Lesson Plan Handout #4
Collaborative Lesson Plan
Teachers Name: Brian McClain
Schools Name: Thomas Jefferson HS
Subject Area: Environmental Science
Grade Level: 11-12
State Standards:
National Standards:
Lesson Title: Developing a Bioremediation Plan for a Future Resort Site
Lesson Length: 5 periods
Lesson Overview:
The students will prepare and present a plan of bioremediation for a hypothetical site, based on analysis of data collected as well as research the students will do. The students are members of competing environmental companies that are presenting remediation plans to the developer of a proposed resort site in hopes of being awarded the contract.
Unit Outcome(s):
· The students will work collaboratively to develop a proposal for a bioremediation course of action
· The students must present the material to the class/teacher, utilizing graphs, posters, PowerPoint and video.
List of Materials:
· Access to the internet
· Exxon Valdez video
· The students will be presented with a detailed description of the hypothetical site and the relevant environmental factors that may have impacted the site.
o Photos of fish and macroinvertebrates located at the site (student will need to ID the specimens and determine their role as bioindicators).
o Provide a hypothetical map of the site showing past and present land use.
· Students will be presented with articles and websites that contain current information regarding bioremediation.
HANDS ON / LAB MATERIALS
· Water samples collected from aquatic rocks
· Poured Petri dishes
· Sterile swabs
· Incubator
· Diagrams of bacterial colonies
INSTRUCTIONAL SEQUENCE
Engage the Learner: These activities mentally engage students with an event or question. Engagement activities capture students' interest and help them to make connections with what they know and can do. The teacher provides an orientation to the unit and assesses students prior understanding of the concepts addressed in the unit.
Students will be shown a short video regarding the Exxon Valdez oil spill of 1989. The video was distributed by the Exxon Corporation, but this information will not be revealed to the students prior to the discussion session. The video depicts the conditions after the oil spill as well as the bioremediation efforts.
Discussion Questions:
· What are the negative impacts on the environment?
· What economic impacts has this had on the local residents?
· What is bioremediation?
· How was bioremediation utilized in this case?
· Can you determine the source of the video (who released and directed the video)?
· What biases are presented in this video?
· Is there any additional information you would want to know if you were a juror on the case determining punitive damages?
Explore the Concept: Next, students encounter hands-on experiences in which they explore the concept further. They receive little explanation and few terms at this point, because they are to define the problem or phenomenon in their own words. The purpose at this stage of the model is for students to acquire a common set of experiences from which they can help one another make sense of the concept. Students must spend significant time during this stage of the model talking about their experiences, both to articulate their own understanding and to understand another's viewpoint.
Objective: Students will understand that bacteria are naturally occurring in all environments and they may serve a vital role in nutrient cycling. Students will display proper lab technique in creating bacteria cultures.
The students will use microbiology techniques to plate bacteria that naturally exist in the local aquatic environment.
· Provide or collect samples from a local stream system
· Students will use proper microbiology techniques to culture the bacteria present on rocks from a stream system (focus on rocks since they are most likely to present a biofilm)
Discussion Questions:
· Describe the colonies (complete a data chart of the size, number, color, elevation, edge and smell of the plated cultures)
· Provide a list of 4 species of bacteria. The students must determine which species are most likely in the culture. (Ex: pseudomonas aeruginosa (+), E. coli (-), lactobacillus (-), mycoplasm tuberculosis (-))
Explain the Concept and Define the Terms: Only after students have explored the concept do the curriculum and/or teacher provide the scientific explanation and terms for what they are studying. The teacher may present the concepts via lecture, demonstration, reading, or multimedia (video, computer-based). Students then use the terms to describe what they have experienced, and they begin to examine mentally how this explanation fits with what they already know.
PowerPoint lecture focusing on the following concepts and terms:
TERMS/CONCEPTS:
· General characteristics of bacteria
· Overview of negative bacterial species
· Overview of positive bacterial interactions
· Focus on ecosystem interactions (mutualisms, commensalisms, nutrient cycling, etc.)
· Using bioindicators to evaluate the health of an ecosystem
· What are biofilms
· The use of biofilms in environmental remediation
Elaborate on the Concept: The next stage of the model serves to help students elaborate on their understanding of the concept. They are given opportunities to apply the concept in unique situations, or they are given related ideas to explore and explain using the information and experiences they have accumulated so far. Interaction between the students is essential during the elaboration stage. By discussing their ideas with others, students can construct a deeper understanding of the concepts.
