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The Arizona STEM Acceleration Project

Fecal Transplant Exploration

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Fecal Transplant

Exploration

A 7th grade STEM lesson

Author: Sonia Hayes

Date: July 5th, 2023

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Notes for teachers

This lesson fits well within Amplify’s Microbiome Unit. Amplify access is not needed to complete this lesson.

Web sourced background articles are provided to those who do not have access to Amplify.

This lesson works best with predetermined groups. Please use your current structure for group lead.

This lesson relies heavily on making sure all supplies, and materials have been gathered/created by teacher.

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List of Materials

Background Articles
“Fecal Samples”

Teacher made, see next slide.

Teacher Fecal Transplant Charts
Student Fecal Transplant Charts

Student Fecal Transplant Chart- google

Data Sheets

Engineering Materials

Popsicle sticks
Rubber Bands
Index Cards
Toothpicks
Masking Tape

Additional Items

Tray per each group
Additional paper towels/trays for each student to use a work surface.
Collection container for “bacteria” beads.

Optional

Hazmat type bags
Gloves
Extra long tongs for teacher to collect fecal samples at end of class.

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Teacher Set up Steps

Notes and Materials:

While students are responsible for creating the tools to explore the fecal samples, the fecal samples must be premade by the teacher.

Each fecal sample, contains an unknown color and quantity of pony beads to the student. Students match the color and quantity to pre existing charts to find evidence if their sample is a good candidate for a fecal transplant. They will use evidence from the articles to support their claims.

Suggested play dough recipe : https://www.iheartnaptime.net/play-dough-recipe/

For 32 students:Make 4 batches using red and green to get the correct color. Mixed colors in batches to make it look more “interesting.” Divide each batch into 8 logs. One log to be used for 4 students. They will then divide the log into equal shares at their table.

I used a pony bead box to pull colors out that match my pie charts.

I used 11 beads for a “full” microbiome. The first had 11 whole beads. The second 11 beads total, but used a few half beads to show a smaller percentage in the pie charts. The third only used 8 beads.

Prior to adding beads to the play dough, I sorted and label my beads into bags. Each bag has a unique reference number, so I could quickly look at the bag and tell what selection of bacteria a table had been given. Each sample needs to be checked for the specific amount of bacteria to align to the chart.

Each bag is placed on a tray and given to a table, with additional trays or towels, and student’s created tools.

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Standards

Science Standard

7.L1U1.8 Obtain, evaluate, and communicate information to provide evidence that all living things are made of cells, cells come from existing cells, and cells are the basic structural and functional unit of all living things.

Science and Engineering Practices (SEP)

Practice 1: Asking Questions.
Practice 2: Developing and Using Models.
Practice 3: Planning and Carrying Out Investigations.
Practice 4: Analyzing and Interpreting Data.
Practice 5: Using Mathematics and Computational Thinking.
Practice 6: Constructing Explanations.
Practice 7: Engaging in Argument from Evidence.
Practice 8: Obtaining, Evaluating, and Communicating Information.

Standards

ELA/Writing Standards

7.W.1 Write arguments to support claims with clear reasons and relevant evidence.

7.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

7.W.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

7.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

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Objective(s):

Today we will obtain, evaluate, and communicate how bacterial cells affect the human biome through fecal transplants.

Today we will make a claim, cite evidence, and explain if a fecal sample would be a viable candidate for a transplant.

Today we will collaborate and communicate effectively with our peers to complete an engineering design challenge.

Today students will be able to design and engineer tools to explore their fecal sample.

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Agenda (1-2 Class periods/60 mins each)

Class Period 1/Part 1

What is bacteria? What is the purpose?

Background articles /video

Engineering a sample collection tool.

Share or present.

Class Period 2/Part 2

Review Day 1/Part 1

Procedure

Exploration

Complete data charts

Complete CER

Share or present.

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Bacteria

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Bacterial Background

Divide article selections with your groups.
Read, annotate your selection.
If you finish early, read the additional articles.
Be prepared to share your findings with group and class.

In order to have students prepared for the lab, students should have background information on helpful and harmful bacteria. Students often have the misconception that all bacteria is bad or harmful. Students need to realize that the overpopulation of certain types of bacteria can have harmful effects on the human biome.

*If students are not sitting in groups by now, please have them sit in groups now to read article selections.

Have students split up article selections with their groups. Give time for groups to read,annotate and discuss together. Have students mark which bacteria their group has found helpful or harmful with any explanations needed.

After reading, and annotating have groups share their findings with class.

So now students are familiar with bacteria- you can introduce them to the challenge.

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The Challenge - Fecal Transplants Candidates

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Hands-on Activity Instructions

As a table group create the new tools needed, to explore your fecal sample in a safe manner. Due to new regulations, tools must be a length of at least 6 inches as to not allow for accidentendal contamination with sample.
Each person needs to create two different tools to explore their section. One needs to hold the sample, the other needs to be able to probe it. They may create additional tools to share, if supplies allow.

Constraints

Supplies

Popsicle Sticks
Toothpicks
Paperclips
Rubber Bands
Index Cards
Tape
Ruler

Two Tools per person

At least 6 inches in length.
One must be able to grip and lift sample
One must be able to probe it.
Hand using tool must stay 6 inches away from sample.

Completion

Tested & revised by end of class.

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Equipment Ideas

Box #1

Box #2

Box #3

Box #4

Box #5

Box #6: What went well? What was a struggle?

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Assessment Day 1

Do you recognize which bacteria can be considered more helpful or harmful?

Are your tools complete and follow the criteria?

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Fecal Sample Investigation Day 2

How will we know if a sample is a good candidate?

How will we know if our tools are up to the task?

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Procedure

Do NOT touch the sample with your hands! (We don’t want cross contamination!)

Group lead, will divide sample between how many people are sitting at the table.

Each sample segment will be placed on sanitary surface (paper towel), each research member will receive their tools to help discover the bacteria count for their section.

Research members will search through their segment looking for bacteria (beads). Set these aside in your specimen collection container.

After thoroughly excavating your samples for bacteria, you will need to check with the microbiome sheet. You will compare which bacteria you found, and if it is a full gut microbiome or not.

You will record your findings on the “data sheet.”

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Data Sheet

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CER

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Assessment Day 2

What worked with your tools? What did not work? What improvements did you need to make?

How did your data help you make a claim? Where did you gather your evidence from?

What are your final conclusions?

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Differentiation

Reading and annotations can be a class activity, that guides students to recognizing helpful or harmful attributes of the given bacteria.

For students who are struggling to create tools, guide them into creating tongs and probe for their tools.

Groups can complete together the data and CER sheet.

Remediation

Extension/Enrichment

Encourage students who need additional challenge, to research the various bacterias mention more in depth.

Students also may wish to research additional information on fecal transplants.

Most students tend to overlook the “grip” aspect for their tools. Have your students revise their tools to make sure this feature is there.