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):
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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:
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Access to the internet
Exxon Valdez video
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
Page 1 of 8
Lesson Plan Handout #4
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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
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Water samples collected from aquatic rocks
Poured Petri dishes
Sterile swabs
Incubator
Diagrams of bacterial colonies
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
Page 2 of 8
Lesson Plan Handout #4
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:
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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.
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Provide or collect samples from a local stream system
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
Page 3 of 8
Lesson Plan Handout #4
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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:
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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:
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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
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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Lesson Plan Handout #4
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:
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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)
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
Page 5 of 8
Lesson Plan Handout #4
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?
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
Page 6 of 8
Lesson Plan Handout #4
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/A
bstract/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.ht
ml
Research regarding biological treatment of drinking water and microbial regrowth in
drinking water distribution systems.
http://www.erc.montana.edu/res-lib99-sw/AnnualReports/2003report/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
Page 7 of 8
Lesson Plan Handout #4
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
Page 8 of 8