – Human or Microbe? 16 OMSI Demonstration 2015

Microbe Choices

Program Type: Demonstration Audience Type: Grades 5–12

Program Length : 5 minutes Class Size: 1–4 students

Description: Answer questions about everyday choices related to microbes.

Topics : Microbes

Process Skills Focus : Communicating

LEARNING OBJECTIVES

For Next Generation Science Standards alignment, see end of outline.

• We make choices everyday having to do with the microbes that inhabit our bodies.

TIME REQUIRED

Advance Prep Set Up Activity Clean Up

30 minutes 5 minutes 5 minutes <5 minutes

Zoo in You – Microbe Choices 17 OMSI Demonstration 2015

Preparation

SITE REQUIREMENTS

• Table or flat space (at least 3 ft long) • Chair for the facilitator • Access to a printer

PROGRAM FORMAT

Segment Format Time Introduction Large Group Discussion 1 min Microbe Choices Group Activity 3 min Wrap-Up Large Group Discussion 1 min

SUPPLIES

Permanent Supplies Amount Clear plastic or glass jars 6 Major Consumables Amount (pint-sized) Clear tape 1 roll Lid that fits the jars 1 Dried beans, any kind ~100 Red paper 5 pages Blue paper 3 pages Scissors 1 Ruler (12”) 1

ADVANCE PREPARATION

• Print pages 23–29 and cut along the dotted lines on pages 23–28. • Assemble the English text: a. Take three of the red pieces of paper. Tape one English question to one side of each piece of paper and the corresponding explanation on the other. • Assemble the Spanish text: a. Tape one Spanish question to one side of each piece of blue paper and the corresponding explanation on the other.

Zoo in You – Microbe Choices 18 OMSI Demonstration 2015

Preparation

• Cut out three 8” × 3” rectangles from each of the remaining two red pieces of paper. You’ll end up with six rectangles. • Tape one rectangle around each of the glass jars.

• Cut out the rectangles on page 29. Tape each rectangle in the middle of the red paper wrapped around each glass jar.

SET UP SET UP

• Place the pieces of paper on the table, question side up. Both English and Spanish can be displayed simultaneously or only one set of papers can be used at a time. • Place each pair of jars behind the corresponding papers. • Place approximately 35 beans next to each pair of jars.

INTRODUCTION 1 minute

Let students speculate before offering answers to any questions. The answers given are provided primarily for the instructor’s benefit.

Suggested script is shaded. Important points or questions are in bold . Possible answers are shown in italics .

Zoo in You – Microbe Choices 19 OMSI Demonstration 2015

Activity

Welcome! Come learn how your life is related to microbes!

Microbes are tiny organisms, so small that you need a microscope to see them. Some of them live inside of our bodies, too! What do you think microbes do?

Microbes help us digest our food and keep our skin and our bodies healthy. Some microbes make us sick, however.

Microbe Choices GROUP ACTIVITY 3 minutes Point to the three set-ups.

Here are some questions to get you thinking about how microbes relate to your everyday life. There isn’t one correct answer so vote truthfully!

WRAP-UP 1 minute Ask for student observations. There is no correct answer. Let students guide the discussion and present their hypotheses before discussing explanations.

Talk with a friend about your choices. Do his or her answers differ from yours?

CLEAN UP 5 minutes

• Gather up the jars, extra beans, and pieces of paper. Empty the beans from the jars and place them all in one jar and screw on the lid.

Zoo in You – Microbe Choices 20 OMSI Demonstration 2015

Activity

RESOURCES

Images of microbes from National Geographic 1 and information from Learn.Genetics at the University of Utah 2.

GLOSSARY

Vocabulary Definition Microbe Single-celled organisms that live inside and on our bodies.

Vocabulario Definición Microbio Organismos unicelulares que viven en nuestros cuerpos.

1 http://ngm.nationalgeographic.com/2013/01/125-microbes/oeggerli-photography 2 http://learn.genetics.utah.edu/

Zoo in You – Microbe Choices 21 OMSI Demonstration 2015

References

NEXT GENERATION SCIENCE STANDARDS

Practices Crosscutting Concepts • Asking questions and defining problems • Cause and effect • Using mathematics and computational • Scale, proportion, and quantity thinking • Constructing explanations and designing solutions • Engaging in argument from evidence • Obtaining, evaluating, and communicating information

Zoo in You – Microbe Choices 22 OMSI Demonstration 2015

References

Question #1

You are on a trip and realize that you forgot your toothbrush. Your cousin offers to let you use hers. Would you brush your teeth with someone else’s toothbrush?

