Introduction
Tardigrades
Commonly known as water bears, tardigrades, are microscopic animals found on every single continent in lichen, moss and water. They are the first and only multi-celled organism to survive space without oxygen, and did so for 12 days! If that isn’t cool enough, they can revert back and forth between life stages in order to survive. That’s like a human adult getting stranded in a desert, realizing they don’t have enough food or water for their large body size, so they revert back to the size and body structure of a baby, but still have their adult intellect in-tact. When tardigrades undergo this temporary change and receive the water and food they need, they can then revert back to an adult. Some think of it like hibernation during hard times, but the strange thing is, they can still reproduce, move, eat and function normally even when they revert into this stage to survive! What!? Crazy! Tardigrades can live for hundreds of years because of this. Additionally, they can survive temperatures well above and below the boiling and freezing points of water. What I find most interesting and in need of further research is that tardigrades can survive inordinate amounts of Ultra-violet rays. In my opinion, understanding how they can survive UV rays without being harmed could lead to future discoveries that would help the human population…just a thought. Also, they shockingly can not only survive without much food, water, or air at times, a population of all female water bears has even found a way to reproduce without the male species. They are the essence of survival. And yet, we have found no applicable science surrounding their survival methods and physical adaptations. Only a handful of scientists study them because there is no money in it. My dream is to personally conduct research and collect samples whenever I travel. A beautiful part about taridgrades is that you can find them literally wherever you go.
Dr. Lowman and Dr. Miller
There are two scientists who have taught me so much already who have influenced my teaching as well as my own personal learning. Dr. Lowman at California Academy of Sciences and Dr. Miller at Baker University in Kansas.
Dr. Lowman is a rainforest field biologist and ecologist. She studies herbivory, the eating of plants, in the canopies of rainforests compared to the forest floor. She is also very involved in conservation and has helped build many canopy walkways around the world for research in the canopies as well as ecotourism to promote wealth and education for locals. She is a champion for science and conservation. Through her work, and global collaboration, she is bridging the gap between the scientific community and the public.
I was able to learn alongside her in the Amazon Rainforest. The plants and life around me became so fascinating. She helped me expand my horizons and dig deeper as a citizen scientist. We studied the eating of plants on the forest floor and in the canopy. She shared her ideas and we had discussion about how to encourage conservation and care for our world and environment. Because of her, and my hands-on learning in the Amazon, my life was truly enriched and I now seek to do real scientific study in my own personal life, as well as teach real science to my students. I hope she can also help me learn how to identify tree species using dichotomous keys and collecting leaf samples at the floor and canopy levels.
For more information about Dr. Meg Lowman and my rainforest expedition in the Amazon, visit:
AmazonDiscoveries.weebly.com
Another influential scientist in my life is Dr. Miller. I was fortunate enough to study and learn alongside scientists in Malaysia to conduct a biodiversity survey at Penang Hill to help UNESSCO protect this important natural resource and home to so many living organisms. While there, I learned so much and again was shown the amazing power of science, collaboration, and awe of our world. Dr. Miller was very memorable because he peaked my interest in water bears. He's the one who gave me the tardigrade fever! :) In Malaysia, he shared the profound and impressive physical and behavioral adaptations and capabilites of water bears. He even showed me my first ever water bear in person, under a microscope! It was incredible! I was in! I wanted to study tardigrades too!
A little background information about this awesome scientist: Dr. Miller is the Director of Student Research in the Department of Biology and Chemistry at Baker University in Kansas. His main teaching goal for his undergrad and grad students is to teach how to conduct research well. We have been emailing and he has shared much invaluable input and advice to help guide me and my students on how to conduct research with accuracy and authenticity. He is a tardigrade expert, and has written much of the literature on tardigrades (see the links below). I learned about tardigrades from him this past year in Malaysia, and he instantly noticed my enthusiasm. Dr. Miller has already helped me learn how to research and collect samples. I'm hopeful he will soon teach me how to identify tardigrade species, once I start finding them!
