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Biotechnology Ideas

Biotechnology Ideas. EDCR232 – Groups 1 & 2 2010. 1. Sterilise the jars by placing them in boiling water for five minutes and let them dry. 2. Label the jars ‘1: yoghurt’ and ‘2: control’. 3. Warm the milk over medium heat in a saucepan to 43-46°C (avoid burning the milk).

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Biotechnology Ideas

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  1. Biotechnology Ideas EDCR232 – Groups 1 & 2 2010

  2. 1. Sterilise the jars by placing them in boiling water for five minutes and let them dry. 2. Label the jars ‘1: yoghurt’ and ‘2: control’. 3. Warm the milk over medium heat in a saucepan to 43-46°C (avoid burning the milk). 4. Place 250 ml milk in both of the jars. 5. Add a tablespoon of yoghurt as a starter culture to jar 1 and mix well. 6. Seal both jars and place in an incubator at 43-46°C overnight. If an incubator is not available, you can place the jars in a warm spot such as a water heater cupboard, an oven with a 40 watt light bulb turned on. Alternatively, transfer the milk mixtures into two thermos flasks for 4–5 days. 7. Check your milk mixtures and record what happens in the two jars. Note: do not eat the control mixture. Year Level 1-5 years How to Make Yoghurt… • Safety Considerations • Care is needed when measuring contents • Heating milk may need to be done by an adult • 2 x 250 ml milk (or skim milk powder in the same volume of water) • saucepan • 2 jars with lids or covers, each large enough to hold about 300 ml of liquid • thermometer • 1 tablespoon of plain, unflavoured, yoghurt from the supermarket • bowls and spoons for mixing • Websites to Support Learning • http://lesson-plans-materials.suite101.com/article.cfm/making-yoghurt-in-the-classroom • http://www.makeyourownyogurt.com/make-yogurt/what-you-need • http://www.youtube.com/watch?v=YGB2DVUbG1Q

  3. Bruce’s Investigation Level 2

  4. Bruce has come across a thief, he needs help from room 4 to solve the mystery.All of us need to work together to find the clues towards where the thief is hiding. Set up a crime scene which has clues including finger prints and clothing. The children will have to compare several sets of fingerprints and clothing using magnifying glasses. Children will be able to compare their own fingerprints with each others.

  5. Safety Tips • Take care with the magnifying glasses • Keeping the ink in a certain area Websites related • http://homeschooling.gomilpitas.com/explore/crimescene.htm • http://www.ehow.com/how_510074_teach-crime-scene-investigation-kids.html • http://investigation.discovery.com/videos/solved-fingerprint-analysis.html

  6. Children are continually bombarded with advertising for fast food and unhealthy treats. One of the most important lessons you can teach them is how to tend and grow their own food from the garden. Indoor Garden • Safety Tips / Rules • Wash hands before dealing with plants • Be respectful of the plant • Don’t use gardening tools as weapons • Don’t throw dirt or seeds at others • Make sure what's in the garden stays in the garden until ready to be eaten. What you need and what to do Sunny window sill A few seeds of chosen vegetables Potting soil Natural sunlight (6 hours per day) Watered daily Buckets with room for growth Turn plant frequently Wait for plant to reach 15-20 cm before harvesting References Tlc.howstuffworks.com http://www.no-dig-vegetablegarden.com/gardening-for-kids.html Alannah, Steph and Annalese

  7. Ginger Beer

  8. Fermenting Our Own Ginger Beer • Using simple ingredients the classroom children will explore and participate in the fermenting process as they produce ginger beer. This process will take approximately one week to complete and involves lives yeast. • Safety considerations include: • Never use glass bottles • Refrigerate and consume within 6 days • Consider religious views on fermenting processes

  9. Age and Level • Appropriate for years 4 – 8 working at level 3 and above. • Web links: • www.scienceinschool.org • www.biotechlearn.org.nz • www.techlink.org.nz

  10. Caring for our classroom rats. Teaching children compassion and animal care is not always easy, this can be solved by having a classroom pet like a rat. Having a pet in the classroom encourages: Responsibility Cleanliness Compassion Empathy Gentle/ careful handling of animals Understanding of animal dietary requirements Understanding of animal behaviours Enjoying the animals attributes and its personality.

  11. All ages and any level need to have experiences with classroom pets like rats. Safety tips: • Wash your hands before and after handling the animals as it protects them from anything that you have on your hands and it also protects you from anything they might have. • The cage must be cleaned out every second day. • The tray to clean the cage must be lockable to prevent children handling faeces. The cage must also be kept at ground level for safety reasons. • Rats must not be let free to roam the classroom because of health and safety regulations, not just for the humans but also for the rat’s safety. • Droppings etc… should be disposed of appropriately, not just put into the classroom bin! Awareness: • Gentle handling (not picking them up by the tail) • They need clean water (fresh water) and fresh food daily. • Food must be fresh and kept in sealed containers until used. Stale rat food must not be feed to them. • Rats are intelligent and any miss-handling will result in the rats not trusting particular or even sometimes all people.

  12. Resources on the web: • http://www.quite.co.uk/rats/ (teaching resource) • http://exoticpets.about.com/cs/careofrats/a/ratscare.htm (older children’s resource) • http://www.afrma.org/rminfo1.htm (older children’s resource) • http://www.rat-care.com/training.html (middle to senior school resource.)

  13. Bird feeders Students will first of all research what types of birds are in the area. They will then research what sort of food attracts these birds. Next they will research different bird feeder designs that will be effective for their birds e.g. a bird feeder for an albatross and a blackbird would be different.