Put a bean in the YES jar or the NO jar. Then turn the paper over.

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Pregunta #1

Estás de viaje y te das cuenta que dejaste tu cepillo de dientes en casa. Tu prima te ofrece el suyo. ¿Te lavarías los dientes con el cepillo de otra persona?

Pon un frijol en el jarro SÍ o el jarro NO. Entones, da vuelta al papel.

Zoo in You – Microbe Choices 23 OMSI Demonstration 2015

References

#1 Your mouth is home to more than 600 species of microbes. These microbes can travel around your body, affecting your heart, your digestive system, and even your brain. It’s important to brush your teeth every day, but borrowing someone else’s toothbrush might introduce unfamiliar—and even harmful— microbes into your system. Does this change your answer? Vote again! ------

Tu boca alberga más de 600 especies de microbios. Estos microbios pueden viajar por el cuerpo, afectando tu corazón, tu sistema dijestiva, y hasta el cerebro. Es importante lavarte los dientes cada día, pero pedir prestado el cepillo de otra persona puede introducir microbios no familiares—y hasta dañinos—en tu sistema.

¿Cambiaría ésto tu respuesta? ¡Vota de nuevo!

Zoo in You – Microbe Choices 24 OMSI Demonstration 2015

References

Question #2 You have been diagnosed with an unusual infection of your digestive system. You have constant diarrhea and have lost a dangerous amount of weight. Doctors are recommending a fecal transplant. This involves collecting bacteria from the poop of someone with a healthy digestive system and placing it in your gut. Would you consider a fecal transplant to heal your current condition?

Put a bean in the YES jar or the NO jar. Then turn the paper over.

------

Pregunta #2

Te han diagnosticado con una infección inusual del sistema digestivo. Sufres de diarrea constante y has perdido demasiado peso. Los doctores recomiendan hacerte un transplante fecal. Esto consiste en recolectar bacteria de las heces de una persona con un sistema digestivo saludable y colocarlas en tu intestino. ¿Considerarías hacerte un transplante fecal para sanar tu condición de salud?

Pon un frijol en el jarro SÍ o el jarro NO. Entones, da vuelta al papel.

Zoo in You – Microbe Choices 25 OMSI Demonstration 2015

References

Your gut has the highest density of microbes in your whole body. If these bacteria get out of balance, with one type dominating over all the others, it can make you very sick. Doctors are experimenting with fecal transplants to fight infections and reestablish a healthy balance. Studies show high success rates! However, some doctors worry that dangerous microbes could be hidden in the healthy donor’s poop.

Does this change your answer? Vote again! ------

Tu intestino tiene la concentración más alta de microbios en todo tu cuerpo. Si las bacterias se ponen fuera de balanza, con un solo tipo dominando a los demás, puedes enfermerte. Doctores experimentan con trasplantes fecales para combatir infecciones y restablecer una balanza saludable. ¡Los estudios tienen altas niveles de éxito! Pero algunos doctores se preocupan que microbios peligrosos pueden estar escondidos en los heces de un donante saludable.

¿Cambiaría ésto tu respuesta? ¡Vota de nuevo!

Zoo in You – Microbe Choices 26 OMSI Demonstration 2015

References

Question #3

Your favorite cookie drops to the floor as you get ready for a snack. Do you pick it up and eat it?

Put a bean in the YES jar or the NO jar. Then turn the paper over.

------

Pregunta #3

Tu galleta favorita se cae al suelo justo cuando te preparas para merendar. ¿La recoges del suelo y te la comes?

Pon un frijol en el jarro SÍ o el jarro NO. Entones, da vuelta al papel.

Zoo in You – Microbe Choices 27 OMSI Demonstration 2015

References

Food safety is complicated. Much of our food is highly packaged and processed to keep out harmful microbes. Some scientists wonder if processed food is too clean, so our guts are not getting the healthy microbes that we need. We have a lot to learn! Think about where your cookie fell. How long since the floor was cleaned?

Does this change your answer? Vote again! ------

La seguridad alimentaria es complicada. Un gran parte de nuestra comida es procesada y empaquetada para que microbios dañinos no la pueden contaminar. Algunos científicos se preguntan si comida procesada sea demasiado limpio, así que nuestros intestinos no tienen los microbios saludables que necesitamos. ¡Tenemos mucho que aprender! Piensa en el lugar donde cayó tu galleta. ¿Cuánto tiempo hace que se limpiaron el piso?

