The Budding Biotech Program Presents… MYSTERY

guiltlesscyanBiotechnology

Dec 3, 2012 (4 years and 11 months ago)

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The Budding Biotech Program Presents…







































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Day 1
@
WKBG

Students arrive at camp and get registered with name tags.


(ACT 1)
As registration completes a lab tech (actor) runs into the welcome area and explains the professor
leading the camp has mysteriously disappeared and all her lab technicians are sick! Instead of the planned
activities for the week, can the students help fin
d Professor Nico

T
iana

(tobacco scientific name)

and determine
what is making the lab techs sick?


The students agree to help out and are taken to the scene of the crime…the greenhouse. The students collect
all relevant materials
and take them

to the class
room building
where they
are
split into

special investigative
units
(SIUs)
for the remainder of camp.

They are told that before they begin investigation they must learn
about the proper way scientists explore the world around them, the scientific method. A
fter the learning
lesson and activity the students are told to explore WKBG to gather information and clues. Posing as garden
volunteers and

staff (pruning, raking)
“undercover” i
nstructors
will be

stationed throughout WKBG to teach
the kids, 2
-
3 grou
ps at

a time, about WKBG as they’re

are interviewed by our new sleuths! Someone will
eventually find Professor
Nico

T
iana
’s n
otebook full of clues

(really full of the lab exercises to completed
throughout the camp)
, and pages from her notebook scattered around WKBG. Students will reconvene in the
classroom to share what they have learned and record new information. Students will again be dismissed to
collect more clues, water samples and bacteria samples from the
gr
eenhouse, to determine what is making
the lab techs sick.

Again
,

from undercover

instructors in all locations
,

students will be taught

as they come to
each area. In the lab an undercover instructor will be busy working

(watering plants, etc)
and
when
appro
ached will

teach the students about collecting bacteria

using the materials in the lab. A
t the pond 1 or 2
undercover instructors will be stationed with the proper materials to show the kids how to collect water
samples.


Students will again reconvene to l
abel all samples and record all new information.

(ACT 2)
I think we’ve learned everything we can here at WKBG,
but Professor
Nico Tiana

had a lab

at OMSH
-

maybe we should look there tomorrow!

1.

Act 1:
The professor is missing and his lab techs are sick
-

he
was working on an important project
-

can you help us?

2.

Students collect clues in the greenhouse and take them to the classroom

3.

Learning Session
: Scientific Inquiry


3.1.

Scientific Method

3.2.

Data recording

3.3.

Measurement

4.

Activity:

Scientific Method
-


How scientists do science

5.

Activity:
Students explore the Garden
& Collect Samples

5.1.

Learn about WKBG
-

learn how to ID some basic types of plants


5.2.

Find the professor’s note book with hints and coded messages
-

scavenger hunt!

5.3.

Find slips of paper written in
code


6.

Activity:
Collect water samples from the pond


7.

Activity:
Collect
bacteria
samples

from the greenhouse and classroom


8.

Act 2:
He has a lab at the OMSH
-

maybe we should go there next?








Day 2
@
OMSH


Students arrive and get settled.

(ACT

3
)

Please investigate your clues from the Garden and find out what has been making us sick. Is it the pond water? Is
it something from the greenhouse?

All
special investigative units
find their samples in the lab. Students complete the scientific method in t
heir
notebooks to investigate the cause of illness. First students learn about aquatic organisms and how keys work.
Then they observe their samples under the microscopes and determine no organisms in the pond water could
make the lab techs sick unless they

were drinking the water (they discovered at WKBG the water was just used
to water the plants). So they move on to the bacteria samples. Students are taught all about bacteria and
antibiotics and learn about an experimental test that they might be bale to
used to find the antibiotic that will
heal the lab techs!
They explore OMSH and collect more samples. The students determine which items to test.
They inoculate petri dishes and insert several antibiotic discs, keeping good notes in their lab notebooks!


1.

Act 3: Please investigate your clues from the Garden and find out what has been making us sick. Is it the pond water?
Is it something from the greenhouse?

2.

Students find all their samples from the Garden have been transported here
. Bacteria from their sampl
es has grown
in perti dishes.

3.

Students complete scientific method to determine cause of illness & record in notebooks

4.

Learning Session: Aquatic Organisms

4.1.

Protista

4.2.

Aquatic Plants

4.3.

Taxonomic Key

5.

Activity:
Identify
Pond Organisms

5.1.

Record Data

5.2.

Determine no pond

organisms could be making lab techs sick unless ingested

6.

Learning Session:
Grow
Bacteria

6.1.

Types (shapes)

6.2.

Bacterial Evolution

6.3.

Antibiotics

7.

