Tips & Tools
JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION, May 2016, p. 282-283 DOI: http://dx.doi.org/10.1128/jmbe.v17i2.966
Microbe Motels: An Interactive Method to Introduce the Human Microbiome † Senga Robertson-Albertyn, Erin Hardee, and Nicola R. Stanley-Wall* Division of Molecular Microbiology, School of Life Sciences, University of Dundee, Dundee, DD1 5EH, UK
INTRODUCTION
PROCEDURE
The human body is occupied by an immense number of microorganisms collectively referred to as the “human microbiota” (10). Bacteria are the most abundant occupants of the microbiota, colonizing distinct body sites in a mostly innocuous manner (3, 4, 9). The most densely occupied region of the human body is the intestinal tract, and it comprises four main phyla, namely: Actinobacteria, Bacteroidetes, Firmicutes, and Proteobacteria. Together, the intestinal microbiota plays a critical role in the development of the innate immune system (11) and in the provision of continued protection against infection (8). Poor diet, lifestyle, and genetic factors alongside antibiotic treatment can cause dysbiosis, or imbalance, of the gut microbiota (2) (see Appendices 1 and 2). If dysbiosis remains after perturbation—i.e., after the system has been disturbed due to infection or serious illness—, the host may become prone to chronic inflammation or to the development of chronic illnesses such as ulcerative colitis and Crohn’s disease (5). The microbiome is a heavily studied part of the human body, and the resulting research is regularly covered by popular media sources. Interest is particularly high given the increasing number of links between dysbiosis of the intestinal microbiota and obesity, depression, and rheumatoid arthritis (1, 6, 7). However, it is a challenging topic to discuss with people who have little to no knowledge of microbiology. Microbe Motels is a simple, fun, interactive activity that allows the balance of the intestinal microbiota to be explored. The format facilitates engagement as participants are encouraged to think about the roles of distinct bacterial phyla through hands-on activities. Microbe Motels can be easily recreated in a classroom environment and emphasizes the positive roles microbes play in the human body.
Safety considerations: Safety glasses and lab coats are recommended when using pipettes. Ensure participants do not have a wheat/flour allergy or intolerance in the event of accidental ingestion. The materials specified provide for five learners sharing roles during the activity (see Appendix 3): • • • • • • • • •
Printout of “Bob” and small stickers (Appendix 4) Red, yellow, and blue poster paint in matching colored pots with plastic pipettes (or spoons) Full bottle of drinking water Icing piping bag and scissors Crushed Wheat Biscuit Cereal in storage container Flour in green pot with tablespoon Toy toilet, or small container, and plain paper cupcake case Wipeable tablecloth and wet wipes Refuse bag for disposal
Preparation and set-up Communicators should be fully versed with the supplementary background information and able to recall relevant information (Appendices 1 and 2). First, set up a table at a height suitable for younger children ensuring sufficient space for five learners. Label colored tubs with a bacterial phylum: Bacteroidetes (blue), Firmicutes (red), Actinobacteria (yellow), and Proteobacteria (green) (Fig.1). Add flour to the green tub and the paint (diluted 1:1 with water) to the other tubs. Line a miniature toy toilet (or other suitable container) with a cupcake case. All other materials (e.g., water bottle, scissors, and crushed wheat biscuits) should be kept near the communicator. Activity
*Corresponding author. Mailing address: Prof. Nicola Stanley-Wall, Division of Molecular Microbiology, School of Life Sciences, University of Dundee, Dundee, DD1 5EH, UK. Phone: +44 (0) 1382 385136. Fax: +44 (0) 1382 388216. E-mail: [email protected]. †Supplemental materials available at http://asmscience.org/jmbe
Welcome learners and gauge their background knowledge by asking what they know about bacteria. Use this information to lead a brief discussion introducing bacteria with the goal of eliminating the misconception that “all
©2016 Author(s). Published by the American Society for Microbiology. This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial-NoDerivatives 4.0 International license (https://creativecommons.org/licenses/by-nc-nd/4.0/ and https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode), which grants the public the nonexclusive right to copy, distribute, or display the published work.
282
Journal of Microbiology & Biology Education
Volume 17, Number 2
ROBERTSON-ALBERTYN et al.: MICROBE MOTELS
simplicity of the activity allows delivery in diverse environments, from large science engagement events to small classroom activities. The additional resources will support educators and further enhance the learning experience for participants. To date, this activity has been presented at public science events and overall feedback suggests that this excellent activity is an engaging way of conveying an important, current scientific topic to a broad audience.