¿Cambiaría ésto tu respuesta? ¡Vota de nuevo!

Zoo in You – Microbe Choices 28 OMSI Demonstration 2015

References

#1 #2 YES NO SÍ

#1 #3 NO YES SÍ

#2 #3 YES NO

SÍ

Zoo in You – Microbe Choices 29 OMSI Demonstration 2015

Playdough Microbes ______

Program Type: Demonstration Audience Type: Grades 1–3

Program Length : 10 minutes Class Size: 1–4 students

Description: Students model different shapes of bacteria using playdough and learn how bacterial cells multiply.

Topics : Microbes, bacteria, shape, cell multiplication

Process Skills Focus : Observing, measuring, communicating

LEARNING OBJECTIVES

For Next Generation Science Standards alignment, see end of outline.

• Participants learn that bacteria come in a range of shapes. • Participants learn how bacterial cells multiply.

TIME REQUIRED

Advance Prep Set Up Activity Clean Up

30 minutes 5 minutes 10 minutes 5 minutes

Zoo in You – Playdough Microbes 30 OMSI Demonstration 2015

Preparation

SITE REQUIREMENTS

• Table or flat working space • Chair for the facilitator

PROGRAM FORMAT

Segment Format Time Introduction Large Group Discussion 1 min Playdough Microbes Group Activity 7 min Wrap-Up Large Group Discussion 2 min

SUPPLIES

Permanent Supplies Am oun t Bacteria information 4 sheet (pages 37 or 38) PlayDoh ® 1 color, (purchased) or approx. a playdough cantaloupe- (homemade) sized ball Airtight container for 1 holding the playdough Plastic tablecloth 2 If making homemade playdough: All-purpose flour 4 cups Warm water 4 cups Salt 2 cups Vegetable oil 4 tablespoons Cream of tartar 2 tablespoons Food coloring 1 small bottle Large stirring spoon 1 Large bowl 1

Zoo in You – Playdough Microbes 31 OMSI Demonstration 2015

Preparation

ADVANCE PREPARATION

• Print four copies of the bacteria information sheet (pages 37 or 38), trim to only include the table, and laminate the copies. • Make homemade playdough, if using (or purchase PlayDoh ® from the store):

o Combine the flour, warm water, salt, vegetable oil, and cream of tartar in a pot over low heat and stir constantly with a large spoon. o When the dough pulls away from the sides of the pot and clumps in the middle, it’s finished. Remove the dough from the pot and place in the large bowl. Allow to cool for about 20 minutes. o Add a few drops of food coloring to the dough and mix the color into the dough using a spoon. Add additional drops of food coloring, as desired. Store the playdough in the airtight container.

SET UP

• Place one of the tablecloths on the table and the other on the ground underneath the table. • Divide the playdough into a few balls (roughly an inch in diameter) and place the balls on the table, along with the four copies of the laminated bacteria information sheet.

INTRODUCTION 1 minute

Let students speculate before offering answers to any questions. The answers given are provided primarily for the instructor’s benefit.

Suggested script is shaded. Important points or questions are in bold . Possible answers are shown in italics .

Welcome! Would you like to learn around bacteria?

Bacteria are tiny organisms, so small that you need a microscope to see them. Bacteria live inside of our body, too! What do you think bacteria look like?

Bacteria come in many different shapes. They don’t have arms or legs, but some have tails so they can move.

Zoo in You – Playdough Microbes 32 OMSI Demonstration 2015

Activity

Point to the bacteria information sheet.

Here are examples of what some different bacteria look like. Which one looks like it has tails? Heliobacter pylori (hee-li-oh-bac-ter pie-lor-ee).

This bacterium lives in our stomach and can sometimes hurt us by causing our skin to develop a rash.

GROUP ACTIVITY Playdough Microbes 7 minutes

I’ve brought in some playdough to use for making models of these bacteria. First, choose a bacterium that you want to make a model of.

Tear off a roughly ping pong ball-sized piece of playdough for each student to use to make each bacterium.

You can make another bacterium, too. Look at the patterns of microbes – some look like chains, some look like grapes, and some come in pairs. Which bacterium has the simplest shape? The most complex shape?

Did you know that bacteria can also grow and make more bacteria? Let’s investigate how.

Tear off a roughly ping pong ball-sized piece of playdough for each student and retain one ball for yourself.

Let’s pretend that this ball represents one bacterium. Now, this bacterium is going to divide into two parts.

