What to do
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
You are going to create a presentation that shows how reproduction of bacteria increases the bacterial population which is essential for making poi, a traditional Pacific food.
The presentation needs to:
- describe the process of bacterial reproduction
- describe an abiotic or biotic factor that affects bacterial reproduction
- explain how the abiotic or biotic factor changes reproduction, resulting in an increase or decrease of the bacterial population
- analyse how the change in numbers of bacteria due to change in reproduction affects the food produced.
You need to support your description of the abiotic or biotic factor within an interconnected environment with observations. Examples of observations may include primary data or secondary data. Your observations can come from practical activities that you’ve carried out in class. Practical activities could include:
- microscopy that shows the manner of reproduction
- plating of agar under 25 degrees Celsius to show growth of microorganism colonies
- fair tests that explore a range of growth mediums and their effect on reproduction rate
- measurement of volume or quality of food produced over time
- measurement of pH or temperature changes in food produced over time.
You are going to create a presentation that shows how reproduction of bacteria increases the bacterial population which is essential for making poi, a traditional Pacific food.
The presentation needs to:
- describe the process of bacterial reproduction
- describe an abiotic or biotic factor that affects bacterial reproduction
- explain how the abiotic or biotic factor changes reproduction, resulting in an increase or decrease of the bacterial population
- analyse how the change in numbers of bacteria due to change in reproduction affects the food produced.
You need to support your description of the abiotic or biotic factor within an interconnected environment with observations. Examples of observations may include primary data or secondary data. Your observations can come from practical activities that you’ve carried out in class. Practical activities could include:
- microscopy that shows the manner of reproduction
- plating of agar under 25 degrees Celsius to show growth of microorganism colonies
- fair tests that explore a range of growth mediums and their effect on reproduction rate
- measurement of volume or quality of food produced over time
- measurement of pH or temperature changes in food produced over time.
How to present your learning
Your findings could be presented in a variety of ways such as:
- a structured response (up to 750-800 words), with space to discuss what each observation shows about the relationship between microorganisms and their environment
- a slideshow (eight to ten slides) that will include text, annotations, or a voiceover alongside diagrams or pictures
- a digital or paper poster that will include annotations alongside diagrams or pictures
- an oral presentation (three to four minutes), which may be a video or voice recording, or presented in front of the kaiako or class.
Practical activities and the recording of observations can be performed as part of a group. But the analysis, the interpretation of observations, and the final presentation must be done individually.
Your findings could be presented in a variety of ways such as:
- a structured response (up to 750-800 words), with space to discuss what each observation shows about the relationship between microorganisms and their environment
- a slideshow (eight to ten slides) that will include text, annotations, or a voiceover alongside diagrams or pictures
- a digital or paper poster that will include annotations alongside diagrams or pictures
- an oral presentation (three to four minutes), which may be a video or voice recording, or presented in front of the kaiako or class.
Practical activities and the recording of observations can be performed as part of a group. But the analysis, the interpretation of observations, and the final presentation must be done individually.
Timeframe
Your Assessment Activity should take approximately four hours of class time to complete.
Checkpoints will occur (dates will be provided by your kaiako) for your kaiako to check your progress on:
- selection of relevant information, recorded as observations from research to use in your presentation
- development of your presentation.
Your Assessment Activity should take approximately four hours of class time to complete.
Checkpoints will occur (dates will be provided by your kaiako) for your kaiako to check your progress on:
- selection of relevant information, recorded as observations from research to use in your presentation
- development of your presentation.
Getting started
Before you get started, you will create a portfolio of observations from research and practical activities. These activities should model aspects of food production by fermentation of microorganisms.
You could record observations when you:
- listen to experts tell you about rongoā, kōrero tuku iho, or the nature and history of food made using microorganisms such as kanga kōpiro or toroī
- hear from people in your community that create food via fermentation for poi, kānga, rēwena, sourdough breads, beers or wine, or yoghurts or cheeses
- search databases for information about the history of use of microorganisms in food production
- consider cultural aspects of food production to produce different foods around the world — kava, olives, chocolate, and vegemite are some examples.
Your portfolio can include photographs and drawings as observations of microscopic yeast or bacteria, or of cultures on agar plates, on potatoes, or on other media. Observations could be made from secondary sources such as kaiako demonstrations, video recordings, texts, or online publications. Practical work is not assessed, rather, your description, explanation, and recorded observations will be used to show your understanding.
Growing microorganism cultures can be dangerous. Unwanted pathogens can easily be cultured, cause disease, or affect the health of others. For this reason, kaiako supervision is essential.