SUPPLEMENTAL MATERIALS FIGURE 1. Activity set-up using splash-proof mat, color coordinated tubs, and clear labeling of bacterial phyla.
bacteria are bad.” Highlight that bacteria live all around us, including on and in our bodies. Introduce the learners to “Bob” (Appendix 4) and ask them to place a sticker to indicate where bacteria might live. Every exposed surface of the body is colonized to varying degrees, ergo, no learners can be wrong! Next, explain that the intestinal tract is the most heavily occupied region of the body and that there are many different types of bacteria that live within it. Highlight that the resident microbes complete important “tasks” that help us and in return we provide nutrients: we are in effect “Microbe Motels.” Introduce “Bob’s tummy” (the piping bag). Guide learners through each “tub of bacteria” highlighting the name of the phylum and the role the bacteria play as part of the intestinal microbiota (Appendices 1 and 2). The proportion of the bacterial phyla present in the intestine can be discussed at different levels of detail depending on the level/age/interest of the audience. Learners begin by adding “Proteobacteria” (flour) to the bag with a spoon and then, using pipettes, participants add volumes of liquid “bacteria” (colored water) to Bob’s tummy in proportions deemed to be correct based on the information provided. Ask the learners what else we eat (food and water) to break up the activity and re-engage. First add “food” (crumbled biscuit cereal) to the bag to allow the communicator to gauge how much water is needed. Learners should be encouraged to add a small amount of water. Then “digest” the contents by repeatedly squeezing the bag, but ensure that the top of the bag is held tightly closed! Cut off the sealed end of the piping bag and allow participants to squeeze the contents into the miniature “toilet.” Discuss the “product” noting if it looks of solid consistency and brown in color (i.e., “healthy”) and identify adjustments that could be made to improve it. This can then be related back to the key learning objective that the correct balance of intestinal bacteria is required for our health.
CONCLUSION This novel activity conveys the concept and importance of the human microbiome. The hands-on “yuck” factor has significant appeal and facilitates open discussions. The Volume 17, Number 2
Appendix 1: Glossary Appendix 2: Background information for communicator Appendix 3: Instructions for activity preparation Appendix 4: Image of “Bob” for printing
ACKNOWLEDGMENTS We thank the University of Dundee for funding. The authors declare that there are no conflicts of interest.
REFERENCES 1. Dinan, T. G., and J. F. Cryan. 2013. Melancholic microbes: a link between gut microbiota and depression? Neurogastroenterol. Motil. 25(9):713–719. 2. Hawrelak, J. A., and S. P. Myers. 2004. The causes of intestinal dysbiosis: a review. Altern. Med. Rev. 9(2):180–197. 3. Human Microbiome Project Consortium. 2012. Structure, function and diversity of the healthy human microbiome. Nature 486(7402):207–214. 4. Lozupone, C. A., J. I. Stombaugh, J. I. Gordon, J. K. Jansson, and R. Knight. 2012. Diversity, stability and resilience of the human gut microbiota. Nature 489(7415):220–230. 5. Manichanh, C., N. Burruel, F. Casellas, and F. Guamer. 2012. The gut microbiota in IBD. Nat. Rev. Gastroenterol. Hepatol. 9(10):599–608. 6. Moreno-Indias, I., F. Cardona, F. J. Tinahones, and M. I. Queipo-Ortuño. 2014. Impact of the gut microbiota on the development of obesity and type 2 diabetes mellitus. Front. Microbiol. 5:190. 7. Scher, J. U., and S. B. Abramson. 2011. The microbiome and rheumatoid arthritis. Nat. Rev. Rheumatol. 7(10):569– 578. 8. Sekirov, I., S. L. Russell, L. C. Antunes, and B. B. Finlay. 2010. Gut microbiota in health and disease. Physiol. Rev. 90(3):859–904. 9. Ursell, L. K., J. L. Metcalf, L. W. Parfrey, and R. Knight. 2012. Defining the human microbiome. Nutr. Rev. 70(Suppl 1):S38–S44. 10. Weinstock, G. M. 2012. Genomic approaches to studying the human microbiota. Nature 489(7415):250–256. 11. Wu, H. J., and E. Wu. 2012. The role of gut microbiota in immune homeostasis and autoimmunity. Gut Microbes 3(1):4–14.