Divide your ball of playdough into two equal-sized pieces and roll both parts to form two spheres.

Do the same with your bacterium.

And these new bacteria can also divide! Zoo in You – Playdough Microbes 33 OMSI Demonstration 2015

Activity

Divide each ball of playdough into two equal-sized pieces and roll both parts to end up with four spheres.

Do the same with your bacteria.

See, lots of bacteria can form quickly! It’s important to remember that bacteria in real life re-grow to their full size when they divide. They don’t get smaller like our balls of playdough do.

WRAP-UP 22 2 minutes

Ask for student observations. There is no correct answer. Let students guide the discussion and present their hypotheses before discussing explanations.

Here’s a challenge. If you start with one bacterium and it divides four times, how many bacteria do you have? Try it and see!

CLEAN UP 5 minutes

• Return the playdough to the airtight container. • Collect the bacteria information sheets. • Shake the excess playdough off the tablecloths and retain the tablecloths for re-use.

BACKGROUND INFORMATION Divide:

Microbes are tiny organisms that live in and on our bodies. Some microbes help us digest food and maintain our healthy skin, and some microbes can cause us to get sick. Microbes have DNA, like all living creatures. Trillions of microbes live in our intestines – we need these organisms to help us get nutrients from our food.

Zoo in You – Playdough Microbes 34 OMSI Demonstration 2015

References

RESOURCES

Images of microbes from National Geographic 1 and information from Learn.Genetics at the University of Utah 2.

GLOSSARY

Vocabulary Definition Bacteria A type of microbe: single-celled organisms that are alive; some promote health and others cause disease. Bubonic plague A bacterial infection that causes swollen lymph nodes and death to most people who contract it. Microbe Single-celled organisms that live inside and on our bodies.

Vocabulario Definición Bacteria Un tipo de microbio: organismos unicelulares que están vivos; algunos promueven la salud y otros causan enfermedades. Microbio Organismos unicelulares que viven en nuestros cuerpos. Peste bubónica Una infección bacteriana que provoca la inflamación de los ganglios linfáticos y la muerte a la mayoría de las personas que la contraen.

NEXT GENERATION SCIENCE STANDARDS

Practices Crosscutting Concepts • Asking questions and defining problems • Patterns • Developing and using models • Scale, proportion, and quantity • Planning and carrying out investigations • Analyzing and interpreting data • Using mathematics and computational thinking • Obtaining, evaluating, and communicating information

1 http://ngm.nationalgeographic.com/2013/01/125-microbes/oeggerli-photography 2 http://learn.genetics.utah.edu/ Zoo in You – Playdough Microbes 35 OMSI Demonstration 2015

References

DCI Grade Band Endpoints PS1.A A great variety of objects can be built up from a small set of pieces (e.g., blocks, construction sets). (By the end of grade 2.)

Objects or samples of a substance can be weighed, and their size can be described and measured. (By the end of grade 2.)

Asking questions, making observations, and gathering information are helpful in ETS1.A thinking about problems. (By the end of grade 2.)

Performance Expectations 2-PS1-1 Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.

K-2-ETS1- Develop a simple sketch, drawing, or physical model to illustrate how the shape of 2 an object helps it function as needed to solve a given problem.

Zoo in You – Playdough Microbes 36 OMSI Demonstration 2015

References

Heliobacter pylori

Might cause certain types of stomach cancers. Moraxella catarrhalis

Associated with ear infections. Mycobacterium vaccae

Can affect your brain, reducing stress and depression. Streptococcus mitis

Linked to inflammation of the heart.

Zoo in You – Playdough Microbes 37 OMSI Demonstration 2015

References

Heliobacter pylori

Puede causar algunos tipos de cáncer de estómago. Moraxella catarrhalis

Se asocia con infecciones de oídos. Mycobacterium vaccae

Estas bacterias del suelo pueden afectar tu cerebro, reduciendo el estrés y la depresión. Streptococcus mitis

Ligado a la inflamación del corazón.

Zoo in You – Playdough Microbes 38 OMSI Demonstration 2015

Quantifying Microbes ______

Program Type: Demonstration Audience Type: Grades 2–12

Program Length : 10 minutes Class Size: 1–4 students

Description: Participants use beans to represent microbes and calculate simple statistics.

Topics : Microbes, bacteria, viruses, fungi, archaea, statistics

Process Skills Focus : Observing, measuring, communicating

LEARNING OBJECTIVES

For Next Generation Science Standards alignment, see end of outline.

