Indiana State Biology Standards
The following standards are the main focus of this unit:
B. 1. 1.
Describe the structure of the major categories of organic compounds that make up living organisms in terms of their building blocks and the small number of chemical elements (i.e., carbon, hydrogen, nitrogen, oxygen, phosphorous, and sulfur) from which they are composed.
B. 1. 2.
Understand that the shape of a molecule determines its role in the many different types of cellular processes (e.g., metabolism, homeostasis, growth and development, and heredity) and understand that the majority of these processes involve proteins that act as enzymes.
B.1.3.
Explain and give example of how the function and differentiation of cells is influenced by the external environment (e.g., temperature, acidity and the concentration of certain molecules) and changes in these conditions may affect how a cell functions.
B. 2.1
Describe features common to all cells that are essential for growth and survival. Explain their functions.
The following are potential standards in which students could cover depending on which direction the driving question takes them:
B.2.5.
Explain that cells use proteins to form structures (e.g., cilia, flagella), which allow them to carry out specific functions (e.g., movement, adhesion and absorption).
B.4.1.
Explain that the amount of life environments can support is limited by the available energy, water, oxygen, and minerals and by the ability of ecosystems to recycle the remains of dead organisms.
B.4.2.
Describe how human activities and natural phenomena can change the flow of matter and energy in an ecosystem and how those changes impact other species
B.8.5.
Describe how organisms with beneficial traits are more likely to survive, reproduce, and pass on their genetic information due to genetic variations, environmental forces and reproductive pressures.
B. 1. 1.
Describe the structure of the major categories of organic compounds that make up living organisms in terms of their building blocks and the small number of chemical elements (i.e., carbon, hydrogen, nitrogen, oxygen, phosphorous, and sulfur) from which they are composed.
B. 1. 2.
Understand that the shape of a molecule determines its role in the many different types of cellular processes (e.g., metabolism, homeostasis, growth and development, and heredity) and understand that the majority of these processes involve proteins that act as enzymes.
B.1.3.
Explain and give example of how the function and differentiation of cells is influenced by the external environment (e.g., temperature, acidity and the concentration of certain molecules) and changes in these conditions may affect how a cell functions.
B. 2.1
Describe features common to all cells that are essential for growth and survival. Explain their functions.
The following are potential standards in which students could cover depending on which direction the driving question takes them:
B.2.5.
Explain that cells use proteins to form structures (e.g., cilia, flagella), which allow them to carry out specific functions (e.g., movement, adhesion and absorption).
B.4.1.
Explain that the amount of life environments can support is limited by the available energy, water, oxygen, and minerals and by the ability of ecosystems to recycle the remains of dead organisms.
B.4.2.
Describe how human activities and natural phenomena can change the flow of matter and energy in an ecosystem and how those changes impact other species
B.8.5.
Describe how organisms with beneficial traits are more likely to survive, reproduce, and pass on their genetic information due to genetic variations, environmental forces and reproductive pressures.
Next Generation Science Standards
HS-ETS1.4
Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria an constraints on interactions within and between systems relevant to the problem
HS-PS2-6
Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.
HS-PS4-4
Evaluate the claims, evidence and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or particle model, and that for some situations one model is more useful than the other.
Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria an constraints on interactions within and between systems relevant to the problem
HS-PS2-6
Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.
HS-PS4-4
Evaluate the claims, evidence and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or particle model, and that for some situations one model is more useful than the other.
Common Core Biology Literacy Standards
The following standards are the main focus of this unit:
CCSS.ELA-LITERACY.RST.9.10.3
Follow precisely a complex multi-step procedure when carrying out experiments, taking measurements, or performing technical tasks, trending to special cases or exceptions defined in the text.
CCSS.ELA-LITERACY.RST.9-10.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
CCSS.ELA-LITERACY.RST.9-10.9
Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
The following are standards if this unit is used with upper level students:
CCSS.ELA.LITERACY.RST.11-12.1
Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or consistencies in the account.
CCSS.ELA.LITERACY.RST.11-12.3
Follow precisely a complex multi-step procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
CCSS.ELA.LITERACY.RST.11-12.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
CCSS.ELA.LITERACY.RST.11-12.9
Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
CCSS.ELA-LITERACY.RST.9.10.3
Follow precisely a complex multi-step procedure when carrying out experiments, taking measurements, or performing technical tasks, trending to special cases or exceptions defined in the text.
CCSS.ELA-LITERACY.RST.9-10.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
CCSS.ELA-LITERACY.RST.9-10.9
Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
The following are standards if this unit is used with upper level students:
CCSS.ELA.LITERACY.RST.11-12.1
Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or consistencies in the account.
CCSS.ELA.LITERACY.RST.11-12.3
Follow precisely a complex multi-step procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
CCSS.ELA.LITERACY.RST.11-12.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
CCSS.ELA.LITERACY.RST.11-12.9
Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
RGS Nanoscience Learning Objectives
- Learners will be able to relate the size of a nano-sized objects to objects encountered in daily life (macroscale).
- Learners will compare surface-area-to-volume ratios of different sized objects and explain that surface-area-to-volume ratios play a role in the unique properties of objects at the nanoscale.
- Learners will be able to explain why (intensive) properties of matter can change at the nanoscale (for example: properties like boiling point, reactivity, malleability, fluorescence, magnetism).
- Learners will be able to develop a definition of self-assembly reflecting the process and the role it plays in making nanostructures.
- Learners will be able to evaluate models and tools essential in understanding nanoscience by assessing limitations of these instruments.
Overall Unit Objectives
- Students will develop a solution to the agricultural issue using critical thinking and problem solving skills.
- Students will creatively make a model for their innovative idea.
- Students groups will present their information to community experts.
- Students will use scientific-based literature in developing their solution to the agricultural issue.
- Students will utilize rubrics and accurate timelines throughout the project to hold themselves accountable and responsible for their work.
- Students will assume roles within each group to demonstrate leadership and responsibility skills.
- Students will identify structure and function of the four macromolecules.
Communication
To communicate these standards to our students, we will:
- Write on the board the standards and objectives that will be addressed that day.
- State standards and objectives on rubrics.
- Giving students a checklist for the day, including what activities should be done by the end of class period.
- Verbally communicating expectations to each group, as well as the whole class.
The following are techniques used to ensure standards are learned:
- Informal assessments throughout the class to identify students/groups in need.
- Have students write summaries or reflections of activities and labs.
- Exit tickets used as daily tools to check for students' understanding.
- Group updates, in which each individual group will quickly present their progress of their proposal, will be occasionally utilized.
- Small content quizzes given to ensure students have a basic understanding of the activities and labs performed and how they relate to the driving question.
- Unit test given at the end of PBL unit to evaluate overall learning.