Category Archives: Science Education

Partnership Project Completed for Black Butte Mine Community

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[The post is adapted from a story in the October 2014 issue of NIEHS Environmental Factor – written by Sara Mishamandani, research and communication specialist for MDB Inc., a contractor for the NIEHS Superfund Research Program and Division of Extramural Research and Training]

A tool to educate K-8 students about mercury in the environment and its effects on human health is now online, thanks to a collaboration between the NIEHS Superfund Research Program (SRP) at Oregon State University (OSU), the U.S. Environmental Protection Agency (EPA), and the London School in Cottage Grove, Oregon.MercuryLogoUpdated

The cooperative project was the first pilot for the Partners in Technical Assistance Program (PTAP), launched with the London School, located near the Black Butte Mine Superfund site in rural Cottage Grove, about 70 miles south of the university. The EPA Office of Superfund Remediation and Technology Innovation initiated the technical assistanceprogram in 2013 to help communities affected by Superfund sites understand technical information and to enable meaningful community involvement in the Superfund decision-making process.

During a Black Butte Mine community information session, London School principal Laurie Briggs requested that EPA create materials to teach students about the nearby abandoned mine, where mercury and other contamination from mine waste affect creeks that flow into the nearby Cottage Grove Lake and the Coast Fork Willamette River.  Listen to Laurie share about the project.

Screen Shot 2014-10-01 at 3.15.07 PMPutting environmental health into context

The educational package Mercury, the Community, and Me is available online as modules for K-8 teachers. The activities help connect students to the environment by defining environmental health, providing an overview of mercury and how it enters the environment and the food chain, and delivering information about mercury and human health. The resources include background information, presentations, worksheets, videos, games, and team assignments.

Two videos are also part of the curriculum. One provides more information about the Black Butte Mine Superfund site, including its historical background. The other introduces students to careers in science, highlighting scientists from the university and EPA. View the videos.

Fostering collaboration and engaging stakeholders

“EPA has a strong commitment to ensure that communities living near Superfund sites are informed and have opportunities to meaningfully engage in EPA actions to protect human health and the environment. This is a model educational project and partnership with OSU, London School, and EPA that brings together environmental health science, local history, and a Superfund site.”
~ Alanna Conley, EPA Region 10 Superfund Community Involvement Coordinator

“The excellent work done by the OSU SRP in collaboration with EPA and the London School in Cottage Grove demonstrates how the pilot PTAP can bring expertise and resources into communities near Superfund sites to meet technical assistance needs and enhance overall community restoration and cleanup.”
~ Melissa Dreyfus, lead for the EPA Headquarters PTAP Pilot

“The PTAP project provided a structure to build relationships with EPA Region 10 and impact a community living near a Superfund site. The final products also included contributions from our SRP trainees. We hope the educational resources are models for other schools and future partnerships.”  
~ Naomi Hirsch, OSU SRP Research Translation Core coordinator

The project has been well received, featured and shared widely on EPA social media platforms. In addition, the project was presented via a webinar to EPA Region 10 personnel.

Project Team from left Diana Rohlman (OSU SRP CEC), Alanna Conley (EPA, Region 10), Dan Sudakin (OSU SRP RTC), Laura Briggs (London School Principle), Naomi Hirsch (SRP RTC OSU). Not pictured: Corey Fisher (OSU SRP CEC), Melissa Dreyfus (EPA Headquarters Superfund Community Involvement Program), Kira Lynch, (EPA Region 10, Science and Tech Liaison), and Richard Muza (Region 10 - Black Butte Mine, Project Manager)
The Project Team from left Diana Rohlman (OSU SRP CEC), Alanna Conley (EPA, Region 10), Dan Sudakin (OSU SRP RTC), Laura Briggs (London School Principal), Naomi Hirsch (OSU SRP RTC). Not pictured: Corey Fisher and Molly Kile (OSU SRP CEC), Melissa Dreyfus (EPA Headquarters Superfund Community Involvement Program), Kira Lynch, (EPA Region 10, Science and Tech Liaison), and Richard Muza (Region 10 – Black Butte Mine, Project Manager)

5th Graders Experience All Aspects of Zebrafish Research

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A field trip for 28 local 5th graders from Hoover Elementary School was held at the Sinnhuber Aquatic Research Laboratory (SARL) on May 12, 2014.  SARL, directed by Dr. Robyn Tanguay, is a large state- of- the -art zebrafish facility used greatly for OSU SRP Project 3 – Systems Approach to Define Toxicity of Complex PAH Mixtures.