Before you get started, you will create a portfolio of observations from research and practical activities. These activities should model aspects of food production by fermentation of microorganisms.
You could record observations when you:
- listen to experts tell you about rongoā, kōrero tuku iho, or the nature and history of food made using microorganisms such as kanga kōpiro or toroī
- hear from people in your community that create food via fermentation for poi, kānga, rēwena, sourdough breads, beers or wine, or yoghurts or cheeses
- search databases for information about the history of use of microorganisms in food production
- consider cultural aspects of food production to produce different foods around the world — kava, olives, chocolate, and vegemite are some examples.
Your portfolio can include photographs and drawings as observations of microscopic yeast or bacteria, or of cultures on agar plates, on potatoes, or on other media. Observations could be made from secondary sources such as kaiako demonstrations, video recordings, texts, or online publications. Practical work is not assessed, rather, your description, explanation, and recorded observations will be used to show your understanding.
Growing microorganism cultures can be dangerous. Unwanted pathogens can easily be cultured, cause disease, or affect the health of others. For this reason, kaiako supervision is essential.
Student resources
Suggested starting resources:
Resources that can help you gain background knowledge about microorganisms can be found on the Science Learning Hub website. For example:
- Microorganisms — friend or foe? (Science Learning Hub)
- Ancient biotechnology (Science Learning Hub), which is about the history of use of microorganisms in food production.
These articles also provide further links for specific foods such as the science of wild sourdough — Wild Sourdough (Science Learning Hub) — or the science of tea — The science of tea (Science Learning Hub).
Watch the Ted Ed resource about microorganisms used in food making in this short video: The beneficial bacteria that make delicious food — Erez Garty (TED-Ed).
Suggested starting resources:
Resources that can help you gain background knowledge about microorganisms can be found on the Science Learning Hub website. For example:
- Microorganisms — friend or foe? (Science Learning Hub)
- Ancient biotechnology (Science Learning Hub), which is about the history of use of microorganisms in food production.
These articles also provide further links for specific foods such as the science of wild sourdough — Wild Sourdough (Science Learning Hub) — or the science of tea — The science of tea (Science Learning Hub).
Watch the Ted Ed resource about microorganisms used in food making in this short video: The beneficial bacteria that make delicious food — Erez Garty (TED-Ed).
What to do
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
You are going to create a presentation that shows how reproduction of bacteria increases the bacterial population which is essential for making poi, a traditional Pacific food.
The presentation needs to:
- describe the process of bacterial reproduction
- describe an abiotic or biotic factor that affects bacterial reproduction
- explain how the abiotic or biotic factor changes reproduction, resulting in an increase or decrease of the bacterial population
- analyse how the change in numbers of bacteria due to change in reproduction affects the food produced.
You need to support your description of the abiotic or biotic factor within an interconnected environment with observations. Examples of observations may include primary data or secondary data. Your observations can come from practical activities that you’ve carried out in class. Practical activities could include:
- microscopy that shows the manner of reproduction
- plating of agar under 25 degrees Celsius to show growth of microorganism colonies
- fair tests that explore a range of growth mediums and their effect on reproduction rate
- measurement of volume or quality of food produced over time
- measurement of pH or temperature changes in food produced over time.
You are going to create a presentation that shows how reproduction of bacteria increases the bacterial population which is essential for making poi, a traditional Pacific food.
The presentation needs to:
- describe the process of bacterial reproduction
- describe an abiotic or biotic factor that affects bacterial reproduction
- explain how the abiotic or biotic factor changes reproduction, resulting in an increase or decrease of the bacterial population
- analyse how the change in numbers of bacteria due to change in reproduction affects the food produced.
You need to support your description of the abiotic or biotic factor within an interconnected environment with observations. Examples of observations may include primary data or secondary data. Your observations can come from practical activities that you’ve carried out in class. Practical activities could include:
- microscopy that shows the manner of reproduction
- plating of agar under 25 degrees Celsius to show growth of microorganism colonies
- fair tests that explore a range of growth mediums and their effect on reproduction rate
- measurement of volume or quality of food produced over time
- measurement of pH or temperature changes in food produced over time.
How to present your learning
Your findings could be presented in a variety of ways such as:
- a structured response (up to 750-800 words), with space to discuss what each observation shows about the relationship between microorganisms and their environment
- a slideshow (eight to ten slides) that will include text, annotations, or a voiceover alongside diagrams or pictures
- a digital or paper poster that will include annotations alongside diagrams or pictures
- an oral presentation (three to four minutes), which may be a video or voice recording, or presented in front of the kaiako or class.
