Sub-Unit | Learning tasks Content knowledge | Conducting an experiment | Defining a problem | Finding a solution | Observation | Locating and gathering information | Processing and merging information | Creating a Table/Graph | Inferring conclusions | Oral presentation (expository) | Team Work | Class Discussion | Systematic Perception |
1 | Introduction to the study of microorganisms | + | + | + | + | + | + | ||||||
2 | A garden of microorganisms | + | + | + | + | + | + | + | + | + | + | ||
3 | Microorganisms and the production of food and drinks. | + | + | + | + | + | |||||||
4 | Contests: “what tastes better?” | + | + | + | + | + | + | + | + | + | + | + | + |
5 | Bacteria serving man | + | + | + | + | + | |||||||
6 | A food processing plant story | + | + | + | + | ||||||||
7 | A visit to a food processing plant | + | + | + | + | + | |||||||
8 | Factories, sewers and pollution | + | + | + | + | + | + | + | + | + | + | + | |
9 | Why do birth-givers die? | + | + | + | + | + | + | + | + | ||||
10 | An antibiotic test for hindering and killing bacteria | + | + | + | + | + | + | + | + | ||||
11 | Diseases caused by microorganisms | + | + | + | + | + | + | + | + | ||||
12 | The importance of microorganisms in elements cycles in nature | + | + | + | + | + | + | ||||||
13 | Genetic engineering—“two sides of a coin” | + | + | + | + | + | + | + | |||||
14 | Microorganisms in databases | + | + | + | + | + | + | + | + | + | + | + | |
15 | Antibiotics or Probiotics | + | + | + | + | + | + | + | + |