Page 387 - Cultural Studies of Science Education
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362                                                    C.D. Stonebanks

            agreement, with his “been there, done that” smile. So, with all of this precursor
            information expressed, I explained to Joe why I had an ice box full of “benign live
            animals.”
              After  class  discussions  on  the  readings  of  Apple  and  Kincheloe  have  been
            completed  for  about  a  month’s  time,  the  course  reading  take  us  to  the  next
            subject-specific  discussion  in  science  education.  I  assign  a  reading  on  animal
            behavior observation, and for example, how the large milkweed bug responds to
            stimuli of light. It is a good lesson idea, but if carried out superficially, does fall
            into the category of students making observations that will already be predeter-
            mined by the teacher. Often, students come to class hoping that we will carry out
            the experiment, giving them another valuable tool to add to their teaching tool-
            box, and when they see me enter the class with my ice box, their enthusiasm
            matches any elementary classroom in which I have ever taught in. Quickly, I tell
            the students that they are in for a treat, because I read about a really interesting
            scientific study being carried out at a major University in Alabama, USA, by the
            “Distinguished  Professor  of  Caveat  Emptor,  Dr.  Robert  Murray,”  from  the
            “Department of Micro & Marine Biology,” regarding the amazing use of “water
            lice.” Enthusiastically, I wave a letter from Dr. Murray, making sure students see
            that it is postmarked. I have a student read it aloud:
            Dear Dr. Stonebanks,

            Thank you very much for your interest in our work in developing natural methods
            in water cleansing. The University of St Barbara’s Department of Micro & Marine
            Biology is committed to organic ways in solving some of the greatest problems in
            water pollution and we think that our “Water Lice” project will do just that.
              As I am sure you are aware from your own initial research in this work, the Water
            Lice is a completely misunderstood insect that has tremendous benefits for the envi-
            ronment. Because they have the name “lice” attached to it, people think this insect
            feeds off of blood, rather, it feeds off of impurities in impure water. We at the lab
            think they should be called “Water Cleaners”! Our project has done so well we have
            used the Water Lice to clean many of the stagnant and unsafe waters in the residential
            areas of New Orleans after the tragic events of Hurricane Katrina (they even filmed
            our efforts in an upcoming edition of Discovery Channel’s Dirty Jobs).
              We will send you (by Fed Ex) three jars of contaminated water at three different
            stages.  By  the  time  you  receive  the  package  your  class  at  Bishop’s  University
            should see the following:
            Jar #1:  Adult hatched Water Lice actively cleaning contaminated sewer water; water
                  is unsafe to drink.
            Jar #2:  Fully mature Water Lice approximately three days into their cleaning process;
                  the water should be mostly clean.
            Jar #3:  Approximately seven days into their life cycle the adults are gorged and die
                  naturally and have laid microscopic eggs at the bottom of the jar; the water
                  is now safe to drink and the water lice are edible to all animals (even for
                  humans if you want to try!).
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