BIOLOGY INQUIRY Unit 1: The Process of Inquiry (20 Instructional Days)

Overarching Essential Questions Overarching Enduring Understandings

How are scientific breakthroughs made, i.e. how does the inquiry process
lead to discovery?
What skills/tools must a person possess/use in order to solve a scientific
problem?
What procedures must be followed in order to set up an experimental
environment that will allow a scientist to gain new information?
How can the collection and analysis of data lead to a valid conclusion?
Scientific discovery is a process that begins with an observation followed by
a question - this begins the process of inquiry.
Scientific discovery is a collaborative process - scientists all over the world
use similar methods to solve problems, which aids in the sharing of
experiments, data, and conclusions.
Data can be collected from and experiment in different forms - it can also be
displayed in tables, charts, and/or graphs.
Technology can be used in various ways to help scientists answer their
questions.
Like all sciences, biology is a process of inquiry.

How can problem-solving skills (specifically as described above) relate to the

study of life?
Student Learning Objectives
Evidence
What students should be able to do after instruction.
Statements
Follow the steps in an experimental procedure that helps solve a problem or answer a question. This includes making a hypothesis, collecting
various types of data, organizing the data, and analyzing the data to come to a conclusion. HS-ETS-1-1,3

Design a valid experiment to answer a question of their own making (related to biology). HS-ETS-1-2

Revise and edit an experimental design so that it more clearly attempts to answer a scientific question. HS-ETS-1-3

Use technological resources to assign in the inquiry process - the experimental procedure and/or the analysis and displaying of data. HS-ETS-1-4

Collaborate with other students to formulate a solution to a real-world problem HS-ETS-1-2

The Student Learning Objectives above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
 Science and Engineering Practices
Asking Questions and Defining Problems
Asking questions and defining problems in 912 builds
on K8 experiences and progresses to formulating,
refining, and evaluating empirically testable questions
and design problems using models and simulations.
Analyze complex real-world problems by
specifying criteria and constraints for
successful solutions. (HS-ETS1-1)
Using Mathematics and Computational Thinking
Mathematical and computational thinking in 9-12 builds
on K-8 experiences and progresses to using algebraic
thinking and analysis, a range of linear and nonlinear
functions including trigonometric functions,
exponentials and logarithms, and computational tools
for statistical analysis to analyze, represent, and model
data. Simple computational simulations are created and
used based on mathematical models of basic
assumptions.
Use mathematical models and/or
computer simulations to predict the
effects of a design solution on systems
and/or the interactions between systems.
(HS-ETS1-4)
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in
912 builds on K8 experiences and progresses to
explanations and designs that are supported by multiple
and independent student-generated sources of evidence
consistent with scientific ideas, principles and theories.
Design a solution to a complex real-world
problem, based on scientific knowledge,
student-generated sources of evidence,
prioritized criteria, and tradeoff
considerations. (HS-ETS1-2)
Evaluate a solution to a complex
real-world problem, based on scientific
knowledge, student-generated sources of
evidence, prioritized criteria, and tradeoff
considerations. (HS-ETS1-3)
Disciplinary Core Ideas Crosscutting Concepts
ETS1.A: Defining and Delimiting Engineering Problems Systems and System Models
Criteria and constraints also include satisfying any Models (e.g., physical, mathematical, computer
requirements set by society, such as taking issues models) can be used to simulate systems and
of risk mitigation into account, and they should be interactionsincluding energy, matter, and
quantified to the extent possible and stated in information flows within and between systems
such a way that one can tell if a given design at different scales. (HS-ETS1-4)
meets them. (HS-ETS1-1)
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Humanity faces major global challenges today,
such as the need for supplies of clean water and
Connections to Engineering, Technology, and Applications of
food or for energy sources that minimize
Science
pollution, which can be addressed through
engineering. These global challenges also may
Influence of Science, Engineering, and Technology on Society
have manifestations in local communities.
and the Natural World
(HS-ETS1-1)
New technologies can have deep impacts on
ETS1.B: Developing Possible Solutions
society and the environment, including some that
When evaluating solutions, it is important to take
were not anticipated. Analysis of costs and
into account a range of constraints, including cost,
benefits is a critical aspect of decisions about
safety, reliability, and aesthetics, and to consider
technology. (HS-ETS1-1) (HS-ETS1-3)
social, cultural, and environmental impacts.
(HS-ETS1-3)
Both physical models and computers can be used
in various ways to aid in the engineering design
process. Computers are useful for a variety of
purposes, such as running simulations to test
different ways of solving a problem or to see
which one is most efficient or economical; and in
making a persuasive presentation to a client about
how a given design will meet his or her needs.
(HS-ETS1-4)
ETS1.C: Optimizing the Design Solution
Criteria may need to be broken down into simpler
ones that can be approached systematically, and
decisions about the priority of certain criteria over
others (trade-offs) may be needed. (HS-ETS1-2)
Embedded English Language Arts/Literacy and Mathematics
Reading: Science & Technical Subjects
CCSS: Grades 9-10
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
RST.9-10.1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or
descriptions.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
RST.9-10.2. Determine the central ideas or conclusions of a text; trace the texts explanation or depiction of a complex process, phenomenon, or
concept; provide an accurate summary of the text.
Writing
CCSS: Grades 9-10
Key Ideas and Details
1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient
evidence.
WHST.9-10.1. Write arguments focused on discipline-specific content.
WHST.9-10.1a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear
relationships among the claim(s), counterclaims, reasons, and evidence.
WHST.9-10.1b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both
claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audiences knowledge level and concerns.
WHST.9-10.1c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s)
and reasons, between reasons and evidence, and between claim(s) and counterclaims.
WHST.9-10.1d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they
are writing.
WHST.9-10.1e. Provide a concluding statement or section that follows from or supports the argument presented.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the
effective selection, organization, and analysis of content.
WHST.9-10.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical
processes.
WHST.9-10.2a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting
(e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
WHST.9-10.2b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audiences knowledge of the topic.
WHST.9-10.2c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships
among ideas and concepts.
WHST.9-10.2d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the
discipline and context as well as to the expertise of likely readers.
WHST.9-10.2e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they
are writing.
WHST.9-10.2f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating
implications or the significance of the topic).
Speaking and Listening
CCSS.ELA-Literacy.CCRA.SL.1
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing
their own clearly and persuasively.
Language
CCSS.ELA-Literacy.CCRA.L.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-Literacy.CCRA.L.6
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening
at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term
important to comprehension or expression.
Common C
ore S tandards I NFORMATIONAL TEXT: Grade-Level KUDos 9-10.pdf
Common C ore S tandards S cience & Technical Subjects: Grade-Level KUDos RST9-10.pdf

