STLP Planning Day

The Royal Society invited members of STLP participant school's senior management teams to a planning day.  The CEO gave an overview of the programme, which was followed by hands-on Science investigations.  The rest of the day was allocated to independent school planning, in preparation for phase 2 which starts in term 3, when participant teachers return to school to start implementing change in their schools's science teaching programme.

Who would have predicted that balls could defy gravity with such ease?

Who would have predicted a mini marshmallow could instantly grow into a BIG marshmallow?

Our deputy principal, year 5 team leader, Science curriculum leader and myself reviewed the school's Science delivery plan, and hatched further Science initiatives for the 2018/2109 phase 2 period.

Workshop 3 at the Royal Society

One of the key activities in our third workshop was to consider ways in which teachers can present key scientific concepts from a Nature of Science perspective.  Students gain understanding and build their knowledge from their own observations and inferences, rather than from handed-down maxims.

Learning that air takes up space

Mushrooms I found in the Wellington Botanical Gardens, set out on our Science Table.

Adding to the ICMP collection

Following the genetic sequencing, which conclusively identifies all the bacteria, 14 bacteria were selected by my hosts for inclusion in the International Collection of Micro-organisms from Plants (ICMP). The bacteria were selected because of their significance to the collection, some were new species and all were robust samples.  

I looked for patterns in my samples.  I compared the bacteria in the three collection sites, and also the two medium, mud and water at each site.  However, comparisons were not valid, as it was not a quantitative study.  The selection process took into account duplication in the collected samples and in the collection itself.  As part of my water microbe study, I want to try to group and categorise these bacteria; that is, find out some of their characteristics, so I can report on what I have found, in a general sense.  

I was proud of the purity of the cultures I have prepared during my water microbe project.  This was vindicated when I was invited by Megan to prepare the bacteria for storage in the international collection.  This will be put to the test when random samples are checked for purity and growth potential in future weeks.  

Images of the 14 bacteria deposited in the ICMP collection with my initials and ICMP code

BB08 - ICMP 21975 - Virbrio sp (diazotrophicus)
BB09 - ICMP 21976 - Shewanella sp. (seohaensis)
BB10 - ICMP 21977 - Psychrobacter sp. (piscatorii)
BB12 - ICMP 21978 - Albirhodobacter sp
BB13 - ICMP 21979 - Aeromonas sp. (bivalvium)
BB16 - ICMP 21980 - Cupriavidus sp. (pampae)
BB19 - ICMP 21981 - Vibrio sp. (alginolyticus)
BB21 - ICMP 21982 - Exiguobacterium sp. (oxidotolerans)
BB23 - ICMP 21983 - Vibrio sp.
BB25 - ICMP 21984 - Pseudomonas sp. (sihuiensis)
BB29 - ICMP 21985 - Novosphingobium sp. (lindaniclasticum)
BB30 - ICMP 21986 - Agromyces sp.
BB33 - ICMP 21987 - Vibrio sp. (litoralis)
BB34 - ICMP 21988 - Pseudomas sp.

These bacteria have been genetically sequenced and will be stored in ICMP,  it is interesting to discover how much work is required to fully describe them so that the non-specific species can be definitively named.  In discussions with Megan and reading previous publications, I understand that this process can take upwards to a year.  There is much pain-staking research involved to work out the specific conditions under which a particular culture will survive and flourish, and how it  is different from another.  

There is a formal process to follow to ascertain the biochemical status of each bacterium.  Taxonomy includes classification (arrangement), nomenclature (naming) and identification (description and characterisation) of bacteria.   Cultures are incubated and closely monitored to ascertain their growth in all kinds of media at all kinds of concentrations, temperatures and light conditions (its energy source). A particular bacterium's morphology (its shape and structure) is ascertained by gram stains (gram- positive or gram-negative) and observation under very high powered magnification (x1000) to ascertain its motility (how it moves).  To scientifically describe a microorganism, scientists have to prove that a particular bacteria is different, and be able to clearly demonstrate how that is so.  Bacteria can be very similar, and only diverge in one tiny aspect, to be dissimilar.

A swab of colonies were mixed in glyercine, inserted into receptacles, then sealed and labelled.  Plastics straws are cut into 4cm lengths and sealed at one end.  They are then autoclaved, ready for use as receptacles for ICMP.