• Participants practice measuring and classifying data as they learn about the diversity of microbes. • Participants learn that larger samples are better at accurately predicting population statistics than smaller samples.

TIME REQUIRED

Advance Prep Set Up Activity Clean Up

30 minutes 5 minutes 10 minutes 5 minutes

Zoo in You – Quantifying Microbes 39 OMSI Demonstration 2015

Preparation

SITE REQUIREMENTS

• Table or flat working space • Chair for facilitator • Chairs for participants (optional)

PROGRAM FORMAT

Segment Format Time Introduction Large Group Discussion 2 min Quantifying Microbes Individual Activity 6 min Wrap-Up Large Group Discussion 2 min

Zoo in You – Quantifying Microbes 40 OMSI Demonstration 2015

Preparation

SUPPLIES

Permanent Supplies Am oun t Major Consumables Amount Microbe information 1 Math worksheets (pages 52 or 53) 18 page (page 51) worksheets Poster board or 1 Graph paper 6 sheets cardboard, approx. 3’ Clear tape 1 roll × 3’ School glue 1 bottle Black Sharpie ® pen 1 Pens 2 Plastic container with 1 lid, roughly 6” × 6” × 6” Film container 1 Dried kidney beans 2 cups Dried black beans 1.5 cups Dried garbanzo 1/3 cup beans Dried white beans 1/3 cup Round stickers, Green, approx. ¾” in yellow, diameter blue, and red colors; 50 stickers of each color Calculators 2 Bottle of antibacterial 1 hand soap (labeled as such on the bottle) Packaging from cold 1 medicine Package of bread 1 yeast Pencils 3

Zoo in You – Quantifying Microbes 41 OMSI Demonstration 2015

Preparation

ADVANCE PREPARATION

• Print one copy of the microbe information page (page 51), trim the page to include only the table, and laminate the table. • Print three pages of the math worksheets (page 52 or 53) and cut up the pages to produce 18 separate worksheets. • Prepare the poster board or cardboard by writing percentages (“0%, 10%, 20%...... 100%”) on the vertical axis and labels (“Bacteria Archaea Viruses Fungi”) on the horizontal axis using the Sharpie ® pen and affixing the six sheets of graph paper in an overlapping fashion using clear tape:

• Glue a few kidney beans around the word “Bacteria.” Glue a few white beans around the word “Archaea.” Glue a few black beans around the word “Viruses.” Glue a few garbanzo beans around the word “Fungi.” • Combine all of the remaining beans together in the plastic container. • Remove the lid of the film container and discard it. Place the film container on top of the beans and seal the plastic container with its lid.

SET UP

• Place prepared board, microbe information page, math worksheets, pencils, container full of beans (with lid off), stickers, calculators, Sharpie ® pen, pens, soap, yeast packet, and cold medicine box on the table.

Zoo in You – Quantifying Microbes 42 OMSI Demonstration 2015

Activity

INTRODUCTION 2 minutes

Let students speculate before offering answers to any questions. The answers given are provided primarily for the instructor’s benefit.

Suggested script is shaded. Important points or questions are in bold . Possible answers are shown in italics .

Welcome! Would you like to learn about microbes?

Microbes are tiny organisms, so small that you need a microscope to see them. Trillions of them live inside of our bodies, too, and some microbes are important for keeping us healthy!

Microbes come in four major types. I bet you’ve heard of some of these types. Have you heard of viruses? Some viruses can make us sick, like the cold virus. Have you ever had a cold? Maybe you’ve taken medicine to fight the symptoms of your cold.

Hold up the box of cold medicine.

Bacteria are another kind of microbe and they’re alive, unlike viruses. Have you heard of bacteria? Some bacteria help us digest our food but other bacteria can make us sick. People sometimes use antibacterial hand soap to wash their hands really well after using the toilet.

Hold up the bottle of antibacterial soap.

The third type of microbes is fungi. That’s the plural word for fungus. Have you heard of a fungus? Mushrooms are a kind of fungi. So are molds and yeasts. Here’s the yeast that you use when you bake bread.

Hold up a package of bread yeast.

The fourth type of microbes are archaea (ar-key-uh). They’re similar to bacteria in some ways and have been discovered in extreme environments, like the hot springs of Yellowstone National Park.

Zoo in You – Quantifying Microbes 43 OMSI Demonstration 2015

Activity

INDIVIDUAL Quantifying Microbes ACTIVITY 6 minutes

We’re going to do a simple counting activity about these four types of microbes. Point to the container of beans. Let’s pretend that these dried beans are microbes that live in your mouth.

