Learning Plan

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1 - Date Submitted: 11//05 Revised: Revised:

2 - Course Title: Biotechnology Education I

3 - Target Audience: Middle/High school teachers and Comm. College students. License renewal, graduate and course credit will be offered.

4 - Published Description:

Biotechnology is the practical application of the natural scientific principles incorporating all science disciplines. The participants will learn how these scientific principles relate and apply to biotechnology. The participants can then bring back to their classrooms the content, principles and hands-on, activities that will increase their students understanding of biotechnology and science learning in general.

5 - Resources(s):

All resources are developed by the ISU Office of Biotechnology and given to the participates in a 3” three ring binder. A web site is also available with additional resources at: www.biotech.iastate.edu.

EBSCO: http://search.epnet.com

6 - Dates: June 20, 21 and 22, 2006

7 – Location: Iowa Lakes Comm. College, Algona IA Campus

8 – Times: 8:30 am to 4:30 pm each day

9 - Number of Credits : 1

10 - Maximum Course Size: 10-24 (min of 10)

11. Contact Person(s): Carrie Kee, Prairie Lakes AEA or Marv Carlson, Iowa Lakes Comm.College

12 – Instructor(s): Mike Zeller, ISU Biotechnology Outreach Ed. Coordinator

Master’s Degree: (Yes/No) Yes. MSEd. ISU

13 - Work Address: 1210 Molecular Biology Bldg,, ISU, Ames, IA

14 - Home Address: 704 East 8th Madrid, Iowa

15 - Work Phone: 515-294-5949

16 - Home Phone: 515-795-2920

17 - Work Email: mzeller@iastate.edu

18 - Work Email

Note: All sections in Parts II, III, and IV align with ITS, and therefore IPDR1.

Part II – Context

19 - List the possible district goals with which this course might align. (ITSa & h) ( IPDR2)

Many districts have science improvement goals in their comprehensive school improvement and district professional development plans. All districts are required to report out science achievement scores on standardized testing.

20 - What internal data was used to determine the need for this course? (ITSa, d, e, f, & h) ( IPDR3) A recent study by the Bioscience Alliance of Iowa reported that equipment and training/knowlegde were the largest barriers to teacher in their efforts in implement biotechnology into their curriculums. (Varner, 2005)

21 - What external data was used to determine the need for this course? (ITSb, c, g, & h) ( IPDR2)

The Iowa State University’s Office of Biotechnology Education workshops strive to address three major barriers as recognized by current research of implementing biotechnology into their curricula. These barriers include:

Sufficient knowledge of biotechnology content so teachers feel comfortable in incorporating it into their curriculum.
Lack of funding to support teachers professional development.
Lack of funding for the equipment and supplies necessary for inquiry-based/hands-on instruction in their classrooms.

Research that support these three goals;

Varner, Jeremy. A compilation of the bioscience professional development opportunities offered to K-12 teachers in Iowa. Iowa Department of Education Report. September 14, 2005.

This report showed survey evidence of 458 Iowa teachers. The survey indicated “…70% reported insufficient knowledge of biotechnology as a barrier to incorporating it in the curriculum. Only 51% of the teachers reporting having any professional development experience with biotechnology.” The report goes on to state: “Approximately 72% of the respondents reported that a lack of funding for professional development provided by the school district was a moderate or strong barrier (second strongest barrier reported) to incorporating biotechnology education in the classroom.” Varner’s report continues; “Several additional barriers may prevent implementation of new biotechnology curricula, including a lack of funding for equipment was a moderate or significant barrier to incorporating biotechnology into their classrooms (this was the strongest barrier reported).”

Miller, Jon S. , Sass, Michell E. et al. Micropipetting: An important laboratory skill for molecular biology. The American Biology Teacher. Vol. 66, No.4, April 2004

In this article the authors acknowledge that “ biotechnology is discussed in elementary schools, middle schools and high schools …” The article further states “ Many biology teachers recognize the importance of providing students with an understanding of basic principles and applications of molecular biology through inquiry-based curricula.” With the development of opportunities for teachers to participate in training programs, coupled with reliable laboratory activities and affordable laboratory equipment, teachers can now instruct their students with a hands-on approach in the laboratory instead of a lecture session or a “paper and pencil” activity.

McComas, William. Laboratory instruction: In the service of science teaching and learning. The Science Teacher. Vol. 72, No. 7, October 2005.

In his article Mr. Williams cites important research showing the affect inquiry-based teaching has on students. He found that “… inquiry methods of teaching science resulted in significantly improved mastery of science content, content retention, enhanced critical thinking skills, laboratory skills and attitudes (about science) when compared with traditional teaching methods.”

22 – What strategies will be used to allow participants to plan for implementation? (ITSa-h) ( IPDR3) At the end of each session participate discuss their ideas of how the implement the completed activities.