Activity: Susceptibility of Bacteria to Antibiotics

7.1.

Prepare petri dishes

7.2.

Add antibiotic discs




















Day 3

@
WKBG


Students arrive.


(ACT 4)

So you’re collecting data
to get us feeling better? Thank

you so much! Now what about the professor?
We can
tell you the professor spent a lot of time with his tobacco plants, maybe that’s a good place to start. You’ll
need to learn
a lot about them to fi
gure out what’s happened to
professor

Nico Tiana.

Students again explore WKBG and find more coded clues. In the process they meet several undercover instructors that
teach them about plant parts, life cycles and photosyn
thesis, all the while taking detailed notes. Each Special
Investigation Unit goes to the greenhouse and collects plant
specimens

and takes detailed notes on each plant. The
students return to the classroom and begin to focus on the tobacco plants themselve
s. They
lead and inquir
y
-
based
exploration of the plants based on what they just learned and the notes they took when they collected the evidence.
They are grouped into healthy, under
-
watered, not enough sun, and sick pants. The students further explore t
he sick
plants and using the clues they have found so far, determine the sick plants have TMV.

(Act 5)

TMV
-

Oh no! What could the professor have been working on? Do you think that’s what’s made us sick? Why are
some of his plants sick? Can you all researc
h TMV for us? Is there any place here in Owensboro that works with it?


1.

Act 4: So you’re collecting data to get us feeling better? Thank you so much! Now what about the professor? We can
tell you the professor spent a lot of time with his tobacco plants, m
aybe that’s a good place to start. You’ll need to
learn a lot about them to figure out what’s happened to the professor.


2.

Learn
ing S
ession
: S
tudents chose who to interview

2.1.

Plant parts

2.2.

Life Cycle

2.3.

Photosynthesis

3.

Activity
:
Compare and contrast tobacco plants

3.1.1.

TMV

3.1.2.

without enough water

3.1.3.

without enough sun

3.2.

Record in

notebook

3.3.

Make Leaf scrap book

3.4.

Analyze data

3.4.1.


Use a taxonomic key to find out what’s wrong with some of the plants

3.4.2.

Determine

some plants are infected with TMV

4.

Act 5: TMV
-

Oh no! What could the professo
r have been working on? Do you think that’s what’s made us sick? Why
are some of his plants sick? Can you all research TMV for us? Is there any place here in Owensboro that works with
it?



















Day 4

@
WKBG,
KBP


Students who looked up TMV the night before can tell the class about it and hopefully
someone
will have found out
about KBP

(if not we can work it into Act 6).

Act 6
:
What did you guys find out? KBP? Ok! Let’s go!


Students will travel to KBP and get a to
ur of the facility and a group lecture/interview with both Drs.Hyatt about
tobacco plants, TMV and the cancer vaccine. When students get back to the lab at OMSH, they will break up into their
Investigative Units and discuss what they found out at KBP (ins
tructors will facilitate and generate questions about you
can tell if someone has cancer). Students will then have a lesson on DNA and cancer and complete the electrophoresis
activity.

Act 7: So the DNA is made up of code? Maybe DN
A can help

us break the

code the professor left? How can we get the
DNA code? We’re getting closer to finding him! Are you any closer to determining the cause of our illness? Is it in the
pond water? Is it something in the greenhouse?


1.

Act 6
:
What did you guys find out? KBP?
Ok! Let’s go!


2.

Students travel to KBP and meet lots of characters

2.1.

Tour with Hugh Hayden (what is KBP)

2.2.

Talk with Drs Hyatt (biotechnology and plant pharmaceuticals)

2.3.

Investigate TMV

and cancer cure

3.

Return to
OMSH
-

student
-

lead discussion on
biotechnology,
TMV and cancer vaccine.

4.

Lesson: Cancer & Electrophoresis

5.

Activity: Cancer & Electrophoresis

5.1.

Students prepare gels

5.2.

Run

test

5.3.

Record results

6.

Act 7: So the DNA is made up of code? Maybe DNA can helps us break the code the professor left? How can we get
the DNA

code? We’re getting closer to finding him! Are you any closer to determining the cause of our illness? Is it in
the pond water? Is it something in the greenhouse?


























Day 5
@
OMHS

& OCRP


Students start the day by getting out their
bacteria cultures and measuring the halos of inhibited growth around each
antibiotic. The overall one that works the best is one the class prescribes for the lab techs!

(ACT 8)
Oh thank you for the medicine! Any luck on the DNA code?