Pick up a few black beans from the container.

These black beans will represent viruses.

Place the beans on the microbe information page, next to the sketch of a virus.

Pick up a few kidney beans from the container.

These kidney beans will represent bacteria.

Place the beans on the microbe information page, next to the sketch of a bacterium.

Pick up a few garbanzo beans from the container.

These garbanzo beans will represent fungi.

Place the beans on the microbe information page, next to the sketch of a fungus.

Pick up a few white beans from the container.

These white beans will represent archaea.

Place the beans on the microbe information page, next to the sketch of an archaeon (ar-key-on).

Pick up the scoop and scoop out a container full of microbes.

Divide your microbes into different groups: viruses, bacteria, fungi, and archaea. How many of each kind of microbe do you have? How many total

Zoo in You – Quantifying Microbes 44 OMSI Demonstration 2015

Activity

microbes do you have? Record this information on your math worksheet.

What fraction of your microbes are viruses? To calculate this fraction, divide the number of viruses by the total number of microbes. You can use a calculator if you’d like. Record your fraction on the graph using a red sticker. If you’d like, you can use a pen to write your initials on your sticker, so everyone knows that you made the measurement.

Now, calculate the fractions of bacteria, fungi, and archaea. Use stickers to record your fractions on the large graph. Record your bacteria fraction using a yellow sticker, your fungi fraction using a blue sticker, and your archaea fraction using a green sticker.

Viruses Bacteria Fungi Archaea

Which kind of microbes are more common than others? Bacteria and viruses are more common than fungi and archaea.

WRAP-UP 22 2 minutes

Ask for student observations. There is no correct answer. Let students guide the discussion and present their hypotheses before discussing explanations.

Does everyone calculate the same fractions of viruses, bacteria, fungi, and archaea? Why do you think that the fractions are different?

What do you think would be the best way to calculate the exact percentage of each type of microbe? Count out all the microbes in the container. What’s a reason we might not want to count all of the microbes? It would take a long time. So, we take samples. Do you think that you get more accurate

Zoo in You – Quantifying Microbes 45 OMSI Demonstration 2015

Activity

statistics if you take large samples or small samples? Large samples. Scientists who are working to understand the microbes in our bodies use these same considerations when sampling real microbes!

CLEAN UP 5 minutes

• Return all of the beans to their container. • If the graph paper is filled with stickers, replace the graph paper sheets. • Recycle the used math worksheets.

BACKGROUND INFORMATION Divide:

Viruses can be responsible for sicknesses, like the flu. Viruses need to attach to something living – they’re not alive.

Bacteria are alive and can cause infections. Humans can cure bacterial infections using antibiotics.

Fungi help plants grow and are also tasty – have you ever had delicious mushrooms? Mushrooms are a type of fungus. And yeast, another kind of fungus, produces the gas bubbles in beer and champagne.

Archaea are similar to bacteria and can live in many places, including where humans can’t survive. Archaea have been found in boiling, acidic ponds in Yellowstone National Park and at the bottom of the ocean!

Zoo in You – Quantifying Microbes 46 OMSI Demonstration 2015

References

A baby’s ratios of bacteria, archaea, viruses, and fungi change over time. Source: Carl Zimmer, Wired , 9.27.11

RESOURCES

Images of microbes from National Geographic 1 and information from Learn.Genetics at the University of Utah 2.

1 http://ngm.nationalgeographic.com/2013/01/125-microbes/oeggerli-photography 2 http://learn.genetics.utah.edu/

Zoo in You – Quantifying Microbes 47 OMSI Demonstration 2015

References

GLOSSARY

Vocabulary Definition Archaea A type of microbe similar to bacteria; can survive in extreme environments that are inhospitable to most life. Bacteria A type of microbe: single-celled organisms that are alive; some promote health and others cause disease. Fungi A type of microbe including molds and yeasts. Mushrooms are also fungi. Microbe Single-celled organisms that live inside and on our bodies. Virus A type of microbe that needs a living host to attach to; viruses are not alive. A virus is responsible for the flu.

Vocabulario Definición Arquea Un tipo de microbio similar a las bacterias; puede sobrevivir en ambientes extremos que son inhabitables para la mayoría de los seres vivientes. Bacteria Un tipo de microbio: organismos unicelulares que están vivos; algunos promueven la salud y otros causan enfermedades. Hongos Un tipo de microbio que incluye hongos y levaduras. Las setas también son hongos. Microbio Organismos unicelulares que viven en nuestros cuerpos. Virus Un tipo de microbio que necesita unirse a un huésped vivo; los virus no están vivos. Un virus es responsable de la gripe.

