Download Life Science Presentation B.E.E.

Julie Olson
NGSS Life Science Writing Team
Blended Learning Science Instructor
Mitchell, SD
INTRODUCTORY ACTIVITY
• What is your current definition of biodiversity?
Why is biodiversity so important?
( write it on the back of the 3D Pyramid paper
(quiet writing and reflection)
• Sharing – What is alike and different between
each other’s definitions?
• At what “scale” of biodiversity are you looking
at? (genetic, species, ecosystem)
• What is your current evidence? Is there a
need to further define and investigate this
concept?
INVESTIGATING BIODIVERSITY ACTIVITY
Look at the bag on your table that models an ecosystem
(could be a biome)
Each bead represents a different organism. (It could
represent a different variation of the same
species/genetic or an area with little or a lot of
different ecosystems depending on the grade level or
specified topic.)
Is there “a lot, moderate, or little” diversity? Lets do a
simple biodiversity calculation.
CALCULATING BIODIVERSITY LEVELS
Ecosystem
# of species
Note: Biodiversity can calculated
on several different levels.
Total number orf
organisms
Total Diversity (#
species/total)
number of org.)
Activity adapted from Access
Excellence “Biodiversity
Activities”
• Take a quick look at another table/group’s
biome.
• Do you see any “patterns”?
• Is there any reason why two biomes might be
different? Do you need more information?
NGSS QUESTION?
If biodiversity calculations are not included in
the standards (e.g. Assessment Boundaries)
are you not supposed to teach them?
3D PYRAMID
PRACTICES AND CROSS-CUTTING CONCEPTS
• Using the 3D Pyramid - What “Practices” did we
engage in?
• Look at the “Practices” and “Cross-cutting Concepts”
located on the back side or attached sheet with the
3D Planning Document.
• Do you have to do only one “Practice” in an activity?
Or with just one standard?
• What “Cross Cutting Concept(s)” did you engage in?
PRACTICES
1. Asking questions (for science) and
defining problems (for engineering)
2. Developing and using models
3. Planning and carrying out
investigations
CCC
1. Patterns.
2. Cause and effect.
3. Scale, proportion, and quantity.
4. Systems and system models.
4. Analyzing and interpreting data
5. Energy and matter
5. Using mathematics and
computational thinking
6. Structure and function
6. Constructing explanations (for
science) and designing solutions
(for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and
communicating information
7. Stability and change
TAKING A LOOK AT A SPECIFIC PERFORMANCE
EXPECTATION: INTEGRATING THE ENGINEERING…
• Take out the 3D Instructional Plan
• For your grade level find the corresponding set of Performance
Expectations and find the following:
High School – HS-LS2-7
Middle School MS-LS2-5
Elementary (grade level 3) 3-LS4-4
Read the “Performance Expectation” and write down what you think
it means? (Quiet writing and reflection)
Share your thoughts with your group.
3D INSTRUCTIONAL PLAN:
DCI FOR THE STANDARD
DCI – LS4.D: Biodiversity and Humans
•
Biodiversity is increased by the formation of new species (speciation) and
decreased by the loss of species (extinction).
•
Humans depend on the living world for the resources and other benefits provided
by biodiversity. But human activity is also having adverse impacts on biodiversity
through overpopulation, overexploitation, habitat destruction, pollution,
introduction of invasive species, and climate change. Thus sustaining biodiversity
so that ecosystem functioning and productivity are maintained is essential to
supporting and enhancing life on Earth. Sustaining biodiversity also aids
humanity by preserving landscapes of recreational or inspirational value. Note:
This Disciplinary Core Idea is also addressed by HS-LS4-6.)
DCI – ETS1.B: Developing Possible Solutions
•
When evaluating solutions it is important to take into account a range of
constraints including cost, safety, reliability and aesthetics and to consider social,
cultural and environmental impacts.
THE OTHER PIECES: PRACTICES AND CCC
What Practice(s) are required?
- write a brief definition in your own words
What Cross-cutting Concept(s) are related to the
PE?
