Day 3:
Science in the Community  (research on viruses and bacteria)

Ken Bateman, Sue Bros, and Becky Lederman

 

Introduction

 

Although classroom learning is crucial to studentsı study of the sciences, it is also important for students to understand the process of real world scientific discovery.  Without exposure to laboratory research, students may consider science to be simply a classroom construct which names and quantifies processes, but which has no real world application and no creative element.

A visit to an academic research laboratory will introduce students to the process of scientific discovery and give students a more accurate picture of the laboratory atmosphere.  This is important not only to give a context for the studentsı classroom learning, but also to expose students to careers in science and to elucidate the importance of funding for basic research (much of which is federal, and thus of interest to future taxpayers and voters).

The laboratories of Dr. Susan Leschine, Associate Professor of Microbiology and Dr. Leonard Norkin, Professor of Microbiology at the University of Massachusetts at Amherst, present attractive destinations for this field trip.  The research in Dr Leschineıs lab focuses on Microbial Biology and the anaerobic decomposition of insoluble natural polymers and microbes as fuel for biomass.  The research in Dr. Norkinıs lab focuses on virus entry and transmembrane signaling.  This focus on bacteria and viruses is a natural way for students to learn more about this rich topic.  In addition, the visit to the Leschine lab places emphasis on women in science, and how science should be equitable.  This real life example of women in science is an excellent way to augment the classroom study of female scientists. 

The visit at each lab will consist of the research scientist giving the students a tour of the laboratory.  Within that tour, the scientist will show the students the equipment that he and she use to carry out their experiments.  Professor Leschine will give a brief presentation on how to sample a bacterial colony and smear it onto an agar plate.  Students will use this technique later on in the unit.  Additionally, the scientists will describe to the students the type of research that he or she does.  Students are encouraged to ask the scientists questions relating to the way science is done and the research that is being performed in the lab.   

Name Ken Bateman, Sue Bros, and Becky Lederman

Bacteria and Viruses Unit

Class 9th and 10th Grade Biology

Day 3

 

Topic: Science in the Community (research on viruses and bacteria)

 

Reference to MA Science Framework and/or NSES: 

 

The structure and function of cells

 

Global and Curricular objectives for students:

 

Brief description of lesson (include start, middle, and end)

 

  1. Student will come to class prepared to leave for the University of Massachusetts
  2. Before leaving for the University of Massachusetts, he class will have a small discussion on the nature of science with regard to science in the laboratory.  Students are asked to think about the way science done in the classroom compares to the science in the laboratory.
  3. The class will go to the University of Massachusetts to meet with Professors Leschine and Norkin.
  4. The class will be given a tour of each laboratory.
  5. The class will be given to opportunity to ask questions of the professors.
  6. Students will be advised to ask questions relating to how science is done and how discoveries are made.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Homework

Students are asked to write a one page essay on the difference between school based science and science in a laboratory at the University of Massachusetts.   

Lesson evaluation (Identify successful management, learning, enjoyment and the evidence of it. Refer to objectives. Areas for development.)

 

Successful learning will be evident:

  • If students can effectively describe the difference between science in the classroom and science in the laboratory
  • If students actively participate in the visit to the lab by asking questions to the researchers

Successful management will be evident:

  • If students can actively participate in a discussion with the researchers
  • If students say on task while on the field trip

Student assessment (Knowledge, skills, and understanding)

Students will be assessed on their ability to compare laboratory science and classroom science.  Students will be assessed on the questions that they ask to the scientists.

New targets

To take what has been learned in the laboratories and integrate that into the upcoming classroom activities.  To have students think about the way science is done before preparing for a classroom scientific experiment.

 

Adjustments for special needs students:

 

Special needs students should be monitored to ensure that they remain on-task during the field trip.  Additionally, care should be taken to ensure that special needs students are given space to participate in the group discussion. 

 

Materials, equipment and supplies:

 

Bus, Contact with Dr. Le Professors Leschine and Norkin

 

Safety concerns:

 

Students should take care not to touch any equipment while they are in the laboratory

 

Day 2

Day 4

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