Académique Documents
Professionnel Documents
Culture Documents
Prepared by:
Kirstin Bullington
School/Location: W.J. Keenan High School/ Columbia, SC
Subject: Biology I
Grade: 9
Unit Title: Use of Perspective to Develop Solutions to Reduce Human Impact on Biodiversity
Time Needed: 3 weeks (90 minute daily classes)
Unit Summary: As a culminating project for Biology I), students will research, design, test, and communicate solutions to reduce human impact on
biodiversity. Students will research an applicable grand challenge of engineering, define the problem in Columbia/South Carolina and compare that
challenge to its effect on another world region, then design a solution for the other world region or one that transcends the differences. Students
will defend their solutions to an audience of peers and the community.
Transfer
Students will be able to independently use their learning to(real world purpose)
T1: Apply biology content knowledge (genetics, biotechnology, and carbon cycle) to describe
the effects of various human activities on biodiversity.
T2: Design and test a solution to reduce the impact of a specific human activity on
biodiversity.
T3: Critically analyze and refine design solutions to maintain relevance to a global audience.
T4: Extend their domain frames of reference (personal, locational, issues, and action) to
increase the impact of proposed solutions.
Meaning
ESSENTIAL QUESTIONS
UNDERSTANDINGS
Students will understand that
U1: Design is a systematic process that yields EQ: How do human activities affect
viable results for an identified human need.
biodiversity?
U2: Biotechnology has revolutionized
selective breeding to impact medicine and
EQ: How has technology influenced human
agriculture.
impact on the ecosystem?
U3: Different regions of the world have
different impacts on global biodiversity;
EQ: What factors need to be considered
effective designs must reflect the needs and
when designing global or local solutions to
resources of local communities.
biodiversity problems?
Acquisition
Students will know (Content)
Students will be able to (Skills)
K1: Genetic engineering adds new DNA to an
organism with the intent of expressing a
S1: Extract, amplify, and interpret sequences
desired trait.
of DNA to determine relationships among
GLOBAL COMPETENCY:
Goal 7: CCSS.ELA-Literacy.SL.9-10.1.c
Propel conversations by posing and responding to questions
that relate the current discussion to broader themes or larger
ideas; actively incorporate others into the discussion; and
clarify, verify, or challenge ideas and conclusions. (Investigate
the World)
Goal 8: CCSS.ELA-Literacy.SL.9-10.1.d
Respond thoughtfully to diverse perspectives, summarize points
of agreement and disagreement, and, when warranted, qualify
or justify their own views and understanding and make new
connections in light of the evidence and reasoning presented.
(Recognize Perspectives)
Goal 9: CCSS.ELA-Literacy.W.9-10.7
Conduct short as well as more sustained research projects to
Stage 2 - Evidence
Assessment
Assessments FOR Learning: (ex:kwl chart, exit ticket,
observation, draft, rehearsal)
survey
Group presentation as graded by uniform presentation rubric (for content, delivery,
preparation, and references)
Goal 7:
Propel conversations by posing and responding to questions that
Hook:
Tailored Differentiation:
Equip:
Teacher will probe students to recall the importance of biodiversity
from the perspectives of heredity, evolution, and ecology. Students
will be divided into five groups, each of which will research and
develop an understanding of how biodiversity fits into their assigned
domain. Each group will receive some guidance (suggested
websites, areas to consider) to assist them in their exploration of the
relationship of biodiversity to their domain.
Evaluate:
Students will submit reflection via Edmodo before leaving- how
biodiversity fits in each domain, and which domain most interests
them to explore further.
Notes: Students are preparing for the first stage of the engineering
design process, Identify the Problem. As there are plenty of human
activities that lead to the reduction of biodiversity that vary from
one geographic location to the next (as well as some that are global),
I thought an exploration of domain was essential at this point to
avoid design solutions that require others to do something. Prior
to this lesson, students will take a KAP (Knowledge, Attitudes, and
Perceptions) survey to help assess their understanding of
biodiversity, engineering, and global competencies, and to help
tailor this particular lesson to meet individual needs.
Organization:
Organize
groups/presentation
before class
Compile websites and
other sources to assist in
research