23 - What strategies will be used to address system barriers to classroom implementation? (ITSa,c & h) (IPDR3) The Office of Biotechnology will provide free supplies and equipment to all participates who wish to implement activities into their classrooms. Web site resources aid the teachers in implementation and experts are available to answer content and technical questions.

24 - What strategies will be used for continued support, follow-up, and monitoring (feedback & coaching) to ensure successful implementation? Participate receive a newsletter with updates to existing activities and the availability of new activities. Teachers are ask to comment their implementation of activities at the end of each school year. The office also keeps track of teacher usage during the year. (ITSa, g, & h) ( IPDR3)

25 - What strategies will be used for participants to compile and reflect on student achievement before implementation compared to after implementation? (gap analysis) Teachers create a pre-and post- evaluation instrument as part of their course requirement. (ITSc, d, e, & h) ( IPDR4)

Part III – Content (All participants must attend all sessions.)

26 - Outcomes:

What will participants know/understand and how will it impact student achievement? With each outcome, indicate which Iowa Teaching Standards are addressed.(ITSa-h) ( IPDR2-4)

ITS: 2, 3, 4: Participants will develop knowledge, understanding and lab technique training in the following areas:

DNA Extraction

DNA restriction analysis (DNA Fingerprinting)

Bacterial transformation

Transgenic technology

Bioethics

ITS: 2, 3, 4: Participants will demonstrate content and technical proficiency in the following areas:

Micropipeting

Solution preparation of agarose, restriction enzymes, nutrient bacterial media,

DNA dilutions, TBE buffers

Preparing bacterial cultures (liquid and solid)

Preparing DNA reactions

Preparing, loading, and analyzing agarose gels

Operation of electrophoresis equipment

27 - Performance Tasks:

What evidence (required assignments) shows participants know/understand intended outcomes? (What are the essential questions?)(ITSa, b, e, f, g, h) ( IPDR4)

Keep a journal of ideas and/or methods of implementing biotechnology content and technical knowledge into their curriculum.
Present these ideas/methods to the other participants at the end of the course.
Demonstrate to the instructor a content and technical proficiency.
Demonstrate to the instructor an understanding of activity preparation.
Each participate will make a presentation on either; 1) a plan as to how to implement the workshop material into their classrooms or 2) implement their new skills and knowledge.

28 - Success Criteria:

What quantitative and qualitative indicators show accomplishment of outcomes? (how participants will be evaluated/graded)(ITSa, b, g, h) (IPDR4)

The instructor will evaluate the technical proficiency of each participate by using a 1-5 scale (5 excellent) to assess: 1) the skill level improvement 2) success in preparing and completing laboratory exercises 3) use of content knowledge in explaining lab results (using the language) and 4) demonstrate a level of competency to implement biotechnology principles and techniques in the classroom.

The instructor will evaluate journals and presentations demonstrating biotechnology knowledge and technical skills by using past classroom experiences as a qualitative measurement for classroom success.

29 - If success criteria is not met, what provisions will be provided for the participant? (ITSg, h) (IPDR3) Because of the travel involved in presenting the WS participants can make up their unmet criteria before and after that nights session. The participates are responsible for making arrangement at least two days ahead. The class is final at the end of the five sessions.

Part IV - Process

30 - Time Spent in Direct Instruction: (Theory & Demonstration) (ITSg, h) (IPDR3)

3 hrs content

31 - Time Spent in Small Group Collaboration: (Plan, Practice) (ITSg, h) (IPDR3)

10 hrs small group lab work

32 - Time Spent in Individual & Group Reflection: (Preliminary Feedback & Coaching)(ITSg, h) (IPDR3) 2 hrs discussions on implementation in their classrooms.

33 - How is technology integrated into each of these areas? (See items 30, 31, & 32) (ITSg-h) (IPDR3) The hands-on portion of the workshop uses modern molecular biology technology (equipment) to complete lab activities. PowerPoint presentations are used in both content and technical skills development. All presentation will be made available to participates through a web site and/or CDs.

34 - What methods will be used for modeling and demonstration? (ITSg-h) (IPDR3)

Instructor and participates shares experiences of successful curriculum implementation.

35 - What opportunities will be offered to practice new learning and skills? (ITSg-h) (IPDR3) \

Each new skill will be repeated twice. Once with the participates as students and again after they have prepared the supplies as they would for their classrooms.

36 - How will coaching and feedback be offered to support new learning and skills during the course? (ITSg-h) (IPDR3) Participates receive instructor feed back on their lab techniques and methods shown successful in curriculum implementation.

37 - What additional needs of the adult learner will need to be met? (ITSg-h) (IPDR3

Use feedback from each session to adjust the lesson plan of the next session.