Technology --
NJSLS Tech 8.1.12.A.4 Construct a spreadsheet workbook with multiple worksheets, rename tabs to reflect the data on the worksheet, and use mathematical or
logical functions, charts and data from all worksheets to convey the results.

Three-Dimensional Teaching and Learning

 The core of this unit lies in the development of problem solving that will span all subject areas, especially the sciences. It will also incorporate the use of
technology to help communicate the methods and results of the students problem solving techniques. By employing these problem solving strategies across
several fields, students will master using the techniques instead of memorizing the subject matter they contain.

Prior Learning
Prior to this unit, students should have a background in several several scientific fields (biology, physical, and earth/space sciences) and an awareness of current
issues in the world with respect to science. Students should also have a basic background in constructing tables and graphs with an x and y axis.

Part A: What is involved in the process of inquiry?

Concepts Formative Assessment

The scientific method is used to find answers to problems of a scientific
nature.
A hypothesis is a possible answer to a question/problem and must be
testable.
Data can be collected in both qualitative and quantitative forms and can be
organized in various types of graphs, depending on the nature of the data.
A scientific conclusion is written for the purpose of communicating ones
findings from scientific research or an experiment. It attempts to provide a
final answer to the problem (citing data), states if the hypothesis was
supported by the data, and critiques the experimental design and makes
suggestions for improvements.
Students who understand the concepts are able to:
Pose their own scientific questions and provide a written explanation as to
how they would attempt to find a solution or answer to those questions
(while following the guidelines provided by the scientific method).
Construct a testable hypothesis and design a procedure that would test that
hypothesis.
Organize quantitative data into a table, then convert it into an appropriate
graph.
Use data collected during an experiment to draw conclusions about a
problem and build a well-written conclusion expressing their findings to
classmates.

Part B: What are the parts of a valid experiment and how is one designed?
Concepts Formative Assessment

Scientific problems can be solved by doing research or by performing
experiments. These can be done in a lab or field setting, each having its own
pros and cons.
The independent variable in an experiment is the change that the scientist is
making or testing - the dependent variable is the observed change, or what
is being measured.
Students who understand the concepts are able to:
Design an experiment that will provide an answer to a scientific problem.
The experimental design must include several trials, including a control
group, and must differentiate between its independent and dependent
variable.
 A control group is often included in an experiment to ensure the validity of
the experiment - it shows how the experiment runs under normal conditions
and is used to compare to the experimental trials.

Part C: Use the process of scientific inquiry to solve a real-world problem.

Concepts Formative Assessment

Scientific discovery is often the result of collaboration among scientists.
Students who understand the concepts are able to:
These scientists can all work together to perform one task or they make
work on smaller tasks separately to reach a collective goal. Work in groups to solve a real-world scientific problem. The solution to this
problem should encompass several aspects of real-world problem solving
Scientific problems are all around us. Scientists are working to solve many
including economic and environmental impacts on a small and/or large
of these problems at this very moment.
scale.

Modifications: Teachers identify the modifications that they will use in the unit. The unneeded modifications can then be deleted from the list.(See NGSS Appendix D)
Structure lessons around questions that are authentic, relate to students interests, social/family background and knowledge of their community.
Provide students with multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations,
graphs, charts, data tables, multimedia, modeling).
Provide opportunities for students to connect with people of similar backgrounds (e.g. conversations via digital tool such as SKYPE, experts from the community
helping with a project, journal articles, and biographies).
Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures (e.g. multiple
representation and multimodal experiences).
Engage students with a variety of Science and Engineering practices to provide students with multiple entry points and multiple ways to demonstrate their
understandings.
Use project-based science learning to connect science with observable phenomena.
Structure the learning around explaining or solving a social or community-based issue.
Provide ELL students with multiple literacy strategies.
Collaborate with after-school programs or clubs to extend learning opportunities.

Leveraging English Language Arts/Literacy and Mathematics

English Language Arts/Literacy-
Mathematics-

 Samples of Open Education Resources for this unit:

I [Really] Love Science - www.iflscience.com - Science-centered blog that presents current events in science in an online template that mirrors modern
social media-based blogs.
Argument-Driven Inquiry in Biology (published by NSTA Press) - Provides sample lessons for various biology topics
Exploratiorium - http://www.exploratorium.edu/snacks/subject/real-world-problems-solutions - Sample real-world problems and labs for students