How do small things make a big difference? - Project NEURON · 2014. 7. 30. · How do small things...
Transcript of How do small things make a big difference? - Project NEURON · 2014. 7. 30. · How do small things...
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How do small things make a
big difference? Microbes, ecology, and the tree of life
Teacher Workshop
July 28-30
Project NEURON and Project MICROBE
University of Illinois
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Workshop Goals
• Experience Project NEURON/Project MICROBE Curriculum Materials as a learner and teacher
• Interact with University of Illinois Scientists and Science Educators
• Develop a community of teachers
• Integrate Curriculum Materials with your local curriculum
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Day 2: July 29
Time Session
9:00 am Lesson 3: What are microbes?
10:00 am Lessons 3 reflections
11:00 am Lesson 4: What do microbial communities look like?
12:00 pm Lunch
12:30 pm Lesson 4: What do microbial communities look like? (Contd.)
1:30 pm Lesson 4 reflections
2:00 pm Break
2:15 pm Lesson 5: How do microbes interact with humans?
3:30 pm Lesson 5 reflections
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The Curriculum Unit
How do small things make a big difference?
Microbes, ecology, and the tree of life
• Lesson 1: How did the tree of life change through history?
• Lesson 2: What is the current tree of life model?
• Lesson 3: What are microbes?
• Lesson 4: What does a microbial community look like?
• Lesson 5: How do microbes interact with humans?
• Lesson 6: What can happen when my microbiome is
disturbed?
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Lesson 3: What are microbes?
Learning Objectives
• Students recognize the diversity of microbes.
• Students construct and use their own conversion tables to calculate measurements in different units.
• Students use the concept of scale to calculate the new size of their microbes and to construct their microbes to scale.
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Lesson 3: Activities
Activity 1: Microbes video
Activity 2: Putting microbial scale in context
Activity 3: Microbe mural
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What are Microbes?
In this lesson we will be focusing on microbes.
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Activity 2: Microbial scale in context
(Scale, proportion, and quantity)
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Activity 3: Microbe Mural
• Activity 3:
1. Magnify your microbe by 5,000 times.
2. Construct your magnified microbe using the rulers and materials provided.
3. Place your microbe on top of the magnified period.
4. 10 minutes
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Activity 3: Microbe Mural
• Discussion
1. Group microbes based on domain
2. Group microbes based on what they live.
3. Group microbes based on what they eat/produce.
What patterns do you notice?
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Lesson 3: Reflection
• What went well?
• What didn’t go well?
• What modifications would you make for your classroom?
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The Curriculum Unit
How do small things make a big difference?
Microbes, ecology, and the tree of life
• Lesson 1: How did the tree of life change through history?
• Lesson 2: What is the current tree of life model?
• Lesson 3: What are microbes?
• Lesson 4: What does a microbial community look like?
• Lesson 5: How do microbes interact with humans?
• Lesson 6: What can happen when my microbiome is
disturbed?
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What is modeling? (Connections to NGSS)
• Modeling… – takes many forms
– is a way to represent a complex system
– is used to describe, explain, and/or make predictions
– is a way to make student thinking visible
– a process (model-ING)
– opens opportunities for questioning, reasoning, advancing understanding
Diagram/Drawing Conceptual Mathematical
http://www.riverblindness.eu/zooprophylaxis/ www.propertyweek.com http://gulfsci.usgs.gov/tampabay/model/
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Lesson 4: What do microbial communities
look like?
Learning Objectives
• Define and use the terms organism, population, community, and ecosystem
• Describe the metabolic diversity of microbes
• Develop and explain a model of nutrient cycling among microbes in the Winogradsky column
• Explain the stratification of microbes in the Winogradsky column based on the availability of resources.
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Activity 1: Winogradsky columns
• What is an ecosystem?
• Building Winogradsky columns
– Resource: Winogradsky column protocol
• Observing Winogradsky columns
– Student sheet: Inside a microbial ecosystem
– Microbial field guide
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Lunch
Time Session
9:00 am Lesson 3: What are microbes?
10:00 am Lessons 3 reflections
11:00 am Lesson 4: What do microbial communities look like?
12:00 pm Lunch
12:30 pm Lesson 4: What do microbial communities look like? (Contd.)
1:30 pm Lesson 4 reflections
2:00 pm Break
2:15 pm Lesson 5: How do microbes interact with humans?
3:30 pm Lesson 5 reflections
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Activity 2:
Modeling microbial nutrient cycling
• Work in groups of 3-4
• Task:
– Develop a model of nutrient cycling between microbes in the Winogradsky column
– Use your model to answer questions in the student sheet
• Time: 30 minutes
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Reflection (Lesson 4)
• What went well?
• What did not go well?
• How would you use this or modify it for your classroom?
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Break: 15 minutes
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Analyzing & Interpreting Data (Connections to NGSS)
• Data from published science papers
• Experience with primary literature
• Analyzing and interpreting data – an authentic experience
Kong, H.H. (2011). Skin microbiome: Genomics-based insights into the diversity and role of skin microbes. Trends in Molecular Medicine. 17(6): 320-328.
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Lesson 5: How do microbes interact with
humans?
Objectives:
• Explain why the diversity of microbes in/on the human body is important.
• Describe how microbes can protect humans.
• Discuss the mutualistic relationships between microbes and humans.
• Analyze and interpret data from recent scientific research.
• Construct a model of the human microbiome.
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Jigsaw Activity: In the classroom
Step 3: a)Report & discuss findings b)Develop revised model
based on new information
Step 1: Develop initial model
Lesson 5: How do microbes interact with humans?
JIGSAW ACTIVITY
Home/ Jigsaw Group
Expert Group
Step 2: Become “experts” by reading and analyzing data
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Jigsaw Activity: Today
• Become an expert! Each person pick a different reading. (10 minutes)
– Microbes that affect our body weight
– Our skin microbiome
– Microbes educate immune cells
– Intestinal microbiota development in infants
– Microbes and the blood-brain barrier
– Using microbes as treatment of bacterial infection
• As you read think about…
What roles do microbes play in/on our bodies?
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Lesson 5: Putting the pieces together
What roles do microbes play in/on our bodies?
• Report and discuss your articles’ findings.
• Using this new information, how would you revise your model of the human microbiome?
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More microbe articles!
• Microbes and acne
• Bacteriophage therapy
• Forensic microbiology
• Antibiotic resistance
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Homework:
Find one example of microbes in the news