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Robert Kiefer and Michele Grinar

Teachers as scientists, scientists as teachers. 2010-11 plan. Robert Kiefer and Michele Grinar.

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Robert Kiefer and Michele Grinar

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  1. Teachers as scientists, scientists as teachers 2010-11 plan Robert Kiefer and Michele Grinar The work reported herein was supported in part by the National Science Foundation through a grant to Temple University. The opinions expressed do not necessarily reflect the position of the supporting agencies and no official endorsement should be inferred.

  2. Planned Activities • Establish a Science Club • Support Science Fair activities • Support students’ participation in Philadelphia Envirothon • Upload materials to FLC room 216 Facebook Page! • Develop interest in Summer Internships • Write grant for garden, greenhouse, equipment • Identify Field trip venues • Engage guest speakers • Bring in research specimen (Daphnia, planaria, algae, plants)

  3. FLC and Learning Activity Packet (LAPs) • LAPs are what other schools may refer to as a unit • Generally 15-25 lessons in length • Follow SDP Curriculum and pacing schedule • Fosters group dynamics • Allows for adjustments for individual(s) based on student &/or groups • Alternative “Friendly” Assessments

  4. FLC & Problem Based Learning • FLC uses a PBL approach • All LAPs incorporate some degree of PBL focus • Example: LAP #1 – Scientific Process: A macroscopic benthic survey. • PBL: Propose, based on what is found, whether or not the level of species diversity is typical of Pennsylvania creeks. • PBL: How could you determine if the creek becomes more polluted over time?

  5. Teacher to scientist: LAP to Lab • LAP 1(September): Scientific Process • Planned field trip to the Wissahickon Creek • Lab: Macroscopic Benthic Survey • PBL: Propose if diversity found is typical • LAP 2 (October): Macromolecules • Properties of water • Nucleic acids: DNA • Lipids: cell membrane • Lab: water testing, Wissahickon creek • PBL: What do we care if there are “inorganic nutrients” in our beloved creek? Aren’t nutrients good?

  6. Teacher to Scientist: LAP to Lab • LAP 3 (Nov): Cell Structure • Expand on cell membrane • Discuss DNA extraction • Introduce halotolerant organisms • Lab: microscopic analysis of LAP 1 survey preserved sample • PBL: Why is it important to ensure the water lines don’t get crossed at the Adventure Aquarium for the fresh and salt water exhibits? • LAP 4 (Dec): Respiration and Photosynthesis • Osmosis and diffusion • Discuss chemosynthesis of deep sea organisms • Lab: Respiration lab with plants from survey • PBL: How does this LAP explain why I get out of breath while returning to Room 216 after a fire drill? Sometimes I even feel dizzy afterwards too!

  7. Teacher to scientist: LAP to Lab • LAP 5 (Jan): Mitosis and Meiosis • Discuss asexual reproduction: pros and cons • Lab: Planaria regeneration • PBL: Would planaria be a good organism to study if I wanted to know more about cancer, stroke damage or heart attack damage? • LAP 6 (Feb): Protein Synthesis • Transcription and translation • Discuss sexual reproduction • Lab: genetic diversity in sexually reproducing organisms • PBL: Why would a worm living at the bottom of the ocean need larger hemoglobin molecules than Aunt Sally, Uncle Bill or you? • PBL: How is it that one tiny genetic change in hemoglobin can cause a disease as serious as sickle cell anemia?

  8. Teacher to scientist: LAP to Lab • LAP 7 (March): Mendelian Genetics • Dominant/recessive characteristics • Monohybrid/dihybrid cross • Punnett squares • Lab: use of computer software to analyze sequenced genes from Temple University • PBL: Are we selectively excluding lefties (left handed people) from a happy and fulfilling life? Studies show that lefties live an average of ten years less than righties. • LAP 8 (April): Evolution • Convergence/divergence • Assignment: Phylogenetic tree • PBL: Why do some Homo sapiens have light hair and light eyes while others have dark hair and dark eyes? Is there a majority? Who is better looking?

  9. Teacher to scientist: LAP to Lab • LAP 9( May): Taxonomy • Kingdom overview • Lecture: phylum Annelida and Mollusca • Lab: use of taxonomic key to identify preserved organisms from Wissahickon Creek sample • Lab: students’ creation of taxonomic key using organisms from Temple University • PBL: Would it be a good idea to drink the water from our beloved Creek?

  10. Teacher to scientist: LAP to Lab • Lap 10 (June): Ecology • Oil spill • Diversity at hydrothermal vents • Richness vs. evenness • Lab: community diversity analysis using Shannon-Weiner diversity index • Using pictures of deep sea communities • PBL: You, a private citizen, find yourself with some time on your hands. You go to the Gulf coast to help. Where will your efforts be best spent, and doing what?

  11. Genetic Diversity Lab k9trainingservices.com We know our pets are genetically diverse. They have their own quirks and personalities. They are individuals. Which of their traits are genetic? Photo by Michele Grinar It’s not so easy to imagine one of 30,000 gastropods at the bottom of the ocean as being genetically diverse, but they are. They are individuals with genetic traits, just like Spot and Fido!

  12. Genetic Diversity Lab • Observe photo of favorite pet • Report genus and species • List all physical traits • Decide, for each trait, if it is genetic • PBL: why is this organism a genetic individual? • PBL: name an organism that is not a genetic individual. Why not?

  13. Genetic Diversity Lab • Obtain 3-4 preserved individuals of each deep sea species from specimen jars • Examine under dissecting microscope side by side • Sketch each organism • Note similarities and differences between individuals • Report all physical traits • Decide if each trait is genetic • PBL: why are these organisms genetic individuals? • PBL: Does this have anything to do with life here on land?

  14. Lab: Genetic diversity • Genetic Diversity Report • What is the genus?__________________________________________________ • What is the species?_________________________________________________ • What is the common name?___________________________________________ • List all traits of this individual. Genetic trait? Y/N • Size: • Color and pattern: • Physical features:

  15. Envirothon • Areas of study include: • Aquatic ecology • Animal identification through footprints, skins, scat • Forestry • Bird calls • Fish and game regulations • Endangered species

  16. Congratulations to the 2010 Philadelphia County Envirothon Winners! “Try to look surprised when you win.” Experts in the field Special recognition Forestry winners “C’mon, guys, you don’t look surprised.”

  17. 2010-2011 Academic Year: Focus on Goals High school students: “Academic improvement and a deeper interest in science” Graduate Student: “Show improved communication skills” High school teacher: “Exposure to real world lab science and application in the classroom” Focus on Results

  18. Shell and Bob Working in the Lab

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