  14. Age group: level one (5 and 6 year olds) Safety tip: Students need to be careful when they make their feeders to make sure there are no sharp edges to injure the birds. - Work with safety gloves on when handling the bird food.

  15. Web links: • http://www.osweb.com/kidzkorner/feeder.htm • http://www.kinderart.com/crafts/easybirdfeeder.shtml • http://www.birds.cornell.edu/pfw/AboutBirdsandFeeding/BirdFoods.htm By Amy, Jessica, Caitlin, Rebecca

  16. Future foods Year 7-8 FUTURE FOODS Topic summary What would you need to do to create a snack bar that tastes great and is healthy? Join the Lifestyle Foods team, where scientists, nutritionists and food manufacturers are working together to create a product that consumers want to buy. Too often people choose to eat foods that don’t match their lifestyles and energy needs. This can result in a number of problems such as weight gain or loss, inability to concentrate, and energy levels that are too low or too high, which in turn can lead to other problems, such as diabetes and heart disease. Tasks include: designing a model of the human digestive system, and exploring foods for energy. Safety tips Practice safe hygiene. Web links http://www.biotechlearn.org.nz/focus_stories/future_foods http://www.biotechlearn.org.nz/focus_stories/future_foods/designing_a_model_of_the_human_digestive_system http://www.biotechlearn.org.nz/focus_stories/future_foods/food_for_energy

  17. Sustainability Creating worm farms within the classroom.

  18. Age: Year 3’sTopic: SustainabilitySafety awareness Children washing hands before and after working with the worm farm. • Avoid consumption. • Monitor leachate and waste materials used to feed the pile. Weblinks:http://www.sustainability.govt.nz/rubbish/worm-farming http://www.wormfarmguide.com/commercial-composting.html

  19. Topic Overview • A worm farm is a self-contained system that retains most nutrients for re-use. Worm farms break down your organic rubbish into nutrient-rich compost-like substance (worm castings) and ‘worm juice’ that can then be used in your garden. • Worm bins can be bought at hardware stores or garden centres, or made from an existing container or from recycled materials. Commercial bins often have a tap for collecting the ‘worm juice’ that you can then use as a fertiliser.

  20. By Grace Ruddenklau and Sarah Brodie

  21. Yoghurt Making within the classroom

  22. Topic Summary • Students will make yogurt to learn about "helpful" microorganisms. • Making yoghurt in the classroom can be directed at any level. • Other curriculum areas: • Science • Social science (Cultural aspect)

  23. Web links: • http://www.landlearn.net.au/curriculum/classroom_activities/making_yoghurt.htm • http://www.youtube.com/watch?v=tTM_tafz3Bg • http://www.uen.org/Lessonplan/preview?LPid=2515

  24. Safety Hygiene: • Wash hands before • Have a clean, specific making area Equipment: - Often hot elements/burners are used

  25. Creating a Garden The Newspaper and Straw Method By Shannon Leigh Buchanan and John Nicolson Age Group: Yr 1 – Yr 8 Level: 1 - 4

  26. What is needed? • You need some time! (The garden takes 3-4 months to develop and be ready for planting.) • You need lots of newspaper and pea straw, or some other mulch - grass clippings will do just fine.

  27. What do you do? • Once you have the newspaper and peastraw, mow the lawn down very low to help kill the grass, then lay newspaper, three or four sheets thickness, or five or six thick for strong growing grass that spreads by runners. • Cover the newspaper with peastraw or some other mulch - grass clippings will do. In three or four months, your garden will be nearly ready. • If starting this project in dry months, make sure the mulch and newspaper is well watered to help the decomposition process. • After three to four months, the soil will be easy to dig over. Rake the newspaper and mulch off to one side and start digging. If the peastraw and newspaper looks sufficiently decomposed, dig it in; if you don’t like your soil so chunky, then the compost will enjoy it, so put it there.

  28. What does it look like? Setting up the garden Plants growing in the garden

  29. Weblinks • http://www.organicpathways.co.nz/garden/story/109.html • http://www.odt.co.nz/lifestyle/gardening/6783/plant-life-pea-straw-perfect • http://www.bestgardening.com/bgc/howto/organicnodig01.htm

  30. Caring for Goldfish in the Classroom Teaches children responsibility and skills associated with caring for animals. Suitable for Y1-8 classrooms. Helpful Tips for the classroom Don’t overfeed me Change my water regularly Make sure I have a good water flow Links: http://www.goodgoldfishcare.com/ https://pantherfile.uwm.edu/scprosen/www/ http://www.tki.org.nz/r/science/caring_for_animals/animal_care/goldfish/index_e.phpfeed Jessica Story, Aneka Thomson, Shelley Walker

  31. By Bridget O’Leary and Victoria Stephen. Let’s find out about the Ginger Bread Man! Summary: Students will investigate the properties of Yeast through the experience of Bread making. Safety Tips: Cleanliness- 20/20 washing and drying hands. To be prepared in the kitchen area. Awareness of the dangers of temperature when working in a kitchen environment (hot water, oven). Age Group: Level 5. Websites: http://www.youtube.com/watch?v=_ub-nvk7qC4 http://www.youtube.com/watch?v=PANmiN6o5-0&feature=PlayList&p=1A8A90570EF105B7&playnext_from=PL&playnext=1&index=11 http://www.bakeinfo.co.nz/cyberguide/PDFs/SCIENCEB.PDF

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