Dr. Miller is not only an exceptional researcher, professor and tardigrade expert, but he is kind! He sent my students a kit to help find tardigrades! Enclosed in the package we found:
1 Irwin Loop
2 disposable pipettes
1 black backed dish (with box and label)
5 processing cups
1 box coverslips
1 bottle of PVA (Polyvinyl Alcohol) mounting media
Instructions for how to find tardigrades
Wow! This was so fun to receive a package from a real scientist! My students were loving every second of it and so was I! We have been following his suggestions and starting our own research and survey.
I am hopeful that eventually I can learn enough to then get out in to the world and apply this knowledge through my travels.
I want to travel and collect samples of tardigrades at two different rainforests to compare the biodiversity found in lichen and moss. I would love to visit a variety of moss covered places like the temperate rainforest of Washington and the tropical rainforest of Costa Rica. I hope to bring my microscope, take samples, and bring those samples back to my students.
Here is a list of Dr. Miller's compilation of work.
About and Research
ALL ABOUT TARDIGRADES by Dr. Miller LINK TO PDF
Same as above, but different format, may be easier to read LINK TO WEB VERSION
Dr. Miller Publications
Journal Article
Tardigrades, Bears of the Canopy
Dr. Lowman is a rainforest field biologist and ecologist. She studies herbivory, the eating of plants, in the canopies of rainforests compared to the forest floor. She is also very involved in conservation and has helped build many canopy walkways around the world for research in the canopies as well as ecotourism to promote wealth and education for locals. She is a champion for science and conservation. Through her work, and global collaboration, she is bridging the gap between the scientific community and the public.
I was able to learn alongside her in the Amazon Rainforest. The plants and life around me became so fascinating. She helped me expand my horizons and dig deeper as a citizen scientist. We studied the eating of plants on the forest floor and in the canopy. She shared her ideas and we had discussion about how to encourage conservation and care for our world and environment. Because of her, and my hands-on learning in the Amazon, my life was truly enriched and I now seek to do real scientific study in my own personal life, as well as teach real science to my students. I hope she can also help me learn how to identify tree species using dichotomous keys and collecting leaf samples at the floor and canopy levels.
For more information about Dr. Meg Lowman and my rainforest expedition in the Amazon, visit:
AmazonDiscoveries.weebly.com
Another influential scientist in my life is Dr. Miller. I was fortunate enough to study and learn alongside scientists in Malaysia to conduct a biodiversity survey at Penang Hill to help UNESSCO protect this important natural resource and home to so many living organisms. While there, I learned so much and again was shown the amazing power of science, collaboration, and awe of our world. Dr. Miller was very memorable because he peaked my interest in water bears. He's the one who gave me the tardigrade fever! :) In Malaysia, he shared the profound and impressive physical and behavioral adaptations and capabilites of water bears. He even showed me my first ever water bear in person, under a microscope! It was incredible! I was in! I wanted to study tardigrades too!
A little background information about this awesome scientist: Dr. Miller is the Director of Student Research in the Department of Biology and Chemistry at Baker University in Kansas. His main teaching goal for his undergrad and grad students is to teach how to conduct research well. We have been emailing and he has shared much invaluable input and advice to help guide me and my students on how to conduct research with accuracy and authenticity. He is a tardigrade expert, and has written much of the literature on tardigrades (see the links below). I learned about tardigrades from him this past year in Malaysia, and he instantly noticed my enthusiasm. Dr. Miller has already helped me learn how to research and collect samples. I'm hopeful he will soon teach me how to identify tardigrade species, once I start finding them!
