Inclusivity

Course Content

• 1.Understanding Microbes: Explain that microbes are tiny living organisms invisible to the naked eye. Focus on the basic shapes of bacteria, their living conditions (temperature, moisture, and nutrients), and the basic steps of bacterial cultivation in a lab. Use illustrated posters and cartoons to help students visualize and understand bacterial characteristics.

• 2.Artistic Expression: Guide children to create drawings on Petri dishes using washable paint markers, with “microbial colonies” as the theme. They can illustrate imagined bacterial growth scenes or use abstract patterns to express their understanding of microbes, encouraging free and creative expression.

Feedback

The children focused carefully on their Petri dish creations and eagerly shared their imagined microbes:“My bacteria live in the water!” “Mine don’t need oxygen to breathe!”

Through this creative process, they not only expressed imagination but also developed curiosity about real microbiology. After class, many asked how scientists actually grow bacteria in the lab—showing that their interest in science had truly been sparked.

Course Content

• 1.Basic Cell Knowledge: Introduce the concept of cells as the structural and functional units of living organisms. Use images to explain the basic structures of animal and plant cells and their functions. Compare oral epithelial cells with onion epidermal cells to highlight differences in shape and structure, preparing students for observation experiments.

• 2.Microscope and Slide Preparation: Explain the main features of the microscope and demonstrate its use step-by-step. Show how to prepare temporary slides for both oral epithelial cells and onion epidermal cells.

• 3.Experiment and Observation: Guide students in groups to prepare the two cell slides, observe them under the microscope, compare their similarities and differences, record findings, and ask questions—developing their observation and inquiry skills.

Feedback

“It’s amazing to see something we can’t usually see!” one said excitedly.

For many, it was their first time using a real microscope, turning what they had only learned from textbooks into a vivid, hands-on discovery. The experience sparked genuine curiosity about the microscopic world and made science feel closer and more alive.

Course Content

• 1.Knowledge Review and Deepening: Review previous lessons on microbial features and basic cell structures. Use an animated presentation to explain key organelles (cell membrane, cytoplasm, nucleus, cell wall, and vacuole) and their functions. Provide A4 worksheets for students to label structures on diagrams to reinforce memory.

• 2.3D Model Creation: Distribute colorful clay and guide students to create complete 3D cell models. Have them label the parts on paper to visualize the internal layout of the cell.

• 3.Presentation and Consolidation: Invite students to present their clay models, explaining each structure’s name and function. Conduct a quick quiz to review knowledge, strengthen understanding, and encourage communication and expression.

Feedback

“I loved playing with clay when I was in kindergarten, so learning about cells with clay today was really fun!” one child said proudly. “I made the nucleus, vacuole, and chloroplast inside the plant cell.”

Another added, “I really enjoy doing crafts!”

Course Content

• 1.Basic Understanding of DNA: Begin with a question such as “Why do puppies look like their mothers and kittens like their fathers?” to introduce DNA as the molecule that determines traits and appearances, residing inside cells. Show DNA’s role in heredity and its double-helix structure, explaining the four bases and complementary pairing principles using cartoons and diagrams.

• 2.Preparation for the Craft: Explain how to make a DNA necklace: use four colored beads to represent the four bases, string them according to base-pairing rules, and complete the necklace. Provide worksheets for students to find their complementary chain “partners” before starting the craft.

• 3.Creation and Creative Expression: Distribute beads, strings, and materials. Guide students to follow DNA pairing rules as they assemble their necklaces. Encourage them to imagine what “genes” their unique DNA might carry and write these ideas on worksheets—stimulating creativity and biological imagination.

Feedback

“This is my first time learning what DNA is!” one child said.

“I didn’t know DNA needed to pair up—I learned that it has four bases!” another added.

(I) Scientific Knowledge Introduction (20 minutes)

1.Question-driven Opening: The instructor starts with a question: "Kids, do you know there are many invisible tiny creatures around us? What do they look like, and where do they live?" to arouse students’ curiosity and trigger discussions.

2.Animation + Poster Explanation: Play a science popularization animation about the bacterial cultivation process. After the playback, use cartoon illustration posters and easy-to-understand language to explain bacterial morphology (e.g., coccus, bacillus, spirillum), living habits (needing suitable temperature, moisture, and nutrients), and basic steps of bacterial cultivation (preparing culture medium, inoculation, cultivation).

3.Hygiene Knowledge Teaching + Interaction: Teach hygiene knowledge with hygiene comic cards, focusing on the importance and steps of proper handwashing (wet, lather, rinse, cup, dry), and the role of maintaining a clean environment in preventing the growth of harmful microorganisms. Use interactive questions such as "What consequences may occur if you eat without washing hands?" to deepen students’ understanding.