Ten samples are prepared, nine for the collection and a random one to check for purity.  Compliance checks are made before the cultures are finally depositing into the collection.  When filled, these containers are placed in freezers to start the cooling process; later the ICMP cultures are deposited in liquid nitrogen for indefinite storage. 

Enviro Schools cluster meeting

The Enviro Schools cluster of East Auckland meet every term, facilitated by Cate Jessep, the sustainable schools adviser attached to the Auckland Council.  This term the cluster met at Mission Heights Primary School and spent time in the adjacent Tane's forest.  Several people shared their ideas or expertise with the wider group in a collegial atmosphere.   

I was invited to share some resources about fungi.  An interest table was set up with mushrooms collected earlier from the local area, mushroom cultures, books to assist with identification and life histories of fungi, and links to useful, very accessible sites on fungi (see Fabulous Fungi Finds).

It was interesting to show teachers how to identify the mushrooms they find using online resources, either Landcare Research's public database or NZ Nature Watch.

These name badges were a great introduction to a a sustainable initiative.

Part of the meeting was spent in Tane's forest, where we explored the bush from a Maori perspective, starting with a karakia, completed the healthy forest survey and worked collectively on other related activities.

Helen, from STLP2108a, facilitated a group activity to demonstrate the effect of kauri die-back on symptomatic kauri.  Participants sucked water through straws (some of which were pin pricked) to model kauri drawing water up the trunk,

Fabulous Fungi Finds

Scientists from Manaaki Whenua - Landcare Research share a great number of resources openly with the wider community, as part of their commitment to Citizen Science.  In addition to the MWLR website,  I have found these resources most useful:

A diagram from the bilingual teachers' guide for Kuru Kaupapa Putaiao (Science) curriculum, shared by Peter Buchanan but also available free from the publisher's website, or click on the link below:

Nga Hekaheka o Aotearoa - teachers guide to fungi

An episode from 'Slouxse and Eve Investigate Science' , a kid-friendly science series on the newly launched TVNZ kids platform called Heihei.  Click on the link below to select from all the episodes:

Siouxse and Eve Investigate Science

Episode 1 features Bevan Weir from MWLC explaining about mushrooms, in particular the stink horn, dog-poo-smelling fungi, that will be of special interest to young children. 

"The Kingdom - How Fungi Made the World' was the winner of the best film at 2018 SCINEMA (International Science Film Festival).  It gives an overview of fungi, with great cinematography.  Click on the link below to watch this video:

The Kingdom - How Fungi Made the World

iNaturalistNZ (formerly Nature WatchNZ) is an interactive database with (at last count) 522,365 observations, 14,567 species, 2,858 identifiers and 9,507 observers.  You can identify fungi (or other organism) either,  by scrolling through the named images until you find a match, or by uploading your own photo from the field, and waiting for someone from the Nature Watch digital community to identify it,  and subsequently verify ID, online.

Nature WatchNZ - sign in

Collecting fungi in Auckland

It has been very interesting, discovering the world of fungi during my time at Landcare Research.  Previously, I had envisaged a mushroom as a discrete organism unto itself.  I now discover that the visible mushroom is merely the fruiting body of a much bigger organism, hidden from view underground, that appears when conditions are favourable for spores to be dispersed.  

Diagram from the bilingual teachers' guide from the Kuru Kaupapa Putaiao (Science) curriculum, kindly shared by Peter Buchanan (and freely available on the publisher's website)

Cultures taken from mushrooms at the Fungal Foray, showing the hyphae that have grown from the original plug.  Chris has incubated these samples in a fruiting chamber which he has developed.  The chamber controls temperature, humidity and carbon dioxide levels, providing  optimum conditions for growth.  He has also developed a medium using molasses which provides a nutritious food source for his Armillaria cultures.

Another revelation was the wealth of mushrooms that can seen, when one is aware enough to look around for them.  I found ten different varieties in Rotorua recently, and discovered twelve on a recent walk through the Auckland Domain.  This was after a wintery cold snap, which I was afraid might have not be conducive to mushrooms.  In general, mushrooms appear in Autumn when humid, damp conditions provide the best conditions for spore dispersal.

A small sample of the colonies of mushrooms found in the Auckland Domain.  Mushrooms are typically found by the base of trees or on dead of rotting wood.