Dr. Miller is not only an exceptional researcher, professor and tardigrade expert, but he is kind! He sent my students a kit to help find tardigrades! Enclosed in the package we found:
1 Irwin Loop
2 disposable pipettes
1 black backed dish (with box and label)
5 processing cups
1 box coverslips
1 bottle of PVA (Polyvinyl Alcohol) mounting media
Instructions for how to find tardigrades
Wow! This was so fun to receive a package from a real scientist! My students were loving every second of it and so was I! We have been following his suggestions and starting our own research and survey.
I am hopeful that eventually I can learn enough to then get out in to the world and apply this knowledge through my travels.
I want to travel and collect samples of tardigrades at two different rainforests to compare the biodiversity found in lichen and moss. I would love to visit a variety of moss covered places like the temperate rainforest of Washington and the tropical rainforest of Costa Rica. I hope to bring my microscope, take samples, and bring those samples back to my students.
Here is a list of Dr. Miller's compilation of work.
About and Research
ALL ABOUT TARDIGRADES by Dr. Miller LINK TO PDF
Same as above, but different format, may be easier to read LINK TO WEB VERSION
Dr. Miller Publications
Journal Article
Tardigrades, Bears of the Canopy
Tardigrade Research and Survey Process
A Fifth Grader Guide: How to Find Tardigrades
My students and I have started this process. Currently, I am still learning so much and new to a lot of this, so I am learning with a small group of students. We started the Science Squad during recess where we conduct a lot of research and just have fun together! We also do a lot of our data collection during tutoring after school. So far, we have completed part one, our preliminary research phase and are just now starting to collect samples to identify tardigardes!
Here is our step by step process:
PART 1: Tree Species Identification and Mapping
Here is our step by step process:
PART 1: Tree Species Identification and Mapping
- Learn about tardigrades and other microscopic animals like nematodes and rotifers.
- Learn how to identify plant species. (learn how to use a dichotomous key and iNaturalist to assist with identification)
- Determine tree species on campus
- Collect leaf samples, fruit, berries, or nuts and identify physical properties
- Learn about Longitude/Latitude and how to read a map
- Geo-locate each tree with GPS, give them a number (name)
- Develop a map of the trees on campus using a key.
- Collect moss and lichen from the ground level (within 1 ft from the soil) and breast height (5ft)
- Measure the diameter of each tree at breast height. Officially called DBH (Diameter at Breast Height).
- Research tardigrades (much more in depth look at different species, body parts and functions, how to identify, survival techniques, behavioral and structural adaptations)
- Collect moss at each of the sample tree species at the base and five feet up on the trees
- Set the moss in water for 2-24 hours and then search for tardigrades, nematodes, and rotifers in water samples
- Identify species and count the different types of microscopic animals found in each sample
- Share research and biodiversity survey with Dr. Meg Lowman and Dr. William Miller
- Ask questions about survival techniques with scientists, and research possibilities
- Share their findings in a science conference (science night) at school with their community
Meet the Teacher: Background Information and Goals
When I was in middle school, I visited and worked at an orphanage in Querétaro, Mexico, to help improve the existing school grounds and living quarters. During my time there, the orphanage needed a substitute teacher for their kindergarteners, so a friend and I volunteered. I didn’t know much Spanish at the time but was amazed at how we were still able to communicate and build meaningful relationships with those precious little ones. While sitting on the dirt floor, reading a picture book in Spanish to a little girl, I knew that I had to work with children for the rest of my life – it felt like I was made for teaching.
Fast forward to present day: I am now a 5th grade teacher at Hill Elementary in Austin, Texas. I teach Science and Social Studies to 75 students. As a child, I struggled to learn conventionally. So now, as a teacher, I try to differentiate my instruction so all learners are being taught in ways they can grasp. One second we may be comparing densities of liquids, using graduated cylinders and triple beam balances and the next, we are experimenting with Non-Newtonian fluids. The next day, we could be dancing on our chairs, acting out hot and cold molecules. Another day, we’re outside, walking out a distance scale model of our solar system so we can understand the enormity of our universe. We sing, dance, create, design, build, experiment, explore, discover and laugh in my classroom.