(II) Simulated Petri Dish Graffiti Creation (25 minutes)

1.Introduce Petri Dishes: The instructor introduces petri dishes to students and explains their specific usage in the laboratory, e.g., "A petri dish is a small transparent disc with a lid, where bacteria grow. After inoculating bacteria, the culture medium should be placed upside down, and the name of the bacteria should be written on the bottom of the culture medium."

2.Graffiti Demonstration: The instructor demonstrates how to create graffiti on petri dishes using acrylic markers, drawing simple patterns such as using circles of different colors to represent different types of bacteria and lines to outline the growth trajectory of bacteria.

3.Students’ Creative Graffiti: Students give full play to their creativity and create "microbial paintings" on petri dishes. They can draw the imaginary microbial world, scenes of bacterial growth, or abstract patterns to express their understanding of microorganisms.

4.Naming the "Colony": After completing the graffiti, students create a unique name for the "colony" on their petri dish and write the name on the bottom of the petri dish.

(III) Work Display and Sharing (10 minutes)

Invite students to go on stage to display their works, introduce the work name and creative ideas. For example, "My work is called The Carnival Party of Bacteria. These colored circles represent different bacteria, and they are having a party and playing together."

(IV) Activity Summary (5 minutes)

1.The instructor summarizes the activity, reviews the principles of bacterial cultivation and key points of hygiene knowledge, and praises students’ creativity and active performance.

2.Encourage students to maintain curiosity about science in daily life, pay attention to personal hygiene, discover the beauty in life from an artistic perspective, and announce the end of the activity.

(I) Cell Knowledge Introduction (25 minutes)

1.Visual Opening with Models: Show students 3D cell models (animal cells and plant cells) and ask: "What do you see in these models? Are there any parts that look different between the two?" to stimulate interest in cell structure.

2.Picture + Video Explanation: Use illustrated posters to introduce the basic structure of cells (e.g., nucleus, cytoplasm, cell membrane, cell wall in plant cells) and their functions. Play a short animation about cell division to help students understand the dynamic characteristics of cells.

3.Interactive Comparison: Distribute cell structure comparison worksheets. Guide students to mark the differences between animal cells and plant cells (e.g., plant cells have cell walls and chloroplasts, while animal cells do not) and share their findings in groups.

(II) Microscope Operation and Cell Observation (30 minutes)

1.Microscope Introduction: The instructor demonstrates the components of a microscope (eyepiece, objective lens, stage, focusing knob) and explains their functions, emphasizing the precautions for use (e.g., not touching the lens with hands, slowly adjusting the focusing knob to avoid damaging the specimen).

2.Demonstration of Specimen Observation: Instruct students to prepare their own onion epidermal cell and human oral epithelial cell specimens. Guide them to place the specimen on the microscope stage, adjust illumination, focus using the low-power objective lens, then switch to the high-power lens for detailed observation.(Detailed preparation and observation steps are provided in the course slides.)

3.Group Hands-on Practice: Divide students into groups of 2-3. Each group is given a microscope and two types of specimens. Under the guidance of the instructor, students take turns operating the microscope, observing the cell morphology, and recording the characteristics they see in the observation log.

(III) Result Sharing and Discussion (10 minutes)

1.Group Sharing: Invite each group to send a representative to share their observation results, such as "What shape are the onion cells? What structures can be clearly seen?" and display the observation logs.

2.Instructor Summary: Comment on the observation results of each group, correct common operation errors (e.g., incorrect focusing, improper light alignment), and re-emphasize the key points of cell structure and microscope operation.

(IV) Activity Conclusion (5 minutes)

1.Review the core knowledge of cell morphology and microscope operation, and praise groups with standard operations and detailed observation records.

2.Encourage students to use microscopes to observe small objects in life (e.g., flower petals, insect wings) after class and explore the "hidden world" around them.

(I) In-depth Explanation of Cell Organelles (25 minutes)

1.Storytelling Opening: Tell a story about "A Tour of the Cell Planet" (e.g., "We are now miniaturized and entering a cell. First, we see a spherical structure—the nucleus, which is like the 'command center' of the cell...") to introduce the functions of each organelle in a vivid way.

2.Chart + Video Aids: Use a "cell organelle function comparison chart" to show the shape and function of each organelle (e.g., mitochondria are the 'power station' of the cell, chloroplasts are the 'food factory' of plant cells). Play a micro-video of organelle movement to help students understand the dynamic role of organelles in the cell.

3.Quick Quiz Interaction: Conduct a "guess the organelle" game. Describe the function of an organelle (e.g., "This organelle can package and transport substances in the cell. What is it?") and let students answer to consolidate knowledge.

(II) 3D Cell Model Creation (40 minutes)

1.Model Material Introduction: Show students the materials for making models (clay, foam balls, toothpicks, labels, etc.) and explain how to use them (e.g., use different colored clay to represent different organelles, use foam balls as the nucleus).