- write a brief definition in your own words
Locate corresponding ELA and Math standard
connections.
PRACTICES
AND
Practice – Constructing Explanations and
Designing Solutions
Constructing explanations and designing
solutions in 9–12 builds on K–8
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, evaluate, and refine a solution to
a complex real-world problem, based on
scientific knowledge, student-generated
sources of evidence, prioritized criteria,
and tradeoff consideration.
CROSS-CUTTING IDEAS
CCC – Stability and Change
•
Much of science deals with
constructing explanations of
how things change and how
they remain stable.
WHAT MIGHT THIS LOOK LIKE IN THE CLASSROOM?
• Research and brainstorm human activities that have had
positive/negative impacts on the biodiversity of the
environment.
Make a list
For the Engineering DCI:
• What are the criteria for a “successful” solution?
• What are the constraints? (cost, human needs,
environmental impacts)
Teacher may provide websites and resources
Make “sources” a “living” list – students and teachers can
add to it on a continual basis.
SOME IDEAS: (GOOD TO LIST BOTH NEGATIVE AND POSITIVE)
•
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•
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Mining
Overfishing
Herbicides
Pesticides
Introduced Species
Illegal trade of protected species
Pollution - many types and
sources
Artificial selection of plants and
animals
Bio-engineered organisms
Noise pollution
Light pollution
Climate change
• Reclamation
• Captive breeding
• Ecotourism
• Germ banks
• Sanctuaries
• Endangered species
WHAT HAS BEEN DONE:
Officially declared Marine Protected Areas in Abu Dhabi
• The Marawah Marine Biosphere Reserve in Abu Dhabi
protected area covers 4,225 sq. km which protects both
national and regionally important species. 468.1 km2 are
no-take – IUCN Category VI, which is a rare
categorization, meaning it is managed for sustainable
exploitation of fishery resources purposes
• Al Yasat Marine Protected Area - Fishing is restricted
within three nautical miles of shore. 482 sq. km no-take.
• Busiyyeyif Marine Protected Area - 282 sq. km.
Abu Dhabi Sustainability Group –
Preserving Marine Biodiversity in the
UAE & how to contribute to this goal.
http://www.adsg.ae/SiteCollectionDocu
ments/Seminars/ADSG_FQM_2010-0413/Presentation_EMEG_Marine_Biodiv
ersity_ADSG_FQM_2010-04-13.pdf
Education Programs
• Presentations on local marine wildlife;
• Mangrove planting;
• Sea turtle biology & conservation;
• Beach and dune clean-ups;
• Bird watching for local wetland and coastal birds;
• Hamour conservation. Introduction to fish farming (advantages & disadvantages);
• Natural history scavenger hunts;
• Desert plants: identification & medicinal properties;
• History of pearl diving in the UAE;
• Interactions with local wildlife (dhubs, feeding hamour);
• Traditional fishing, cooking, dancing, sailing and falconry;
• Star gazing including a briefing on the major constellations and historical tales.
CARRYING OUT THE PERFORMANCE EXPECTATION
Choose a human action that has a negative effect on
biodiversity
Research what you know – gather evidence
What are the criteria? Constraints?
What is being done right now or on a related problem?
What are the pro’s and con’s of these current actions?
Design a possible solution or changes in a current program.
What is the best solution? (argumentation when students
share their ideas and information)
What is your evidence? Compare it to other possible solutions.
TAKING IT A STEP FURTHER:
Researching Medicinal plants – possible cures for diseases?
(aspirin, quinine)
Natural antimicrobial activity of plants and animals. (E. coli
and B. subtilis,)
Awareness campaigns
Planting ecofriendly gardens with natural vegetation.
Disease spread with monocultures (e.g. Irish potato famine,
current banana problem)
What other ideas?
What are you doing now?
DOES THIS MEAN WE START FROM SCRATCH?
No –
Make a conscious effort to go beyond memorization.
Engage in discourse.
Ask for evidence.
Explain their reasoning.
Make connections evident.
THANK YOU!
Julie Olson
Mitchell High School
Mitchell, SD
[email protected]