How Dirty Is Our School?

Introduction:

 Bacterial Swab Lab: use the scientific method to identify whether various surfaces within
the classroom contain more bacteria than one of the school toilet seats

 Length of lesson: 90 minutes

 VA Standards of Learning:

BIO.1 The student will plan and conduct investigations in which

a) observations of living organisms are recorded in the lab and in the field;
b) hypotheses are formulated based on direct observations and information from
scientific literature;
c) variables are defined and investigations are designed to test hypotheses;
d) graphing and arithmetic calculations are used as tools in data analysis;
e) conclusions are formed based on recorded quantitative and qualitative data;
f) sources of error inherent in experimental design are identified and discussed;
g) validity of data is determined;
h) chemicals and equipment are used in a safe manner;
i) appropriate technology including computers, graphing calculators, and probeware, is
used for gathering and analyzing data and communicating results;
j) research utilizes scientific literature;
k) alternative scientific explanations and models are recognized and analyzed; and
l) a scientific viewpoint is constructed and defended (the nature of science).

Learning Objectives:

 The student will be able to make observations and record data regarding the presence of
bacteria on various surfaces throughout the school
 The student will be able to formulate a hypothesis based on observations
 The students will be able to design an experiment and identify each variable within the
experiment
 The student will be able to collect and record data
 The student will be able to use lab equipment in a safe manner
 The student will be able to draw a conclusion based on the data collected
 The student will be able to defend a conclusion based on empirical evidence
 The student will be able to analyze experimental procedures for inaccuracies and
improvements
Teaching and Learning Sequence:

 Introduction/Anticipatory set:
(10 mins) Begin class by placing a detached toilet seat on teacher desk. Place a food item
on the seat, then proceed to eat it (It is advised that the seat used is sanitized prior to
eating off of it. This exercise is merely used for dramatic effect). Ask students whether
they would eat anything off of a toilet seat. Ask them why or why not? What makes the
seat dirty in their minds? Explain to students that they have made an observation when
they decide whether or not to eat off of the toilet. The observation being, “The toilet is
dirty because it contains microorganisms such as bacteria”. The instructor will then play
devil’s advocate by suggesting that other surfaces within the school may be as dirty, or
even dirtier than a toilet seat. Ask students how we might test to see if toilet seats truly
are the dirtiest of the dirty. Write good suggestions on the board. Lastly, show the
Mythbusters video to model for student s how they will test their observations using the
scientific method.

 Lesson Development
(10 mins) After watching the video, divide the class into groups of two. Provide the class
with a demonstration of how to collect a bacterial swab from a surface, using the teacher
desktop. Explain to groups that they will be responsible for taking a bacterial swab in the
same manner from a surface of their choosing within the classroom. The teacher will
swab the actual toilet seat from one of the bathrooms at school prior to this class. (30
mins) Have each group write up a preliminary lab report which includes which surface
they will use, a rationale for why they chose the surface, initial observations, a
hypothesis, procedural steps, and a way to collect and record data. Groups should also
identify the independent variable, dependent variable, and any constants within the
experiment. (20 mins) Once groups have completed the preliminary lab report, each
group will be provided with a swab and petri dish with agar. Groups will obtain a swab
of the chosen surface making sure to use the exact procedure explained to them. Groups
will accurately label the petri dish with group number and swab location. Groups will
then provide teacher with covered petri dishes. Dishes will be stored over night in an
incubator. Students will sanitize their hands and work areas before continuing class.

 Closure
(20 mins) Explain to the class that they will be responsible for counting the number of
bacterial colonies present in their petri dishes during the next Biology class period. An
explanation of how to count bacterial colonies will be given during next class. Provide
homework assignment to class. Each student is to provide an entrance ticket at the
beginning of the next class explaining areas within the experiment where something
could go wrong making the results invalid. This can be a sentence handwritten on a piece
of paper. Also, students are to provide a written example of a good or bad experiment
 that has been conducted by scientists. This written homework should include an
identification of all of the variables within the experiment and an explanation as to why
the experiment was good or bad with respect to the use of the scientific method. Students
may use any resource that is available to them for this assignment, including but not
limited to their textbooks and the internet.

Assessment

 Formative: Students will be required to create a preliminary lab report in class, which
should help the teacher gauge understanding of scientific method. The teacher will
monitor each group’s progress and ask and answer question to help guide students in the
appropriate direction.
 Summative: Students will each provide an entrance ticket and homework assignment at
the beginning of the next class. Each of these will help assess the students overall
understanding of the lesson and content.