The SARL personnel, along with SRP Trainees and other grad students and postdocs, wanted the students to get hands-on experience and enjoy science.  Specifically the students learned all the unique features of zebrafish and how they are used in scientific research.

In 2012, curriculum was developed for visiting classes.  Students break up into five groups and rotate through various stations.

1) Tour of the Land of Zebrafish / Zebrafish Life Stage: Learn about how small the fish are and how rapid they develop.

2) Glow in the Dark Zebrafish: Learn about the different tools used in research.

3) The Good, The Bad, and The Ugly: Sort out dead and alive embryo, and determine the age of zebrafish.

4) Toxicity Screening: Learn how to get embryos into wells, view plates under the microscope, and identify normal and not normal fish.

5) Fish Are Like Us: Identify similarities between fish and humans.

Feedback from kids:

“This is so awesome!”

“Best field trip ever!”

“Cool!”

More information about zebrafish

UC Davis Picnic Day Provided Opportunity for Connection & Engagement

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Picnic Day is an annual open house event held in April at UC Davis. It typically draws more than 50,000 visitors to the campus to learn about the research and engage in family fun activities.

The 'toxin hunt' activity organized by the UC Davis Superfund Research Program
The ‘toxin hunt’ activity organized by the UC Davis Superfund Research Program

We appreciated the invitation from the UC Davis Superfund Research Center to our Trainees to come down and participate with them in outreach. Dr. Craig Marcus, Training Core Leader, traveled with two trainees, Erin Madeen (Project 1) and Andrea Knecht (Project 3).

OSU SRP Trainee Erin Madeen (Project 1) spent time chatting with Michael Denison, (PI, Project 5) of the UC Davis Superfund Center.
OSU SRP Trainee Erin Madeen (Project 1) spent time chatting with Michael Denison, (PI, Project 5) of the UC Davis Superfund Center.

UC Davis invited us to display posters about our Center within their display area.  Having the OSU SRP there was great, because UC Davis could direct their attention to our work to learn specifically about PAHs; how people are exposed and how they affect human and environmental health.

Besides research posters, the booth had over 125 children engaged in a ‘toxin hunt’ activity. The game was an excellent way for them to understand how SRP research can impact their health.  The parents became very interested in the toxins that are being studied with the Superfund Research Program.

OSU SRP Trainee Andrea Knecht (Project 3) chats with visitors about her zebrafish research
OSU SRP Trainee Andrea Knecht (Project 3) chats with visitors about her zebrafish research

 

Picnic Day was a great opportunity for Erin and Andrea to gain more experience in outreach by sharing posters with attendees and researchers. Dr. Marcus and the trainees also had opportunities to interact individually with the leadership and project leaders of several projects in the UC Davis Superfund Center to make additional connections and establish new collaborations. We look forward to hosting UC Davis trainees for our Research Day and other exchange opportunities.

New Mercury Education Project in Partnership with EPA and Rural School

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This year the EPA Partners in Technical Assistance Program (PTAP) Pilot has launched the first project with a school located near the Black Butte Mine Superfund Site in rural Cottage Grove, Oregon.

“The overall objective of PTAP is to expand opportunities for cooperation between EPA and colleges, universities or nonprofits with the shared goal of assessing and addressing the unmet technical assistance needs of impacted communities. Through PTAP, colleges, universities, and nonprofit organizations cooperate with EPA and voluntarily commit to assist communities with their unaddressed technical assistance needs. At this time, PTAP is in the pilot phase, working with NIEHS Superfund Research Program grantees as PTAP pilot partners. Following this pilot phase, the intention is to expand this project so that any interested colleges, universities or nonprofits may also join the PTAP.”

OSU Superfund Research Program has begun a partnership with EPA through this Pilot to help them expand upon their community outreach capabilities surrounding the Black Butte site.

On December 18, 2013, we met with Laurie Briggs, the Principal of the London School, because she had a strong desire to give her students and their families’ science and environmental health knowledge. About 100 rural K – 8th grade students go to London school.

Our visit included getting to know one another, listening to the needs of the school, and a school tour. We were impressed with the beauty and organization. The school built and maintains a 1/4-acre organic garden, and has a trail to a river flowing behind the property.  72% of the students qualify for free/reduced lunch, and delicious healthy meals are cooked on site.

For this project, we plan to:

1) Maintain communication through monthly meetings, and share notes and project milestones on our web site. [Our next meeting is January 30th, 2014 at OSU.]

2) Address community and educational needs.

  • Create a hands-on, project-based integrated curriculum related to the science of the Superfund site and mercury contamination that can serve as a model for other rural, small schools.
  • Discuss ways to educate the students and community and expand and build a sustainable partnership.

