Social Networking in Lizards: Flinders Workshop
Students: Primary and Secondary
Context:
Will have 2 presentations
- Static display
- 45 mins workshop
Student Outcomes
Static display:
 Lizards live in family groups – social networks
 DNA and behavioural observations are used to gather data
Workshop:
1. DNA Workshop
 Demonstrate a DNA extraction
 Discuss interpretation of gel profiles
 Link into building picture with ecological observations
2. Social Network Workshop
 Students participate in making a social network
 Discuss how to record a network
 Link the importance of this research to building a healthy ecosystem
Workshop
Whole
group
(5 mins)
Learning Task
Welcome!
Resources
Today we are going to look at what some scientists at Flinders
University do. First tell me what you know about scientists? (ask 2 -3
kids). Did you know that some scientists at Flinders University study
lizards? Now who has watched documentaries on TV? Chances are you
would have seen David Attenborough (pp pic of Mike Bull with David
Attenborough). The work done at Flinders University was so novel that
he came and filmed Flinders University scientists work.
Now what we are doing today is…
We will have 2 activities…discuss in brief the workshop (DNA and how
we interpret data. Gidgee skinks (star of the show) and how we have
interpreted their DNA…so cool world first.…we will make a social
network activity. Really cool, SA, Flinders leading the world in this
research).
What is so unusual about this? Ask kids who has seen lizards in the
wild/or their backyard? Were they in groups? Most lizards are
solitary, but sometimes can be found in groups.
DNA
Workshop
(10 mins)
Intro:
Let’s get straight into it… historically the main way of gathering
evidence was by observation …explain we paint lizards to tell apart
from a distance…but with new tech….bit like being a detective and
piecing the puzzle together.
What do you think DNA is? /What do you know about DNA? Put your
hands up…. Thank you for your idea/thinking. (only ask 3 kids max)
Show video (?).
http://www.neok12.com/php/watch.php?v=zX5e724c6f0042150202670a&t=Genetics
(2:25 mins)
Key point: DNA provides all the info on how to build any living things
DNA is used to tell individuals apart.
Discuss where do I get DNA from a lizard? Do I need to kill this
lizard to get its DNA? Ask 2 kids max. Show pp pic
Lead discussion to why you are doing a pea extraction and not a lizard
extraction because….(not enough DNA to see from a lizard)
Powerpoint
PP and
Extraction
protocol
on the
website
Lizard
bookmark
with web
details
Lizards
Extraction
stuff and
table
Activity: (Prepare just before workshop)
Walk through the pea DNA extraction step by step in the PP.
Step 1 Put peas into blender and mash up (breaks cells apart)
Step 2 Strain and add detergent (causes the cell membrane to break
down)
Step 3 Add meat tenderiser (enzymes - releases DNA into solution)
Step 4 Alcohol separation (makes DNA clump together)
No volunteers for except for the adding of alcohol at the end (need to
have prepared this solution before start of workshop)
Not the end of the story…show how the gels are run. Use pp pic Show
a gel with 3 lizard profiles.
Can anyone explain what they think the peaks mean?
Discuss what the peaks mean.
Sec level: Discuss regions of DNA - microsatellites
Conclusion:
Cut any discussion (see you at end of workshop if any questions)
To wrap up say the key points of the lesson:
- we know where to get DNA from
- we extracted DNA
- got a bit of an idea on how to read a DNA profile
Now we know how to get DNA, I want to take you back to the start of
the show which is the gidgees. As I said, we have found that the
gidgees live in family groups – so I want to show you how we worked
that out.
So before we do that it might be good to have a little break and we
are going to get out the gidgee and let you guys have a look. Special
request – they are live animals so you have to be careful and not too
noisy.
(To get DNA info…website given to teachers for the kids to go on line
or p/c at the back of the room.)
Energiser
(3 mins
MAX!)
Stand up and wonder through with the gidgees (2 people one each)
Social
Intro:
Networking Now we know that some of the lizards were related by looking at their
(20 mins) DNA (just like we did)…the next obvious question was HOW are these
lizards related? Is it just dad/mum and the kids, or are there
aunties/uncles /cousins, grandmas etc…? (Slides mum and
child…brothers)
Intro tool of social networks. Who has heard of social networking?
Any ideas what it means? Who uses Facebook? What the point of
using Facebook? (Lead discussion to key point of being connected or
SHOWING CONNECTIONS)
Network
cards
5 cards
primary
level
7 cards
secondary
level
Flagging
tape cut
to the
correct
length
Show pic of gidgee network
We discovered that these lizards were not that dissimilar…they have
their own social network. Today we are going to see how scientists try
working out the network. It is a lot harder than humans because
Lizard
these lizards are so secretive.
hats
Activity:
What we are going to do and make our own gidgee skink social network.
Explain activity.
Call for 8 volunteers – give first one their card, they read card aloud.
Progress thru cards each time getting the volunteers to stand in spot
as called. Work through cards and flagging tape.
(Tip: Make sure when handing the flagging tape to the kids to show
the connections remind them to hold flagging tape carefully)
Once all positioned – get the chn to sit where they are and not let go
of the flagging tape.
Tip:
Masking
tape to
mark out
positions
on floor
This is not the end of the story, once observations made…now we have
to record it….construct a network. Ask a teacher for a volunteer who
they think would be good for this job.
On whiteboard student to draw network.
Once network drawn audience to give a clap- collect cards and rope
and send all students back to their seats.
Lead wrap up by discussing the network picture
Primary level: keep relatively simple
As you can see by this network diagram we have a much better
understanding of what is happening in the groups.
…I am going to ask a question…
What would it mean if a parasite was to infest Lizard 1? (low
connection) Lizard 2 (high connection)?
What do you think would happen? Through which lizard would the
disease spread fastest?
OK we have highlighted a bad scenario living in groups (parasite
spread), can you think of why living in groups would be advantageous?
- predator avoidance / vigilance
- sharing common resource
Great thinking…I suppose the point of all this is that as scientists we
need to know how the lizards are interacting to know how the
parasites are spreading so that we can learn how to stop the parasite
spread if a new parasite gets into the system. Why is this important
to know? Relocation (climate change/avoid extinction); health of
ecosystem; fostering a healthy biodiversity.
Conclusion:
To wrap up say the key points of the lesson:
- lizards live in networks
- these networks highlight good and bad knock on effects
- need to monitor to ensure a healthy eco system.
Depending on time…You have been fantastic listeners…Any questions?
Next slide:
Any questions
To get info…website given to teachers for the kids to go on line. Hand
out freebies (fridge magnets). Brochures for courses (public groups)
Finish
Informal chat
On website: (Make it very kid friendly – lots of images)
- A special front cover page where you can click on either workshops for lesson outline /
pp / extraction details / network cards / DNA origami template / links to you tube
- Links for further info
- Maybe photos of the workshops
- Keep live for a month after the workshop
- Career pathway options for this kind of career at Flinders
DNA Extraction:
Genetic Science Learning Center (2011, January 24) How to Extract DNA from Anything Living.
Learn.Genetics. Retrieved August 4, 2011, from
http://learn.genetics.utah.edu/content/labs/extraction/howto/