Journal of Microbiology & Biology Education
283
JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION, May 2016, p. 282-283 DOI: http://dx.doi.org/10.1128/jmbe.v17i2.966
Microbe Motels: An Interactive Method to Introduce the Human Microbiome † Senga Robertson-Albertyn, Erin Hardee, and Nicola R. Stanley-Wall* Division of Molecular Microbiology, School of Life Sciences, University of Dundee, Dundee, DD1 5EH, UK
INTRODUCTION
PROCEDURE
The human body is occupied by an immense number of microorganisms collectively referred to as the “human microbiota” (10). Bacteria are the most abundant occupants of the microbiota, colonizing distinct body sites in a mostly innocuous manner (3, 4, 9). The most densely occupied region of the human body is the intestinal tract, and it comprises four main phyla, namely: Actinobacteria, Bacteroidetes, Firmicutes, and Proteobacteria. Together, the intestinal microbiota plays a critical role in the development of the innate immune system (11) and in the provision of continued protection against infection (8). Poor diet, lifestyle, and genetic factors alongside antibiotic treatment can cause dysbiosis, or imbalance, of the gut microbiota (2) (see Appendices 1 and 2). If dysbiosis remains after perturbation—i.e., after the system has been disturbed due to infection or serious illness—, the host may become prone to chronic inflammation or to the development of chronic illnesses such as ulcerative colitis and Crohn’s disease (5). The microbiome is a heavily studied part of the human body, and the resulting research is regularly covered by popular media sources. Interest is particularly high given the increasing number of links between dysbiosis of the intestinal microbiota and obesity, depression, and rheumatoid arthritis (1, 6, 7). However, it is a challenging topic to discuss with people who have little to no knowledge of microbiology. Microbe Motels is a simple, fun, interactive activity that allows the balance of the intestinal microbiota to be explored. The format facilitates engagement as participants are encouraged to think about the roles of distinct bacterial phyla through hands-on activities. Microbe Motels can be easily recreated in a classroom environment and emphasizes the positive roles microbes play in the human body.
Safety considerations: Safety glasses and lab coats are recommended when using pipettes. Ensure participants do not have a wheat/flour allergy or intolerance in the event of accidental ingestion. The materials specified provide for five learners sharing roles during the activity (see Appendix 3): • • • • • • • • •
Printout of “Bob” and small stickers (Appendix 4) Red, yellow, and blue poster paint in matching colored pots with plastic pipettes (or spoons) Full bottle of drinking water Icing piping bag and scissors Crushed Wheat Biscuit Cereal in storage container Flour in green pot with tablespoon Toy toilet, or small container, and plain paper cupcake case Wipeable tablecloth and wet wipes Refuse bag for disposal
Preparation and set-up Communicators should be fully versed with the supplementary background information and able to recall relevant information (Appendices 1 and 2). First, set up a table at a height suitable for younger children ensuring sufficient space for five learners. Label colored tubs with a bacterial phylum: Bacteroidetes (blue), Firmicutes (red), Actinobacteria (yellow), and Proteobacteria (green) (Fig.1). Add flour to the green tub and the paint (diluted 1:1 with water) to the other tubs. Line a miniature toy toilet (or other suitable container) with a cupcake case. All other materials (e.g., water bottle, scissors, and crushed wheat biscuits) should be kept near the communicator. Activity
*Corresponding author. Mailing address: Prof. Nicola Stanley-Wall, Division of Molecular Microbiology, School of Life Sciences, University of Dundee, Dundee, DD1 5EH, UK. Phone: +44 (0) 1382 385136. Fax: +44 (0) 1382 388216. E-mail: [email protected]. †Supplemental materials available at http://asmscience.org/jmbe
Welcome learners and gauge their background knowledge by asking what they know about bacteria. Use this information to lead a brief discussion introducing bacteria with the goal of eliminating the misconception that “all
©2016 Author(s). Published by the American Society for Microbiology. This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial-NoDerivatives 4.0 International license (https://creativecommons.org/licenses/by-nc-nd/4.0/ and https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode), which grants the public the nonexclusive right to copy, distribute, or display the published work.
282
Journal of Microbiology & Biology Education
Volume 17, Number 2
ROBERTSON-ALBERTYN et al.: MICROBE MOTELS
simplicity of the activity allows delivery in diverse environments, from large science engagement events to small classroom activities. The additional resources will support educators and further enhance the learning experience for participants. To date, this activity has been presented at public science events and overall feedback suggests that this excellent activity is an engaging way of conveying an important, current scientific topic to a broad audience.