3) Provide training opportunities for SRP Trainees wanting outreach experience.

4) Help students understand career opportunities in environmental and life sciences.

 

 

Project Team from left Diana Rohlman (OSU SRP CEC), Alanna Conley (EPA, Region 10), Dan Sudakin (OSU SRP RTC), Laura Briggs (London School Principle), Naomi Hirsch (SRP RTC OSU). Not pictured: Corey Fisher (OSU SRP CEC), Melissa Dreyfus (EPA Headquarters Superfund Community Involvement Program), Kira Lynch, (EPA Region 10, Science and Tech Liaison), and Richard Muza (Region 10 - Black Butte Mine, Project Manager)
The Project Team from left Diana Rohlman (OSU SRP CEC), Alanna Conley (EPA, Region 10), Dan Sudakin (OSU SRP RTC), Laura Briggs (London School Principal), Naomi Hirsch (OSU SRP RTC). Not pictured: Corey Fisher and Molly Kile (OSU SRP CEC), Melissa Dreyfus (EPA Headquarters Superfund Community Involvement Program), Kira Lynch, (EPA Region 10, Science and Tech Liaison), and Richard Muza (Region 10 – Black Butte Mine, Project Manager)

 

 

 

 

Eighth Graders Get Real-Life Science Experience

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Using Integrated Problem-based Curriculum

Lisa Troy, an 8th grade science teacher at The Sage School in Foxboro, Massachusetts chose the NIEHS-funded Hydroville Curriculum as a way to give her students a real-world problem to solve, teach them collaboration and teamwork skills, and expand their understanding of “doing” science.  She was also very interested in environmental issues and once worked as an environmental consultant on EPA’s Superfund/RCRA Hotline.

Teacher Lisa Troy shares instructions for the team building activity (toxic popcorn).
Teacher Lisa Troy shares instructions for the team building activity (Toxic Popcorn). Photo credit: The Sage School

In the Hydroville Pesticide Scenario, students work in teams to examine and clean-up a large accidental spill of metam sodium near a river.  In this scenario students take on roles of an environmental chemist, environmental toxicologist, soil scientist, and mechanical engineer. It creates a valuable experience to learn about these careers and how they work together to solve problems.

I was very pleased with how involved my students were in their roles.  Since they were responsible for their own area of expertise, they took ownership of the skills and information that they learned.  The students also enjoyed fitting their solution into the constraints of a budget, as well as considering stakeholders’ varying viewpoints.  Their parents attended the presentations and took on roles as stakeholders when asking questions.  Their presence increased the feeling of a real town meeting, and it was fun to see the students dressed up! ~ Lisa Troy

Students divide up into expert groups of Soil Scientist, Environmental Toxicologist, Mechanical Engineer and Analytic Chemist.
Students do a number of background activities to learn about the science needed to solve the problem. Topics include reading labels, toxicity testing, analyzing pumps, soil texture and permeability, and decision analysis. Photo credit: The Sage School

Communicating with a Scientist

The students were learning about toxicity, LD50, and NOEL (No Observable Effect Level) through a seed germination lab.  Lisa Troy had read about Dr. Tanguay in the recent YALEe360 article, and she shared his research with the students. The students were very excited to speak to a “real” scientist who is engaged in meaningful work and making a difference.  A highlight for the students was when they Skyped with Dr. Robyn Tanguay.

Students were especially interested to learn how zebrafish are being used as models of human response to chemicals in research all over the world.  They shared a long list of questions with Dr. Tanguay in preparation for the Skype event.

The students were intrigued by the idea that, through research such as Dr. Tanguay’s, chemical manufacturers will know much more about the effects of individual chemicals and the possible synergistic effects of mixing chemicals. They were reassured to learn of the human treatment of the fish, as well.

Not only was Dr. Tanguay’s  interview incredibly valuable, it taught my students an important lesson about research: that you can contact scientists and experts in their fields and obtain information directly from the source.  Science is not just in a textbook. ~Lisa Troy

To increase career connections, Lisa Troy asked the parents, teachers, and administrators to identify any skills that were important to them in their work or life experience from a list she generated of all the skills the students learned or used during the course of Hydroville. They checked nearly all of the skills!

As the year progresses and we study other topics, I will continue to reinforce the concepts and skills the students acquired during Hydroville and know that they will be well prepared for the future. ~Lisa Troy

[This post was written in collaboration with Lisa Troy. We truly appreciate her sharing her experience with us. If you are an educator and want more information or have a story to share, please contact us.]