I teach an incredible and diverse population of students and all of my students are thirsting for more. They love it when I tell them that they are learning something advanced. I teach well beyond the standards that are expected because my teaching philosophy is this: If I teach beyond standardized test expectations and instead focus on stirring a desire and excitement to learn advanced material, students will not only test well, they will become life-long learners who can make educated decisions and help make a positive impact and contribution to this world.
One of the biggest problems I have realized is that my students don’t concern themselves with accuracy. They quickly read their measurements and don’t understand the importance of specificity throughout data collection. Also, most students don’t take the time to carry out many trials in experiments. I want to encourage my students to go above and beyond, carrying out many trials, collecting mounds of data, and being thorough and accurate. Therefore, I really want to integrate more year-long scientific study. In doing so, my students will see the importance of conducting many trials and collecting many samples. They will see the importance of consistency and hard work. They will be a part of something complex, advanced, and important. Through this concept of project-based learning, and delayed gratification, coupled with real scientific study, my students will learn more authentically and learn how to take their learning more seriously and with more intent.
Additionally, I want my students to collaborate with real scientists and professors. I want my students to learn how to research thoroughly, collect data accurately and communicate responsibly and with maturity with current scientists to bring scientific study to life in a meaningful and relevant way. In doing so, reluctant learners may be inspired to take that first step towards taking ownership of their learning. Additionally, advanced learners will be pushed to excel far beyond expectations. All learners will be exposed to careers and futures in science, and learn about the intricacies and rewards of being a field scientist, researcher, professor at a University, or even just a lover of science. They will feel important, because they will be involved in real scientific study that real scientists are using.
Currently, my students conduct experiments that take about one day to complete. They only conduct 3 trials and often have differing results. I want to push them to conduct hundreds of trials and focus on accurate measurements. I want them to see what it’s like to be a part of authentic scientific study that is long term that has a purpose.
Another big challenge I face is time. There is just not enough time in the day for my students to conduct hundreds of trials. I also face the importance of teaching for standardized tests. That being said, my students perform the best in Austin. How? I have realized that the more I push my students to learn beyond the expectations, the more they succeed. The more I teach relevant science, and don’t always focus on the required standards, my students become more engaged, critical thinkers. I want to continue teaching real science, and not focus on standardized tests. In doing so, my students will still perform well, but they will also become real scientists and exceed expectations.
To address the time constraint, I have found that I can increase the amount of time I get with my students by providing free tutoring after school, and starting a science squad during recess. Students who are extra interested in science are able to continue peaking their interests and learning even more during these extra times of fun science with me.
If I can accomplish my goals, I hope for my students to conduct a year-long survey as well as communicate with real scientists in a variety of fields. This will deepen my students’ learning and understanding of the importance of scientific study to help improve and care for our world and environment.
Fast forward to present day: I am now a 5th grade teacher at Hill Elementary in Austin, Texas. I teach Science and Social Studies to 75 students. As a child, I struggled to learn conventionally. So now, as a teacher, I try to differentiate my instruction so all learners are being taught in ways they can grasp. One second we may be comparing densities of liquids, using graduated cylinders and triple beam balances and the next, we are experimenting with Non-Newtonian fluids. The next day, we could be dancing on our chairs, acting out hot and cold molecules. Another day, we’re outside, walking out a distance scale model of our solar system so we can understand the enormity of our universe. We sing, dance, create, design, build, experiment, explore, discover and laugh in my classroom.
I teach an incredible and diverse population of students and all of my students are thirsting for more. They love it when I tell them that they are learning something advanced. I teach well beyond the standards that are expected because my teaching philosophy is this: If I teach beyond standardized test expectations and instead focus on stirring a desire and excitement to learn advanced material, students will not only test well, they will become life-long learners who can make educated decisions and help make a positive impact and contribution to this world.
