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Pam Zeigler, Biology Teacher Sue Subel, Teacher Librarian
LIFE
SCIENCE Benchmark C: (Explain the Genetic mechanisms and molecular basis of inheritance.) Indicator:
Heredity #8 Benchmark J: (Summarize the historical dev. Of scientific theories & ideas and describe merging issues in study of life science.) Indicator:
Historical Perspectives & Scientific Revolutions #27 & 28 Science
& Technology Benchmark A: (Explain the ways in which processes of technological design respond to the needs of society) Indicator:
Abilities to do Technological Design #3 Scientific
Inquiry Benchmark A: Participate in and apply the process of scientific investigation to create models and to design, conduct, evaluate and communicate the results of these investigations. Indicators:
#5
& #6 Scientific
Ways of Knowing Benchmark: C Describe the ethical practices and guidelines in which science operates. Indicator:
Ethical Practices #4 Benchmark D: Recognize that scientific literacy is part of being a knowledgeable citizen. Indicator:
Science &
Society
#9
Information
Literacy Guideline Benchmark C: Students investigate information through independent
discovery, peer collaboration, and inquiry learning. Indicator #3 Select appropriate reference tools to answer questions
(grade 9/10). Indicator #4 Locate resources using a title, subject, or author,
keyword and advanced searches in the card catalog or online public access
catalog Information Literacy Guideline Benchmark
D: Students utilize a research
model or a self-developed research process to acquire and evaluate
information. Indicator #2: Use a graphic
organizer to brainstorm possible keywords or resources.
Indicator #3: Use Boolean logic to expand or narrow search (grade 9/10). Indicator #5: Understand how to access INFOhio resources at school and from home (grade 9/10).
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· Students will complete a survey to determine comfort level with and use of the INFOhio databases (H#5) · Students will be able to analyze scientific discoveries and determine whether theory uses inductive or deductive reasoning (H#4). · Students will be asked to write a brief paragraph of a scientific discovery in which ethics has influenced the direction of the discovery using links to articles from EBSCO Host (PageComposer). Scoring Guidelines: · Comfort level with electronic resources will be determined at a glance with the INFOhio electronic database survey (H#5) ·
Knowledge of scientific theories will be
determined by students’ ability to match theory and discovery (H#4). ·
Can students state a connection in their
paragraph between ethics and the discovery (PageComposer)? Post-Assessment: · Student checklist of activities that will guide them in completing research project / with rubric (H#2, H#8). · A completed research project (PowerPoint) that includes the requirements on the checklist. · A presentation that reflects the highlights of their research projects. · Students will use the INFOhio resource survey to evaluate the resources they used and how they helped (H#5). Scoring Guidelines: · Completed checklist with all items filled in (H#2). · A rubric to evaluate the research project (H#8). · Evaluate appropriate and accurate use of library resources (on rubric) · Relate issue with description of scientific theory (on rubric) · Discuss the ethical implications of issue (on rubric)
LESSON ONE: · Students will receive Project Outline in class before proceeding to library. Short introduction in class will be given and groups chosen (H#3). · Student will work in groups of 3 or 4; each student will be given position: Geneticist; Biologist; Environmentalist/Lawyer; or Economist/Ethicist. · Administer the INFOhio electronic resources survey to determine comfort level and history of use (H#5). · Librarian will discuss subject headings, keywords, synonyms, alternate words and Boolean searches for the genetic engineering project. · Students will add subject headings and keywords to a worksheet as they are researching (H#6). · The librarian will demonstrate the KHS online card catalog doing a title and subject search. (Students will find a relevant book title, then look at the subject headings they find and write some of these on the worksheet, H#7.) · Students will be directed to the INFOhio page about curriculum correlations with INFOhio databases to see exactly which databases are useful for the science curriculum http://www.infohio.org/ER7-12matrix.html · Next, the librarian will ask the students to look at the INFOhio page regarding the Core Collection and read about the 5 databases to be used http://www.infohio.org/ER/ER2003.html . · The librarian will demonstrate how to specifically use each of the INFOhio databases (AccessScience, Britannica, EBSCO Host, Oxford and SIRS) for the genetics project. She will highlight those that might be used to help with information on gene alteration and the effects on the plant or animal. She will also direct students to the databases with information on ethical considerations. · Based on information from the INFOhio Core Collection page and the librarian demonstration, students will determine which databases will be best to research the genetic modification they are making. · Prior to leaving, students will be given bookmarks with usernames and passwords so that they can continue their research at home or from any computer at school (H#9). LESSON TWO: · Students will match the appropriate scientific theory with method of discovery (H#4). · Students will continue to research topic and the related scientific theory. · Teacher will explain the scientific theories and how each relates to each discovery (Inductive Reasoning / Deductive Reasoning) · After discussion and research students will be able to relate their organism and genetic alterations to the appropriate scientific “method of discovery”. LESSON THREE: · Teacher will begin a discussion of ethics in science using some of students’ own examples from pre-assessment. · Students will read compiled articles dealing with “ethics in science” (See the following link: http://www.kenston.k12.oh.us/khs/library/teacher_assignments/zeigler_assignments.htm · Students will use library resources to locate and evaluate the implications of ethics and the effect it has made on their topic.
· While evaluating checklist students needing intervention will be assisted by teacher and librarian using an interview to determine where assistance is needed. · Students needing assistance will be asked to verbalize where they are and degree of difficulty · The school librarian will direct students having difficulty (those with learning disability, IEP) to databases such as SIRS that have varying reading levels and also has a topic search which helps with ease of use (EBSCO Host also includes lexile reading levels and can be used, AccessScience has a topic search for ease of use as well). · The librarian would also direct those students having difficulty (those with learning disability, IEP) to Britannica to view some of the appropriate videos. · The school librarian will also work individually with students as they search to point out alternate search terms that are found in articles. · Intervention specialist will assist those students identified with an IEP. · Students wishing to advance beyond parameters of the assignment will asked to identify groups within the community that support or reject the discovery or methods.
The majority of the work for the project will be done outside of class.
The KHS library web page will allow students to research from any computer in
school and at home. The handout with username and passwords for all library
resources will be given to students so that they can easily continue their
research from any computer. Connections with health class; Social Studies/ethics, Math and or business
with profit / loss calculations.
Inductive Reasoning Boolean searching
Class Collaboration with Olentangy High School Biology Class (Brad Zech) working on similar project (Contact made at School Net Presentation in Columbus) via Distance Learning Connection.
Genetic Engineering 1. Introductory student guidance mandatory Attachments Included please find a PowerPoint CD from our SchoolNet presentation and all of the handouts. |
