TGC Fellow Unit Template *

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.

Stage 1 Desired Results

ESTABLISHED GOALS:
Goals 1-6 obtained from 2014 South Carolina Academic
Standards and Performance Indicators for Science
(http://ed.sc.gov)
Goal 1: H.B.1B.1
Construct devices or design
solutions using scientific knowledge to
solve specific problems or needs: (1) ask
questions to identify problems or needs,
(2) ask questions about the criteria and
constraints of the device or solutions, (3)
generate and communicate ideas for
possible devices or solutions, (4) build and
test devices or solutions, (5) determine if
the devices or solutions solved the problem
and refine the design if needed, and (6) communicate the
results.
Goal 2: H.B.4B.2
Obtain, evaluate and
communicate information on how
biotechnology (including gel
electrophoresis, plasmid-based
transformation and DNA fingerprinting)
may be used in the fields of medicine,
agriculture, and forensic science.
Goal 3:H.B.5.3

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

Explain how diversity within a species increases the chances of

survival.
Goal 4: H.B.6B.1
Analyze and interpret
quantitative data to construct an
explanation for the effects of greenhouse
gases (such as carbon dioxide and methane) on the carbon cycle
and global climate.
Goal 5: H.B.6C.1
Construct scientific arguments
to support claims that the changes in the
biotic and abiotic components of various
ecosystems over time affect the ability of an ecosystem to
maintain homeostasis.
Goal 6: H.B.6D.1
Design solutions to reduce the
impact of human activity on the
biodiversity of an ecosystem.

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

individual organisms and/or species.

K2: Biotechnology relies on the conservation
of DNA sequences among and across species,
and has resulted in revolutions in agriculture,
medicine, and forensic science.
K3: Genetic diversity within a species
increases the likelihood of that species
sustainability in a changing environment.

S2: Use a computer simulation to illustrate

the effect of biodiversity on the sustainability
of an ecosystem.
S3: Assess the efficacy of design solutions
using the five domains of education.

K4: Human activity has altered the carbon

cycle in several stages.

S4: Summarize pertinent characteristics to

develop a regionally-appropriate design
solution.

K5: The stability of an ecosystem can be

predicted by measuring the fluctuation of
biotic and abiotic components over time.

S5: Apply appropriate technologies (scientific

and digital) to design a solution and
communicate the results.

K6: Both different biomes, scarcities of

resources, and opportunities contribute to
varying problems and potential for solutions
in various world regions.
K7: Global design requires input from the
applicable regions and sensitivity to a
diversity of practices, values, and norms.
K8: Globally competent citizens take into
account multiple perspectives in order to
take action in addressing global problems.

S6: Identify personal, locational, temporal,

issue, and action domains, and apply these
understandings to project solutions.

answer a question (including a self-generated question) or solve

a problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
(Communicate Ideas)
RESOURCES:
http://asiasociety.org/education/partnership-globallearning/making-case/common-core-and-more (Making
the Case for Common Core)
Asia Society Performance Outcomes and the Common
Core State Standards: Areas of Greatest Alignment in
English Language Arts
http://sites.asiasociety.org/pglonline/wpcontent/uploads/2013/07/ela.pdf
Common Core State Standards http://corestandards.org
Biology I Support Documents, SC State Department of
Education, http://ed.sc.gov/agency/se/InstructionalPracticesandEvaluations/documents/2014HSBiology_SupportDo
c.pdf
http://www.engineeringchallenges.org/ (Grand
Challenges for Engineering)

Stage 2 - Evidence
Assessment
Assessments FOR Learning: (ex:kwl chart, exit ticket,
observation, draft, rehearsal)

Assessment OF Learning: (ex: performance task, project, final

paper)

Evaluation Criteria (Learning Target or Student Will Be Able To)

Daily catalysts (our do-nows), which provide the opportunity assess prior
knowledge and understanding
Polls on Socrative or Edmodo to quickly determine level of mastery
Formative observations with monitoring/adjustment as needed
Testing of mock-ups/prototypes

Artifact of solution to reducing human impact of biodiversity (video, website,

computer program, Arduino or other microprocessor prototype, bioreactor, etc)
Percent change in pre/post project KAP (Knowledge, Attitudes, and Perceptions)

survey
Group presentation as graded by uniform presentation rubric (for content, delivery,
preparation, and references)

Stage 3 Learning Plan

Summary of Key Learning Events and Instruction ( Make this a useful outline or summary of your unit, your daily lesson plans will be separate)
Week One: After examining the five domains of global awareness, students will work in groups to associate biodiversity with personal, locational, temporal, and
action domains. Students will select a particular problem of reduced biodiversity in a selected location, then complete a black box model to look at inputs and
outputs (cause/effect) associated with that issue. Groups of three to four students will then select a human activity to address, and research and brainstorm
methods to reduce the impact of that human activity or reduce the activity/provide an alternative. Students will then use a decision matrix to objectively select
the best design solution for their identified problem, and create a Scrumm task list to plan collaboration and individual responsibilities within each group.
Groups will present proposals to the rest of class, and submit peer feedback for design improvement.
Week Two: Student groups will develop, test and revise solutions, using scrumy.com to update group progress and reassign tasks as needed from the scrum
task list. Each group will be required to submit a virtual progress report daily, as well as update their scrum task lists to prepare for the next day of work. By the
end of the week, students should have completed their video, program/game, prototype, or bioreactor.
Week Three: Student groups will prepare presentations for the final two days of class, and research appropriate adaptations for their solution to be adapted
beyond the locational domain identified in their proposal. Students will present design solutions using Power Point, Prezi, or poster to other biology classes and
to a committee from the community, who will grade the presentations and the designs by rubric. The top design solutions will be displayed in the school media
center.

*adapted from Understanding by Design Model

TGC FELLOWS UBD Lesson Template
Lesson Title: The many domains of biodiversity Subject: Biology I Prepared by: Kirstin Bullington
Materials Needed: Laptops, SmartBoard, shared document system that isnt blocked by district
Global Competency: Investigate the World
Where is the lesson going?
(Learning Target or SWBAT)

T4: Extend their domain frames of reference (personal, locational,

issues, and action) to increase the impact of proposed solutions.

SWBAT identify the role of

biodiversity in each of the five

Goal 7:
Propel conversations by posing and responding to questions that

domains (temporal- mass

extinctions, locational- different
regional reductions in
biodiversity, etc)

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)

Hook:

Tailored Differentiation:

For the catalyst (do-now), students will be asked to define

themselves in as many ways as possible. Teacher will build on
their responses to lead students through exploration of personal,
locational, and temporal domains.

Groups will be formed

heterogeneously around
research abilities so that both
content-similar and jigsaw
groups will be able to function
with minimal assistance from
teacher.

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.

Rethink and revise:

Students will jigsaw, shuffling the groups around so that each new
group consists of one expert in each domain, who will instruct the
rest of the group on the relationship between biodiversity and their
domain. Each group will contribute to a shared document of lessons
learned, which will be reviewed by the entire class.

Evaluate:
Students will submit reflection via Edmodo before leaving- how
biodiversity fits in each domain, and which domain most interests
them to explore further.

A.Y. will be given the research

materials for all domains, and be
allowed to work independently
per his modifications.

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