One of the biggest problems I have realized is that my students don’t concern themselves with accuracy. They quickly read their measurements and don’t understand the importance of specificity throughout data collection. Also, most students don’t take the time to carry out many trials in experiments. I want to encourage my students to go above and beyond, carrying out many trials, collecting mounds of data, and being thorough and accurate. Therefore, I really want to integrate more year-long scientific study. In doing so, my students will see the importance of conducting many trials and collecting many samples. They will see the importance of consistency and hard work. They will be a part of something complex, advanced, and important. Through this concept of project-based learning, and delayed gratification, coupled with real scientific study, my students will learn more authentically and learn how to take their learning more seriously and with more intent.
Additionally, I want my students to collaborate with real scientists and professors. I want my students to learn how to research thoroughly, collect data accurately and communicate responsibly and with maturity with current scientists to bring scientific study to life in a meaningful and relevant way. In doing so, reluctant learners may be inspired to take that first step towards taking ownership of their learning. Additionally, advanced learners will be pushed to excel far beyond expectations. All learners will be exposed to careers and futures in science, and learn about the intricacies and rewards of being a field scientist, researcher, professor at a University, or even just a lover of science. They will feel important, because they will be involved in real scientific study that real scientists are using.
Currently, my students conduct experiments that take about one day to complete. They only conduct 3 trials and often have differing results. I want to push them to conduct hundreds of trials and focus on accurate measurements. I want them to see what it’s like to be a part of authentic scientific study that is long term that has a purpose.
Another big challenge I face is time. There is just not enough time in the day for my students to conduct hundreds of trials. I also face the importance of teaching for standardized tests. That being said, my students perform the best in Austin. How? I have realized that the more I push my students to learn beyond the expectations, the more they succeed. The more I teach relevant science, and don’t always focus on the required standards, my students become more engaged, critical thinkers. I want to continue teaching real science, and not focus on standardized tests. In doing so, my students will still perform well, but they will also become real scientists and exceed expectations.
To address the time constraint, I have found that I can increase the amount of time I get with my students by providing free tutoring after school, and starting a science squad during recess. Students who are extra interested in science are able to continue peaking their interests and learning even more during these extra times of fun science with me.
If I can accomplish my goals, I hope for my students to conduct a year-long survey as well as communicate with real scientists in a variety of fields. This will deepen my students’ learning and understanding of the importance of scientific study to help improve and care for our world and environment.
Hopes for this Microscopic Biodiversity Survey
First of all, I really hope we find tardigrades! I'm a little nervous that I'm doing so many new things that I don't really understand yet either. I do love learning WITH my students. It's fun to feel like we are in it together.
Hopefully, we will find tardigrades, and be able to idenfity them. Even make slides that we can send to Dr. Miller.
If so, I also hope that we can research those species and learn how they survive. What caused the similarities or differences in biodiversity in each location? Is this due to climate conditions, weather patterns, lack/abundance of water? I would love for my students to send emails, letters, and talk via skype with Dr. Miller and Dr. Lowman and other scientists, thus learning how to communicate and collaborate with scientists. My students will get to be a part of real scientific study that will be used by real scientists. How cool would that be?!
My long term dream is to collect samples of tardigrades around the world throughout my lifetime, collaborating with my students as well as scientists like Dr. Miller and Dr. Lowman. In learning about the variety of species and how they survive, I hope to find relevant and applicable science in the world. Ideally, through this collaboration and scientific biodiversity survey, I hope my students and I will learn more about how tardigrades can withstand such harsh levels of UV rays and not only survive but also thrive even in harsh conditions. Potentially, in understanding their survival techniques, physical adaptations and their skin make up, I hope to help scientists find a cure for skin cancer. Dream big right? Or if we can’t find that out, we could maybe help scientists create a medication for sun burn using the science behind tardigrade skin and adaptability. Who knows? The possibilities are endless!