Practical activities and the recording of observations can be performed as part of a group. But the analysis, the interpretation of observations, and the final presentation must be done individually.
Your findings could be presented in a variety of ways such as:
- a structured response (up to 750-800 words), with space to discuss what each observation shows about the relationship between microorganisms and their environment
- a slideshow (eight to ten slides) that will include text, annotations, or a voiceover alongside diagrams or pictures
- a digital or paper poster that will include annotations alongside diagrams or pictures
- an oral presentation (three to four minutes), which may be a video or voice recording, or presented in front of the kaiako or class.
Practical activities and the recording of observations can be performed as part of a group. But the analysis, the interpretation of observations, and the final presentation must be done individually.
Timeframe
Your Assessment Activity should take approximately four hours of class time to complete.
Checkpoints will occur (dates will be provided by your kaiako) for your kaiako to check your progress on:
- selection of relevant information, recorded as observations from research to use in your presentation
- development of your presentation.
Your Assessment Activity should take approximately four hours of class time to complete.
Checkpoints will occur (dates will be provided by your kaiako) for your kaiako to check your progress on:
- selection of relevant information, recorded as observations from research to use in your presentation
- development of your presentation.
Getting started
Before you get started, you will create a portfolio of observations from research and practical activities. These activities should model aspects of food production by fermentation of microorganisms.
You could record observations when you:
- listen to experts tell you about rongoā, kōrero tuku iho, or the nature and history of food made using microorganisms such as kanga kōpiro or toroī
- hear from people in your community that create food via fermentation for poi, kānga, rēwena, sourdough breads, beers or wine, or yoghurts or cheeses
- search databases for information about the history of use of microorganisms in food production
- consider cultural aspects of food production to produce different foods around the world — kava, olives, chocolate, and vegemite are some examples.
Your portfolio can include photographs and drawings as observations of microscopic yeast or bacteria, or of cultures on agar plates, on potatoes, or on other media. Observations could be made from secondary sources such as kaiako demonstrations, video recordings, texts, or online publications. Practical work is not assessed, rather, your description, explanation, and recorded observations will be used to show your understanding.
Growing microorganism cultures can be dangerous. Unwanted pathogens can easily be cultured, cause disease, or affect the health of others. For this reason, kaiako supervision is essential.
Before you get started, you will create a portfolio of observations from research and practical activities. These activities should model aspects of food production by fermentation of microorganisms.
You could record observations when you:
- listen to experts tell you about rongoā, kōrero tuku iho, or the nature and history of food made using microorganisms such as kanga kōpiro or toroī
- hear from people in your community that create food via fermentation for poi, kānga, rēwena, sourdough breads, beers or wine, or yoghurts or cheeses
- search databases for information about the history of use of microorganisms in food production
- consider cultural aspects of food production to produce different foods around the world — kava, olives, chocolate, and vegemite are some examples.
Your portfolio can include photographs and drawings as observations of microscopic yeast or bacteria, or of cultures on agar plates, on potatoes, or on other media. Observations could be made from secondary sources such as kaiako demonstrations, video recordings, texts, or online publications. Practical work is not assessed, rather, your description, explanation, and recorded observations will be used to show your understanding.
Growing microorganism cultures can be dangerous. Unwanted pathogens can easily be cultured, cause disease, or affect the health of others. For this reason, kaiako supervision is essential.
Student resources
Suggested starting resources:
Resources that can help you gain background knowledge about microorganisms can be found on the Science Learning Hub website. For example:
- Microorganisms — friend or foe? (Science Learning Hub)
- Ancient biotechnology (Science Learning Hub), which is about the history of use of microorganisms in food production.
These articles also provide further links for specific foods such as the science of wild sourdough — Wild Sourdough (Science Learning Hub) — or the science of tea — The science of tea (Science Learning Hub).
Watch the Ted Ed resource about microorganisms used in food making in this short video: The beneficial bacteria that make delicious food — Erez Garty (TED-Ed).
Suggested starting resources:
Resources that can help you gain background knowledge about microorganisms can be found on the Science Learning Hub website. For example:
- Microorganisms — friend or foe? (Science Learning Hub)
- Ancient biotechnology (Science Learning Hub), which is about the history of use of microorganisms in food production.
These articles also provide further links for specific foods such as the science of wild sourdough — Wild Sourdough (Science Learning Hub) — or the science of tea — The science of tea (Science Learning Hub).
Watch the Ted Ed resource about microorganisms used in food making in this short video: The beneficial bacteria that make delicious food — Erez Garty (TED-Ed).