Zoo in You – Quantifying Microbes 48 OMSI Demonstration 2015

References

NEXT GENERATION SCIENCE STANDARDS

Practices Crosscutting Concepts • Asking questions and defining problems • Patterns • Planning and carrying out investigations • Scale, proportion, and quantity • Analyzing and interpreting data • Using mathematics and computational thinking • Constructing explanations and designing solutions • Engaging in argument from evidence • Obtaining, evaluating, and communicating information

Zoo in You – Quantifying Microbes 49 OMSI Demonstration 2015

References

DCI Grade Band Endpoints PS1.A Objects or samples of a substance can be weighed, and their size can be described and measured. (By the end of grade 2.)

Performance Expectations 2-PS1-1 Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.

Zoo in You – Quantifying Microbes 50 OMSI Demonstration 2015

References

Microbe Information Page

Zoo in You – Quantifying Microbes 51 OMSI Demonstration 2015

References

__ Bacteria __% __ Bacteria __%

__ Viruses __% __ Viruses __% __ Archaea __% __ Archaea __%

__ Fungi __%__ Fungi __%

____ Total ____ Total

__ Bacteria __% __ Bacteria __%

__ Viruses __% __ Viruses __% __ Archaea __% __ Archaea __%

__ Fungi __% __ Fungi __%

____ Total ____ Total

Zoo in You – Quantifying Microbes 52 OMSI Demonstration 2015

References

__ Bacterias __% __ Bacterias __%

__ Viruses __% __ Viruses __% __ Arqueas __%__ Arqueas __%

__ Hongos __% __ Hongos __%

____ Total ____ Total

__ Bacterias __% __ Bacterias __%

__ Viruses __% __ Viruses __% __ Arqueas __%__ Arqueas __%

__ Hongos __% __ Hongos __%

____ Total ____ Total

Zoo in You – Quantifying Microbes 53 OMSI Demonstration 2015

You’ve Got Guts! ______

Program Type: Demonstration Audience Type: Grades 1–8

Program Length : 10 minutes Class Size: 1–6 students

Description: Students use a rope to simulate the length of human intestines and learn that microbes populate our gut.

Topics : Microbes, digestive system, intestines, length

Process Skills Focus : Observing, measuring, communicating

LEARNING OBJECTIVES

For Next Generation Science Standards alignment, see end of outline.

• Participants learn about the impressive lengths of their intestines. • Participants realize that their bodies are home to microbes.

TIME REQUIRED

Advance Prep Set Up Activity Clean Up

45 minutes 5 minutes 5 minutes 5 minutes

Zoo in You – You’ve Got Guts! 54 OMSI Demonstration 2015

Preparation

SITE REQUIREMENTS

• Open floor space for walking, at least 25 feet • Table or flat working space • Chair for facilitator • Access to a printer

PROGRAM FORMAT

Segment Format Time Introduction Large Group Discussion 1 min You’ve Got Guts! Group Activity 2 min Wrap-Up Individual Activity 2 min

SUPPLIES

Permanent Supplies Am oun t Major Consumables Amount Opaque fanny pack 1 Cinnamon-flavored dental floss 1 pack Thick yarn or thin rope 25 feet (approx. 5– (ideally pink in color) 10 meters) Measuring tape, at least 1 25 feet long Window screen mesh 5 square feet Scissors 1 Black fine-tipped marker 1 Cardstock paper 1 piece Ruler 1

Zoo in You – You’ve Got Guts! 55 OMSI Demonstration 2015

Preparation

ADVANCE PREPARATION

• Tie one end of the yarn or rope to the interior of the fanny pack. Coil the yarn or rope inside of the fanny pack, leaving the loose end easily accessible. Zip the fanny pack shut. • Print the body outline (page 61) on cardstock paper and cut it out. • Place the body outline on the window screen mesh and trace the shape using the black marker. Repeat four more times for a total of five outlines. • Cut out the window screen mesh body outlines using scissors. • Cut the flossing string into 36” (91 cm) pieces.

SET UP

• Put on the fanny pack, with the pack positioned below your stomach. • Place the mesh screen body outlines and the pieces of flossing string on the table.

INTRODUCTION 1 minute

Let students speculate before offering answers to any questions. The answers given are provided primarily for the instructor’s benefit.