2.Model Making Demonstration: The instructor demonstrates making a simple 3D cell model (taking a plant cell as an example): first, use a large piece of green clay as the cell wall, then use transparent plastic film as the cell membrane, and place small clay balls of different colors (representing nucleus, mitochondria, chloroplasts) inside.

3.Students’ Creative Production: Students choose to make an animal cell or plant cell model independently or in pairs. They need to label each organelle on the model and write its function. The instructor walks around to guide and help students solve problems (e.g., how to fix organelles stably).

(III) Model Display and Evaluation (10 minutes)

1.Model Exhibition: Arrange students’ models on the exhibition table. Students walk around to visit and observe the works of their classmates.

2.Student Evaluation + Instructor Comments: Invite 3-4 students to evaluate their favorite models (e.g., "I like this model because the organelles are clearly labeled and the shape is realistic"). The instructor summarizes the advantages and improvements of the models, and reviews the functions of key organelles again.

(IV) Activity Summary (5 minutes)

1.Emphasize the importance of cell structure and organelle functions, and affirm students’ creativity and hands-on ability in model making.

2.Encourage students to use daily materials (e.g., paper boxes, buttons) to make more detailed cell models after class and share them with family members.

(I) Fun Introduction: "We and our cells need energy!" (15 minutes)

1.Somatosensory Interaction: Guide students to perform three actions—jumping 10 times, clapping hands 20 times, and sitting quietly for 10 seconds. Ask: “After which action do you feel more tired? Why do you get tired?” Lead students to conclude that “we need energy for movement.”

2.Animation & Poster Explanation: Play a 3-minute animation: in a cartoon cell, mitochondria are like "small boilers", "eating" bread crumbs (food), with golden sparks (energy) coming out of the chimney. The sparks float to muscle cells (making the arm move) and brain cells (making the child think). Use a mitochondria cartoon poster (showing a cell, marking the "mitochondria" position, with text "I am the powerhouse, generating electricity for cells!").

3.Summary:The instructor explains that mitochondria are small, rod- or bean-shaped organelles within cells, responsible for converting nutrients into energy that the cell can use.

(II) Core Experiment: "Whose 'Energy Bubbles' Are More?" (25 minutes)

1.Introduce Materials:1."Yeast is a living microorganism. When it 'eats' sugar, it produces energy and simultaneously releases carbon dioxide bubbles (like the 'byproduct' when mitochondria produce energy). The bubbles will make the balloon inflate."

2.Group Setup for 2 Comparative Experiments:

• Bottle A: Warm water (35°C) + 1 spoon of yeast + 1 spoon of sugar, stir, then cover with a balloon, label it "Warm Group".

• Bottle B: Ice water (5°C) + 1 spoon of yeast + 1 spoon of sugar, stir, then cover with a balloon, label it "Cold Group".

3.Student Operation & Observation:

• Division of labor per group: 1 person adds materials, 1 person stirs, 1 person puts on the balloon, 1 person records (draw the initial state of the balloon: flat).

• During the 10-minute waiting period, ask students to guess: "Which bottle's balloon will inflate? Why?" (Guide: "Warm places might be more active").

4.Observe Results: After 10 minutes, organize students to gather and observe the two sets of experimental apparatus. Confirm that the balloon of Bottle A (Warm Group) is significantly inflated, while the balloon of Bottle B (Cold Group) remains almost flat.

5.Question & Summary: The instructor explains that in the warm group, the balloon becomes larger because yeast is more active at a suitable warm temperature. This increased activity causes yeast to consume more sugar and produce more energy and carbon dioxide, inflating the balloon. In contrast, a cold environment slows yeast activity, producing fewer bubbles.

6.Analogy Transfer: The instructor draws an analogy, explaining that mitochondria in our bodies are like yeast. They require an optimal temperature to function effectively. At the normal body temperature of 37°C, mitochondria operate at their highest efficiency, producing more energy for cells and enabling us to study and play with greater strength.

(I) DNA Structure Introduction (15 minutes)

1.Visual Opening with Models: Show students a DNA double helix model and ask: "What does this twisted 'ladder' look like? Do you know what it is?" to arouse interest in DNA.

2.Simplified Explanation with Diagrams: Use a "DNA structure simplified diagram" to explain: the "handrails" of the ladder are composed of deoxyribose and phosphate, and the "rungs" are composed of base pairs (A pairs with T, G pairs with C). Use simple language to introduce that DNA carries genetic information and genes are segments of DNA.

3.Base Pair Memory Game: Use colored cards (A: red, T: blue, G: green, C: yellow) to play a "matching game". Students take turns picking a card and finding its matching base card (e.g., pick red A and find blue T), helping them remember the base pairing principle.