Bio-diversity and Bio-security Seminar

Manaaki Whenua - Landcare Research hosted a graduate seminar for PhD and Masters students to present their research findings to the science community.  There were ten presenters in all, who spoke on a diverse range of scientific topics ranging from weaponery in beetles to light pollution in cities.  

There was a question and answer session after each speaker, and one of the interesting things was the number of times the phrases 'seemingly' or 'seemingly not' were used.  It was a timely reminder to me of the evidence based way of thinking which is inherent in scientific discussion and discourse.

A small selection of the presentations.

DNA sequencing of water microbes

Results from the genetic sequencing carried out on the 31 bacteria found in the Onehunga lagoon show some interesting results. Several new species were found, and in one case a new genus.  Fourteen samples were selected to go into the International Collection of Microorganisms from Plants (ICMP), based on their uniqueness and how they add to the completeness of the collection.

Tree planting at Mangemangeroa Reserve

The first day of winter was (uncharacteristically) gorgeous - sunny and calm, a perfect day for planting at the Mangemangeroa Reserve.  Eco-warriors from Cockle Bay, students from Howick College, Friends of Mangemangeroa, the Gecko Trust NZ, parents and Environmental Services from the Auckland Council all worked together to plant 250 grasses, flaxes and trees.  It is great to see such a sweeping collaboration and Citizen Science in action.  

One of our activities, facilitated by Cate Jessep, the sustainable school adviser from the Auckland Council, was to listen to the sounds of the reserve.  Intermingled in the traffic noise and overhead aeroplanes, was the melodic sounds of tui.  In the future, as our native plantings mature, they will encourage more native birds back into the area. 

A view looking down to plantings on all sides of the fencing.

Staff PD at Cockle Bay School

Gillian Taylor, STLP2017a teacher participant and Science curriculum leader led a science session for staff to learn more about looking teaching science from a Nature of Science viewpoint.  The presentation was supported by myself and the rest of the science team. 

There was a mix of theory about why we do what we do (focusing on the Nature of Science); a hands-on activity with a focus on one of the science capabilities, observation skills; and a think tank using post-it notes, for every member of staff to say what science means to them - this will be incorporated into the school's science vision.  Everyone was very positive and motivated - a great PD session.

Staff worked together in year groups to make a catapult from a small bag of materials.  After much trial and error, there was a sharing time, followed by information about the science behind their construction, involving physical forces.

Finding fungi in Rotorua

On a recent trip to Rotorua, I was amazed at the diverse number of mushrooms we found on family walks under the redwoods near Hamurana Springs forest and around the thermal pools in Kuirau Park.  It is interesting to find so many different varieties of mushrooms, when a few weeks ago before the fungal foray, I would have walked past and seen none.

When I discussed this with scientists at Landcare, it was interesting to discover that there are no published studies of fungi that grow in the warm, humid conditions of the thermal areas around Rotorua and Taupo.

The steam from the thermal pools made my glasses fog up, but not so much as to obstruct my search of mushrooms!

A small selection of the mushrooms we photographed on our walks.

Networking with other STLP teacher participants

As part of the STLP2018 phase one, it is a good idea to network with other participant teachers to learn from their experiences.  

Helen (a STLP2018a fellow participant teacher) and I visited Catherine Shipton at Churchill Park School and Tina Joshua-Bargh at Willowbank Primary School.  We had candid discussions with both teachers, particularly focused around the initiatives that worked well for them in their phase two,  when they returned to the classroom and started to develop/update their school's science strategic plan.

One of Tina's science initiatives was to develop a self watering device using funding from Curious Minds.  She found the organisation very sympathetic and helpful throughout the funding process, which is very encouraging.

The completed self watering device at Willowbank School

I have also visited Helen Armstrong from East Tamaki School, a fellow STLP2018a participant teacher, at her host organisation, the School of Biological Sciences at UOA where she is involved in a project to study the impact of  drought on kauri.

In addition, I hosted Sophia Douglas at Manaaki Whenua for a morning.   Sophia is another STLP2018a participant teacher from Terrace End School, Palmerston North.  We had a walk through of the Landcare Research laboratories, fungi fruiting chamber and New Zealand arthropod collection.  We also had morning tea with a group of scientists from the Mycology Team  who were interested to hear more about the programme, and offer their ideas.