CU INVESTors
Inclusive Excellence in Science and Technology
Animal and Bacterial Cells
In this project we wanted to emphasize the two main types of cells: eukaryotic and prokaryotic, we also wanted students to improve their microscope skills. To do this the students used their own cells stained with iodine and bacteria cells from a sample of yogurt stained with blue ink. These cells were deposited on a microscope slide and covered with a cover slip. The students were asked to focus the microscopes to the best of their abilities and to share their findings with a partner. The CU Investors provided examples of properly focused samples if the students were having difficulties with their microscopes.
For most of the students this was their first time hearing the terms “prokaryotic” and “eukaryotic,” we wanted them to understand what these meant by providing them with everyday examples. They were able to recognize key differences between the two types of cells like the relative amount and color (even if this difference was due to the different stains). This reinforced the information that they had learned in the lesson we presented. During the activity the students were excited to work with the microscopes, for many it was a new skill that they were learning and their enthusiasm for it was infectious. Some of the students were very successful and were even able to identify the nucleus in their eukaryotic cells! The students demonstrated a lot of patience when trying to focus their samples and seemed to gain a better understanding of how to use a microscope.
This was a very successful activity to bring to the classroom. Everyone was able to be involved in the activity and it reinforced the information that we were presenting. The students seemed engaged and could correctly answer the questions we had for them at the end of the activity. The project was also relatively low cost since the school provided the microscopes, only the slides and the dye had to be purchased. Overall it was a fun and interactive activity that we look forward to repeating in the future.
Microscope Activity
Pin the Organelle on the Cell
This activity was a take on “pin the tail on the donkey,” the goal of it was to help the students become more familiar with differences between two types of cells. A lesson on eukaryotic and prokaryotic cells was presented to the students before this activity that emphasized the important characteristics of each cell type, then each student was given a card with either a picture or label. The first part of the activity was for the students to divide into two groups depending on which cell type their card went with, they were either part of the eukaryotic cell or the prokaryotic cell. After the students had successfully organized themselves they had to find their “match,” this would be the student within their group that had the picture or label that corresponded to their own card. They then got into a line with their partner and when they got to the front were spun around five times before attaching their cards to the appropriate board and location.
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The students seemed to really enjoy this activity! It required movement, communication, and a little bit of chaos. A lot of this information was new to the students, but they were still able to complete it correctly (with some help at times). They seemed to struggle the most with matching the organelle to its name, we found that explaining the tricks that we use to remember them during the lesson was very helpful for the students when it came time to apply it. In addition to learning more about cells this project also promoted teamwork. Everyone was involved, had a chance to participate, and had to work with the other members of their “cell” to be successful. This activity was a lot of fun and corresponded well with the material we went over!
Epidemiology
In November 2017, at McCants Middle School, we taught a lesson on epidemiology. The students were just starting to learn about cells, so all of our lessons this visit focused around different types of cells. This lesson in particular focused on the idea of “germs” and how these cells spread from person to person to cause disease outbreaks. Lotion that fluoresces under UV light was used to track those who were infected as the students shook hands with one another. The student’s kept track of who they shook hands with each round and this information was used to trace back to “patient zero”, the student who began with the fluorescent lotion. The students LOVED this activity and it was fun to watch. There were a few issues when attempting to find patient zero, but this proved a great teaching point about epidemiology. We just explained that first, a classroom is a small population so that changes things, and also, no matter what this is a hard task to complete. The students not only got to see first hand how easily germs spread, but they also got to use their problem solving skills to work through a difficult puzzle. Once the lesson was complete, I discussed more the students what being an epidemiologist entails and how difficult, but important the job is. The student’s definitely learned a lot in this lesson, but overall I think they all will want to wash their hands much more often now.