(II) DNA Necklace Making (25 minutes)

1.Material Introduction and Demonstration: Show students the materials for making necklaces (colored beads, silver wire, clasps, pliers) and explain the corresponding relationship between beads and bases (e.g., red beads = A, blue beads = T, green beads = G, yellow beads = C). The instructor demonstrates making a DNA necklace: (1) Cut a 30cm silver wire; (2) String beads in the order of A-T-G-C-A-T (alternating base pairs) to form the "rungs" of DNA; (3) Twist the silver wire slightly to simulate the double helix structure; (4) Install the clasp at both ends to make a necklace.

2.Students’ Creative Making: Students design their own "DNA sequence" (e.g., choose their favorite base order) and make DNA necklaces independently. The instructor provides guidance on wire twisting and clasp installation to ensure the safety of using pliers.

3.Necklace Labeling: After completing the necklace, students write their designed DNA base sequence (e.g., A-T-G-C-C-T) on a small tag and tie it to the necklace.

(III) Work Sharing and Appreciation (5 minutes)

1.Necklace Display: Students wear their own DNA necklaces and show them to their classmates, introducing their designed base sequence and the meaning of the color selection (e.g., "I used red and blue beads because they are my favorite colors, and the sequence is A-T-A-T").

2.Instructor Praise: Affirm the creativity and handmade skills of each student, and emphasize that each person’s DNA sequence is unique (just like their necklaces), deepening their understanding of genetic uniqueness.

(IV) Activity Summary (5 minutes)

1.Review the basic structure of DNA and the base pairing principle, and summarize the connection between handmade necklaces and abstract DNA structure.

2.Encourage students to wear the DNA necklace and introduce the knowledge of DNA to family and friends, spreading science popularization knowledge.

(I) Microorganism Knowledge Introduction (20 minutes)

1.Question-driven Opening: The instructor asks: "Have you ever wondered what’s in the water we drink or the pond water in the park? Are there tiny creatures we can’t see?" to arouse students’ curiosity about microorganisms in water.

2.Visual Teaching Aids: Use illustrated posters to introduce 3-4 common microorganisms (e.g., Euglena, Paramecium, Spirogyra) with simple descriptions of their shapes (e.g., Euglena looks like a small spindle with a "tail") and living habits (e.g., Paramecium moves by waving cilia). Play a 2-minute micro-video showing microorganisms moving in water to make abstract concepts concrete.

3.Interactive Discussion: Invite students to share "where else they think microorganisms might live" (e.g., soil, food) and briefly explain that most microorganisms are harmless and even beneficial (e.g., algae produce oxygen), correcting the misconception that "all microorganisms are harmful".

(II) Water Sample Observation with Microscopes (30 minutes)

1.Water Sample Preparation Demonstration: The instructor shows two types of water samples (tap water and pond water) and demonstrates how to take a small amount of water with a dropper, place it on a glass slide, and cover it with a coverslip (reminding students to avoid air bubbles).

2.Microscope Observation Guidance: Review the basic operation of microscopes (aligning light, adjusting focus) with students. Then, guide each group to observe the two water samples in turn: first observe tap water (usually with fewer microorganisms) and then pond water (with more visible microorganisms). Ask students to record the shapes and movement characteristics of the microorganisms they see in the observation sheet (e.g., "a long, green thread-like creature" or "a small round creature that moves quickly").

3.Instructor Patrol Support: The instructor walks around to help groups that have difficulty finding microorganisms (e.g., adjusting the objective lens or light) and points out typical microorganisms to students (e.g., "Look, this is Paramecium—can you see its cilia moving?").

(III) Microbial World Graffiti Creation (25 minutes)

1.Graffiti Theme Introduction: The instructor says: "Now, let’s turn the tiny microbial world we saw into a big painting! You can draw the microorganisms you observed, or imagine what other 'hidden residents' in the water look like—add colors and stories to them!"

2.Creation Guidance: Provide A3 drawing paper, colored markers, and colored pencils. Demonstrate a simple example: draw a blue background (representing water), then draw Euglena with a yellow "body" and a red "tail" (flagellum), and add small bubbles around it. Encourage students to be creative (e.g., drawing microorganisms "playing together" or "carrying small particles").

3.Independent Creation: Students create their graffiti works independently or in pairs. The instructor reminds them to label the names of the microorganisms they draw (if they can remember) to connect art with science.

(IV) Work Sharing and Activity Summary (5 minutes)

1.Work Display: Stick students’ graffiti works on the blackboard to form a "Microbial World Mural". Invite 2-3 students to introduce their works (e.g., "I drew Paramecium and Euglena playing hide-and-seek in the pond water, and added a small fish watching them").

2.Summary: The instructor reviews the key points (common microorganisms in water, microscope observation skills) and praises students for their careful observation and creative expression. Conclude with: "The microbial world is full of surprises—next time you see water, you can think about the 'small friends' living in it!"