Next the students wo
rk on figuring out Professor Nicotina’s code by extracting DNA. The students learn more about DNA
and how extraction works and how sequencing works. After they have extracted their DNA, each Special
Investigation

Unit gives
their

sample to the lab techs. T
he techs disappear with the samples and come back with the DNA sequence.
Each group uses the code clues they discovered at WKBG to break the DNA code! It will read “Meet me at the
Owensboro Cancer Research Program.” Students will go to the OCRP and have a
tour. At the end of the tour they will
meet Dr. Nicatina.

(FINAL ACT)

P
rofessor

Nico Tiana

tells the kids
s
he had to test them to find out if they would make good scientists and
health professionals. He says Owensboro will need them to keep working so
someday they can discover new cures and
advances in medicine and science.

Graduation
-

Students will receive a BBP diploma and
gift bag

from Professor
Nico

T
iana

and officially graduate from the
program!


1.

Lesson: Determine bacteria sensitivity to antibiotic

2.

Activity: Measure halos of inhibition

2.1.

Class decides what to prescribe to the lab techs!

3.

Act 8
:
Oh thank you for the medicine! Any luck on the DNA code?

4.

Lesson:
DNA sequencing

5.

Activity: DNA sequencing

5.1.

Students extract DNA

5.2.

Give sample to techs

5.3.

Lab techs giv
e each group their DNA sequence

5.4.

Students use the sequence to crack the code

6.

The code: Meet me at the Owensboro Cancer Research Program

7.

Students travel to OCRP and get a tour, finally at the end of the tour the professor appears.

8.

Final Act:
The professor te
lls the kids he had to test them to find out if they would make good
scientists

and health
professionals. He says
Owensboro

will need them to keep working so someday they can
discover new cures and
advances in medicine and science.

9.

GRADUATION!!!


Summer Camp

Materials








Item

#

Activity

D

Price

Item Code

Website

Total

Lab notebooks

20

All Summer Camp Activities

A
ll

$5.00



Wal
-
mart

$100.00

How S
cientists Do Science Lab

1

Scientific Method

3

$36.95

E2
-
20
-
1043


www.neoscience.com

$36.95

Professors Notebook

1

Explore the Garden & Collect
Samples

1

$15.00



Wal
-
mart

$15.00

Coded Clues

20

Explore the Garden & Collect
Samples

1

$0.25



Wal
-
mart

$5.00

Test tube rack, 6 holes

5

Collect Water Samples

1

$19.00

CE
-
TTRACK1

www.hometrainingtools.com

$95.00

Test Tubes, plastic, 16x120 mm,
6/pack

6

Collect Water Samples

1

$6.75

CE
-
TTUBCAP

www.hometrainingtools.com

$40.50

Swab applicator, sterile

50

Collect Bacteria

1

$0.30

PT
-
SWABS

www.hometrainingtools.com

$15.00

Safety Goggles

25

All Lab Activities

A
ll

$1.18

UA2220


www.discountsafetygear.com

$29.50

Slides, concavity, 12/pack

3

Identify Pond Organisms

2

$13.50

MS
-
SLIDC12

www.hometrainingtools.com

$40.50

Taxanomic Key of Pond Life

5

Identify Pond Organisms

2

$0.00



Find online

$0.00

Petri dishes, plastic, 20/pk

2

Susceptibility of Bacteria to
Antibiotics

2

$5.50

BE
-
PETRI20

www.hometrainingtools.com

$11.00

Nutrient agar, sterile, 125ml

2

Susceptibility

of Bacteria to
Antibiotics

2

$5.95

BE
-
AGARNBT

www.hometrainingtools.com

$11.90

Antibiotic Disc Set

5

Susceptibility of Bacteria to
Antibiotics

2

$17.50

LM
-
ANTIKIT

www.hometrainingtools.com

$87.50

Tobacco Taxonomic Key

5

Compare/Contrast Tobacco Plants

3

$0.00



Find online

$0.00

Tobacco Plants (4 types)

20

Compare/Contrast Tobacco Plants

3

$0.00



KBP

$0.00

Small plastic Rulers

30

Compare/Contrast Tobacco Plants

3

$0.50



Wal
-
mart

$15.00

Clear Contact Paper

1

Compare/Contrast Tobacco Plants

3

$10.00



Wal
-
mart

$10.00

Genetic Diagnosis of Cancer Lab
Kit

1

Gel Electrophoresis w/Cancer

4

$110.95

E2
-
20
-
3393


www.neoscience.com

$110.95

DNA Extraction Materials

20

DNA Extraction

5

$0.00



already have

$0.00

Grdauation

Certificates

20

Graduation

5

$1.00



Make ourselves

$20.00

BBP Graduation Pen

30

Graduation

5

$2.73

GP113

choice.makesparties.com

$81.90

TOTAL

$625.70