Unit #4: Microscopic Worlds

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Curriculum Level & Strand

Subject: Science
NZC Level: Level 6 (typically Year 11)
Strand: Living World
Contextual Focus: Life processes, ecology, and evolution with integrated scientific understanding of microbiology relevant to Aotearoa New Zealand.

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Big Idea (from NCEA Learning Matrix)

Science disciplines use a diverse range of inquiry practices to explore the natural world and different questions require different approaches, to gain fuller understanding.

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Significant Learning Outcomes

By the end of this 200-minute session, ākonga (students) will be able to:

1. Identify and differentiate between the major types of microorganisms: bacteria, fungi, and viruses.
2. Describe key structural features of each microorganism using correct terminology.
3. Explain the ecological roles of microorganisms, especially bacteria and fungi as decomposers, nitrogen fixers, and mutualists.
4. Demonstrate understanding of the beneficial uses of microbes in medicine, food production, and environmental practices.
5. Reflect on the role of microbes in ecosystems in Aotearoa New Zealand, including mātauranga Māori where applicable.

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Timing Breakdown — 200 Minutes

Activity	Time (minutes)
Mihi & Karakia, Introduction & Icebreaker	10
Interactive Mini-Lecture (Types & Structures)	30
Microbe Match-Up Game & Peer Teaching	25
Microscopy Lab: Observing Fungi and Bacteria	40
Hāngī & Health — The Role of Microbes in Food	25
Environmental Role Discussion Circles	20
Creative Demonstration Challenge	30
Reflection & Wrap-Up	20

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Materials & Resources

• Light microscopes (5–6 for rotating groups)
• Prepared slides: mould, yeast, bacteria
• Petri dish samples (yoghurt cultures, sourdough starter)
• Printed microbe structure cards
• Whiteboards, markers, A3 paper
• Maori pūrākau (stories) referencing natural decomposition/whenua cycles
• Access to hand sanitizer and gloves for lab work
• BYOD for research (optional)

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Detailed Session Breakdown

1. Mihi, Karakia & Icebreaker (10 mins)

Purpose: Build cultural connection and classroom environment.
Activity: Lead with a karakia and a brief mihi from the teacher or a selected student.
Icebreaker: “Microbe Myth or Fact” — Teacher reads out statements; students vote by standing or sitting. Debrief with lots of laughs.

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2. Types & Structures Mini-Lecture (30 mins)

Style: Visual-based and ākonga-led questioning.
Use engaging visuals (cartoon and microscope images) to introduce:

• Bacteria – Prokaryotic, cell wall, plasmids
• Viruses – Non-living, need a host, protein coat
• Fungi – Eukaryotic, hyphae, spore producers

Integrate video snippets comparing sizes of microbes. Provide laminated structure “cheat sheets” for later use.

Cultural Note: Reference rongoā Māori and traditional understandings of unseen life forces.

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3. Microbe Match-Up Game (25 mins)

Activity:
Students work in pairs to match microbe types with:

• Their environments
• Structural components
• Uses in society

Then one student becomes the "teacher" and explains a matched pair to another duo (peer-teaching rotation).

Extension challenge question: “Which microbe would win in a rugby match and why?” Promote creative thinking and structural comparisons!

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4. Microscopy Lab: Observing Microbes (40 mins)

Activity Rotation:

• Students divided into small groups (5–6 students).
• Observe prepared slides of bacteria and fungi under microscopes.
• Record observations using scientific drawings (with labels).
• Use a structure checklist (cell wall, nucleus, etc.).

Follow-Up Prompt:
“What microbe did you observe? What might be its role in the world?” Connect to the real-world contexts of Aotearoa (e.g. decomposers in podocarp forests or in compost piles).

Ngāwari extensions for early finishers: observe yoghurt starter OR sourdough under stereo microscopes.

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5. Hāngī & Health — Microbes in Food (25 mins)

Activity:
In groups of 6, students research and rotate through 3 microbe use stations:

1. Yoghurt and Cheese: How bacteria ferment lactose and change flavour/texture
2. Bread and Beer: Yeast as a leavening agent
3. Fungi Foods: Introduce mycoprotein (e.g. Quorn™), Māori fungi knowledge from ngahere

Students taste-test bread samples (pre-approved) and discuss fermentation.

Teacher notes that people used microbes long before microscopes (cultural knowledge and practical science!).

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6. Discussion Circles: Microbes as Earth’s Helpers (20 mins)

Prompt questions (on cards):

• How do bacteria help fix nitrogen in Aotearoa’s soils?
• How do fungi recycle the forest?
• Bring in local context: Rotokauri wetland, composting at the school garden.

Optional Mātauranga Māori Integration: Use pūrākau of Papatūānuku and decomposition cycles as metaphor.

Each student contributes one idea and passes a talking stone.

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7. Creative Demonstration Challenge (30 mins)

Group Task:
In creative teams of 4, students create a model, song, skit, infographic or poster that:

• Identifies 1 type of microbe
• Describes its key structure
• Explains one ecological AND one human-use role

Encourage the use of Te Reo terms where possible.
Resources provided: pipe cleaners, modelling clay, markers, cardboard.

Present creations in a 1-minute burst each. Light-hearted, creative vibe encouraged.

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8. Reflection & Wrap-Up (20 mins)

• Silent journaling (5 mins): “One cool thing I didn’t know microbes could do is...”
• Class-wide brainstorming: “What should humans THANK microbes for?”
• Exit ticket for each student:
  1. Name one microbe
  2. One function
  3. One kiwi context (e.g. māra kai, fermented kai, wetland)

Conclude with a class karakia & a whakataukī:
“He iti te mokoroa nāna i kati te kahikatea.”
(Even the small grub can topple the great Kahikatea — small things have mighty roles.)

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Assessment Opportunities

Outcome	Evidence
Identification of microbes	Peer teaching Match-Up Game, Reflection
Structural understanding	Scientific drawings, Creative Challenge
Ecological roles	Discussion Circles, Exit Ticket
Applied use in context	Food lab rotations, Creative Presentations

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Cross-Curricular & Key Competencies

• Thinking: Critical analysis of functions and benefits of microbes
• Using language, symbols and texts: Scientific diagrams and terminology
• Relating to others: Peer coaching, team creation tasks
• Participating & contributing: Culturally responsive discussions
• Developing scientific literacy and inquiry skills in biotic systems

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Extension / Homework Ideas

• Create a simple infographic titled:
  “If I were a Virus: My Tale in New Zealand”

• Interview a whānau member about traditional fermentation or garden composting practices.

• Research the role of microbes in cleaning up oil spills or plastic (bioremediation in action).

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This session introduces microbes with hands-on, culturally relevant approaches anchored in NCEA Level 1 expectations and New Zealand Curriculum Level 6. Focus is on both understanding and appreciating the unseen helpers that shape life on Earth.