At the very least, we will collect data on the microscopic biodiversity found on our campus and work with real scientists. This has never been done before. Our data will also be used by real scientists to add to the surveys of tardigrades around the world, to better understand the variety of species, and how they are dispersed. We may even identify a new species! And bottom line, we will learn how to conduct real, authentic, accurate research and connect with real science in a real way.
Hopefully, we will find tardigrades, and be able to idenfity them. Even make slides that we can send to Dr. Miller.
If so, I also hope that we can research those species and learn how they survive. What caused the similarities or differences in biodiversity in each location? Is this due to climate conditions, weather patterns, lack/abundance of water? I would love for my students to send emails, letters, and talk via skype with Dr. Miller and Dr. Lowman and other scientists, thus learning how to communicate and collaborate with scientists. My students will get to be a part of real scientific study that will be used by real scientists. How cool would that be?!
My long term dream is to collect samples of tardigrades around the world throughout my lifetime, collaborating with my students as well as scientists like Dr. Miller and Dr. Lowman. In learning about the variety of species and how they survive, I hope to find relevant and applicable science in the world. Ideally, through this collaboration and scientific biodiversity survey, I hope my students and I will learn more about how tardigrades can withstand such harsh levels of UV rays and not only survive but also thrive even in harsh conditions. Potentially, in understanding their survival techniques, physical adaptations and their skin make up, I hope to help scientists find a cure for skin cancer. Dream big right? Or if we can’t find that out, we could maybe help scientists create a medication for sun burn using the science behind tardigrade skin and adaptability. Who knows? The possibilities are endless!
At the very least, we will collect data on the microscopic biodiversity found on our campus and work with real scientists. This has never been done before. Our data will also be used by real scientists to add to the surveys of tardigrades around the world, to better understand the variety of species, and how they are dispersed. We may even identify a new species! And bottom line, we will learn how to conduct real, authentic, accurate research and connect with real science in a real way.
Teacher's Diary
Introducing Microbiology: What tiny things are we looking at?
We collected our first sample of moss from 4 different tree species. It was SO COLD! We placed them in dechlorinated water in cups that Dr. Miller sent us. I had thought we needed to wait 24 hours for the waterbears to venture out of the moss, but Dr. Miller said we didn't have to wait that long at all. (only a few hours.) Good to know.
While the students were taking their benchmark exams, I started scanning the samples, trying to find our first water bear. I found some little creatures for sure, but no luck on tardigrades! I emailed Dr. Miller to see if I was using the correct strength of microscope. (I have only one microscope that uses light from above, instead of below. He suggested we use that because it can be too hard to detect tardigrades with light below because they can be transparent and too small. However, the microscope I have like that only goes up to 4X. )
Turns out I may need a more powerful microscope. Dr. Miller said that he usually uses something like the picture below. He also said that he uses a dissecting scope with magnifications between 20-30 X to search for tardigrades- a 10x ocular (eyepiece) and a 2-3x objective (lower lenses). I think I may need to get something similar so I can actually see those litte buggers! The rotifers and nematodes are big enough to spot, but not so much for the tardigrades. We shall see...
While the students were taking their benchmark exams, I started scanning the samples, trying to find our first water bear. I found some little creatures for sure, but no luck on tardigrades! I emailed Dr. Miller to see if I was using the correct strength of microscope. (I have only one microscope that uses light from above, instead of below. He suggested we use that because it can be too hard to detect tardigrades with light below because they can be transparent and too small. However, the microscope I have like that only goes up to 4X. )
Turns out I may need a more powerful microscope. Dr. Miller said that he usually uses something like the picture below. He also said that he uses a dissecting scope with magnifications between 20-30 X to search for tardigrades- a 10x ocular (eyepiece) and a 2-3x objective (lower lenses). I think I may need to get something similar so I can actually see those litte buggers! The rotifers and nematodes are big enough to spot, but not so much for the tardigrades. We shall see...