Suggested script is shaded. Important points or questions are in bold . Possible answers are shown in italics.

Welcome! Would you like to do an activity about the human intestine? Where are our intestines located in our body? Below our stomachs.

We have two intestines: the small intestine and the large intestine. What is the purpose of our intestines? They absorb nutrients from the food that we eat. These nutrients then power our bodies.

Zoo in You – You’ve Got Guts! 56 OMSI Demonstration 2015

Activity

Our intestines use tiny organisms called microbes to absorb nutrients. There are microbes all over our bodies, but most of them live in our intestines! Over 100 trillion of them, in fact! They’re really tiny, and you’d need a microscope to see them.

We’re now going to investigate how long our intestines are.

GROUP ACTIVITY You’ve Got Guts! 2 minutes

I’m wearing a fanny pack. This bag represents my intestines.

Unzip the fanny pack and grab hold of the loose end of the yarn or rope.

I’d like one volunteer to pull on my intestines. I know it sounds gross. But remember, we’re only using a model here.

Hand the yarn or rope end to one volunteer.

Other people can line up behind this volunteer to help him or her pull. You might be surprised how much pulling there is!

When visitors have pulled all of the intestines out, hand them a tape measure and have them measure the full length of the yarn or rope.

Are you surprised how long your intestines are? They’re really about 25 feet long for an adult human! Most of that length is your small intestine; your large intestine is only about 5 feet long. Remember the trillions of microbes that live inside of your intestines, too. These microbes help our bodies in many ways: digesting our food, training our immune systems, fighting off other disease-causing microbes, creating vitamins, and more. Zoo in You – You’ve Got Guts! 57 OMSI Demonstration 2015

Activity

WRAP-UP 22 2 minutes

Ask for student observations. There is no correct answer. Let students guide the discussion and present their hypotheses before discussing explanations.

Now that you’ve seen how long your intestines are, we’ll be making a model of you and your large and small intestines.

Point to one of the window screen mesh body outlines and a piece of flossing string.

This piece of flossing string represents your intestines and this body represents you. Look how long your intestines are! Can you weave the flossing string into your body to represent your intestines?

If the body outlines become filled with intestines you can instruct visitors to take the intestines off the body (thereby still learning how long intestines are.)

CLEAN UP 5 minutes

• Return the thick yarn or rope to the fanny pack. • Remove the flossing string from the body outlines and replace the flossing string as needed. • Collect the extra flossing string and the window screen mesh body outlines.

OPTIONAL EXTENSIONS • Instruct participants to use their body outline and their piece of flossing string representing their intestines to do some simple math. Are their intestines longer than the height of their body? How much longer? Two times? Three times? Four times? Even more? • Cut out a life-size human form from chicken wire and use rope to weave into the model to represent intestines.

Zoo in You – You’ve Got Guts! 58 OMSI Demonstration 2015

References

BACKGROUND INFORMATION Divide:

RESOURCES

Images of microbes from National Geographic 1 and information from Learn.Genetics at the University of Utah 2.

GLOSSARY

Vocabulary Definition Intestine A tube-shaped structure that food passes through after being digested in our stomachs. Our intestines – the large intestine and the small intestine – contain microbes that help us absorb nutrients from our food. Microbe Single-celled organisms that live inside and on our bodies.

Vocabulario Definición Intestino Una estructura en forma de tubo a través de la cual pasan los alimentos después de ser digeridos en el estómago. Nuestros intestinos - el intestino grueso y el intestino delgado - contienen microbios que nos ayudan a absorber los nutrientes de los alimentos. Microbio Organismos unicelulares que viven en nuestros cuerpos.

1 http://ngm.nationalgeographic.com/2013/01/125-microbes/oeggerli-photography 2 http://learn.genetics.utah.edu/ Zoo in You – You’ve Got Guts! 59 OMSI Demonstration 2015

References

NEXT GENERATION SCIENCE STANDARDS

Practices Crosscuttin g Concepts • Developing and using models • Scale, proportion, and quantity • Analyzing and interpreting data • Systems and system models • Using mathematics and computational thinking solutions • Obtaining, evaluating, and communicating information

DCI Grade Band Endpoints LS1.A All living things are made up of cells, which is the smallest unit that can be said to be alive. (By the end of grade 8.)

Performance Expectations MS-LS1.3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Zoo in You – You’ve Got Guts! 60 OMSI Demonstration 2015

References

Zoo in You – You’ve Got Guts! 61 OMSI Demonstration 2015