SUPPLEMENTAL MATERIALS FIGURE 1. Activity set-up using splash-proof mat, color coordinated tubs, and clear labeling of bacterial phyla.
bacteria are bad.” Highlight that bacteria live all around us, including on and in our bodies. Introduce the learners to “Bob” (Appendix 4) and ask them to place a sticker to indicate where bacteria might live. Every exposed surface of the body is colonized to varying degrees, ergo, no learners can be wrong! Next, explain that the intestinal tract is the most heavily occupied region of the body and that there are many different types of bacteria that live within it. Highlight that the resident microbes complete important “tasks” that help us and in return we provide nutrients: we are in effect “Microbe Motels.” Introduce “Bob’s tummy” (the piping bag). Guide learners through each “tub of bacteria” highlighting the name of the phylum and the role the bacteria play as part of the intestinal microbiota (Appendices 1 and 2). The proportion of the bacterial phyla present in the intestine can be discussed at different levels of detail depending on the level/age/interest of the audience. Learners begin by adding “Proteobacteria” (flour) to the bag with a spoon and then, using pipettes, participants add volumes of liquid “bacteria” (colored water) to Bob’s tummy in proportions deemed to be correct based on the information provided. Ask the learners what else we eat (food and water) to break up the activity and re-engage. First add “food” (crumbled biscuit cereal) to the bag to allow the communicator to gauge how much water is needed. Learners should be encouraged to add a small amount of water. Then “digest” the contents by repeatedly squeezing the bag, but ensure that the top of the bag is held tightly closed! Cut off the sealed end of the piping bag and allow participants to squeeze the contents into the miniature “toilet.” Discuss the “product” noting if it looks of solid consistency and brown in color (i.e., “healthy”) and identify adjustments that could be made to improve it. This can then be related back to the key learning objective that the correct balance of intestinal bacteria is required for our health.
CONCLUSION This novel activity conveys the concept and importance of the human microbiome. The hands-on “yuck” factor has significant appeal and facilitates open discussions. The Volume 17, Number 2
Appendix 1: Glossary Appendix 2: Background information for communicator Appendix 3: Instructions for activity preparation Appendix 4: Image of “Bob” for printing
ACKNOWLEDGMENTS We thank the University of Dundee for funding. The authors declare that there are no conflicts of interest.
REFERENCES 1. Dinan, T. G., and J. F. Cryan. 2013. Melancholic microbes: a link between gut microbiota and depression? Neurogastroenterol. Motil. 25(9):713–719. 2. Hawrelak, J. A., and S. P. Myers. 2004. The causes of intestinal dysbiosis: a review. Altern. Med. Rev. 9(2):180–197. 3. Human Microbiome Project Consortium. 2012. Structure, function and diversity of the healthy human microbiome. Nature 486(7402):207–214. 4. Lozupone, C. A., J. I. Stombaugh, J. I. Gordon, J. K. Jansson, and R. Knight. 2012. Diversity, stability and resilience of the human gut microbiota. Nature 489(7415):220–230. 5. Manichanh, C., N. Burruel, F. Casellas, and F. Guamer. 2012. The gut microbiota in IBD. Nat. Rev. Gastroenterol. Hepatol. 9(10):599–608. 6. Moreno-Indias, I., F. Cardona, F. J. Tinahones, and M. I. Queipo-Ortuño. 2014. Impact of the gut microbiota on the development of obesity and type 2 diabetes mellitus. Front. Microbiol. 5:190. 7. Scher, J. U., and S. B. Abramson. 2011. The microbiome and rheumatoid arthritis. Nat. Rev. Rheumatol. 7(10):569– 578. 8. Sekirov, I., S. L. Russell, L. C. Antunes, and B. B. Finlay. 2010. Gut microbiota in health and disease. Physiol. Rev. 90(3):859–904. 9. Ursell, L. K., J. L. Metcalf, L. W. Parfrey, and R. Knight. 2012. Defining the human microbiome. Nutr. Rev. 70(Suppl 1):S38–S44. 10. Weinstock, G. M. 2012. Genomic approaches to studying the human microbiota. Nature 489(7415):250–256. 11. Wu, H. J., and E. Wu. 2012. The role of gut microbiota in immune homeostasis and autoimmunity. Gut Microbes 3(1):4–14.
Journal of Microbiology & Biology Education
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