Students will be placed in groups of four by the teacher. Each group will be responsible for creating a bioremediation plan for a proposed development site. Each group will present the plan to the property owner/developer (the teacher) who will decide which firm will be awarded the job.
Property Development Overview: The 1000 acre site of proposed development is located in Somerset County Pennsylvania. The topography includes a stream, wetlands, rolling fields and mountains (see map). The goal of the owner is to provide a resort community with condominiums to be visited by outdoor enthusiasts, especially trout fishermen. The owner is very concerned with environmental conservation and “green” building techniques will be employed throughout the process.
In order to attract anglers, the aquatic environment must be reclaimed to assure appropriate conditions for trout species. In 1950 the last several coal mines were closed in the land area surrounding the proposed site. Since that time, pH has decreased in the stream, and the native Brook Trout population has declined significantly. Your group will be provided with water samples and examples of macroinvertebrates and fish species currently found in the waterway.
The goal of your Environmental Consulting Corporation is to:
· Evaluate the macroinvertebrate and fish species present in the stream
· Evaluate the water chemistry of the stream (pH, dissolved oxygen, dissolved solids)
· Develop a bioremediation plan to combat the acid mine drainage flowing into the stream
· Increase the native population of Brook, Brown and Rainbow Trout.
· Prepare a professional presentation of your plan for the land owner
Resources (you may use your own research, these items can be useful to get started)
Evaluate students' Understanding of the Concept: The final stage of the model has a dual purpose. It is designed for the students to continue to elaborate on their understanding and to evaluate what they know now and what they have yet to figure out. Although the key word of the stage is evaluate, the word does not indicate finality in the learning process. Indeed, students will continue to construct their understanding of these broad concepts throughout their lives. Evaluation of student understanding should take place throughout all phases of the instructional model. The evaluate stage, however, is when the teacher determines the extent to which students have developed a meaningful understanding of the concept.
Presentation Expectations:
1. Introduce yourselves, state the name of your firm and give a brief history of your qualifications.
2. Given the species currently found in the stream, what is your plan to increase biodiversity with regard to the acid mine drainage?
3. Support your plan with current research and techniques involved in the bioremediation process.
4. In your words explain the specific role of the bacteria in the process. (Remember that you are presenting to someone who may not have an environmental/biological background.)
5. Show your plan and support it with current data that will convince the land owner it is worth the expense involved. How can you assure the owner that it will work?
References: Please cite any references that you have used
http://www.fish.state.pa.us/mpag1.htm
Use this resource to identify the fish and macro invertebrate species
http://209.85.215.104/search?q=cache:UotNHBlW0lIJ:www.aseanbiotechnology.info/Abstract/21020123.pdf+biofilms+and+bioremediation&hl=en&ct=clnk&cd=3&gl=us
This is an article regarding the use of biofilms in bioremediation
http://www.erc.montana.edu/Cbessentials-SW/research/default.htm
Montana State Center for Biofilm engineering
http://www.scientific.net/Development+of+a+Novel+Biological+System+for+Removing+Manganese+from+Contaminated+Waters.html
Current research regarding the use of biofilms in the removal of manganese from aquatic environments
http://www.iwaponline.com/wst/05501/0019/055010019.pdf
The role of biofilms in water reclamation and reuse
http://www.learner.org/channel/courses/biology/units/microb/experts/camper.html
Research regarding biological treatment of drinking water and microbial regrowth in drinking water distribution systems.
http://www.erc.montana.edu/res-lib99-sw/AnnualReports/2003-report/2003_AnnRep_TextOnly.pdf
Biofilm research projects
http://www.iwracs.ce.ttu.edu/WRG/Current_Research.htm
Biofilm use in space exploration technology (Using bacteria to breakdown contaminants in the water recovery systems of a space shuttle)
http://www.sciencedaily.com/releases/2000/12/001204071713.htm
Mine remediation and related projects
Mentoring Teachers Through Pedagogical Content Knowledge Development: Grant # R305M050264
US Department of Education – Institute of Education Sciences: Allegheny -Singer Research Institute
Dr. Luanne Stoodley, Dr. Michelle Zuckerman-Parker & Rachel Becker
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