Students can use cameras or phones to take pictures of their drawings and prototypes and upload them to Google slides. In our class,
we used Google slides so that all the students could simultaneously
collaborate on one presentation.) For a rubric of the presentation
expectations, see Table 1.
At the conclusion of the class period, students cleaned up
their lab space, and the teacher discussed how the quarantine
facilities would be exposed to oats inoculated with the slime
mold. After class, the teacher placed the inoculated oats in the
center of the agar on the Petri dish. The teacher then placed the
quarantine facility on top of the agar. Next, the teacher situated
oats (that were not inoculated) on the agar surrounding the quar-
antine facility. The fresh oats serve as the healthy population the
students are trying to protect from the infectious disease. (The
teacher should explain to the students that if the structures are
unsuccessful, then the slime mold will escape the structure in
search of food – the oats.) These Petri dishes were left for three
to four days, depending on whether the class met on even or
odd days, before students returned to the lab activity to determine
whether their designs were successful.
Figure 4. Examples of initial student design solutions.
Figure 5. Examples of student prototypes.