Class 2 Homework: Ch 3. - What Are the Big Ideas?

[Jane Krauss]

We will dig into this deeply on Tuesday, but after reading Ch 3 you should be thinking about fundamental concepts you are charged with teaching. Describe several BIG IDEAS --overarching concepts or processes-- that are at the core of your curriculum. Don't worry about right answers-- we'll be mucking around in this conceptually for some time. I'll start with an example reply to give you a sense of scope.

[Deirdre]

I continue to be apologetic for being so far behind. None the less, I finally have developed the following response as I begin to clarify my specific curriculum development. Replying to question:
Describe several BIG IDEAS --overarching concepts or processes-- that are at the core of your curriculum.
At the core of my biology teaching are the unifying concepts. For me, the study of Biology is not only a body of knowledge, but it is a way of thinking and knowing, as well as process of inquiry and decision making. I want my students to learn the skills necessary in able to do what scientist do (I.E.- Clarify questions, Design an experiment, Perform an experiment, Record and display data, Communicate findings (which means that they as students are adding to the body of biological knowledge)
The study of Biology begins with an understanding of the “nature of science.” For the students I work with this incorporates a focus on what is the “nature of life” as well as the ability to articulate the role that biology plays in society. A specific goal for my class is to increase each students “scientific understanding.” It is hoped that students have the opportunity to practice using principles of biological inquiry and experience the process of “doing” science for decision making. I also want my students to be able to collaborate with others who are attempting to participate in the scientific process. (The scientific process in founded on the following principle: Making observation, developing hypothesis, collection of data, analyzing result, reporting findings, participate in peer review, describe knowledge gained and exploring new questions that come about due to participating in the process.)
Another unifying concept in biology is the concept of change over time – as defined by the theory of natural selection and evolution.
These unifying concepts can be discussed within the context of the following content areas: The Theory of Natural selection and evolution. (Not only do we udestand that species change over time, but we emphasis that our understanding of the natural world changes over time.)
The cell theory, (there is great difficulty in explaining to students that cells are the basic unit of life. Describing all living organisms as made up of cells is difficult for students conceptualize.)
The principles of equilibrium and homeostasis. ( the emphasis here is on the many different levels of organization where these concepts are in play. All the way from the cellular level, to the organism living in their ecosystem)
The description of the relationship between biological structures and correlative functions.
Identification of the interactions between and amongst species, (This includes the information transfer as it occurs from the cellular level all the way to the organism level is the emphasis. Information can mean both communications between cells as well as the transmission of genetic information from generation to generation.)
Analyzing relationships in systems, (This include a how energy transformation can be described both on the cellular level all the way through to the organisms ecosystem.)
Identifying and describing living systems in terms of order and organization.


Teaching to the standards include the following
Life Science: Heredity:
Understand the transmission of traits in living things.
Explain laws of heredity and their relationship to the structure and function of DNA. Describe the structure of DNA and the way that DNA functions to control protein synthesis.
Recognize that changes in DNA (mutations) and anomalies in chromosomes create changes in organisms.
Apply concepts of inheritance of traits, including Mendel's laws, Punnett squares, and pedigrees, to determine the characteristics of offspring. (2 Resources )
Recognize the existence of technology that can alter and/or determine inherited traits.

Describe how the traits of an organism are passed from generation to generation.
Identify traits inherited through genes and those resulting from interactions with the environment.
Use simple laws of probability to predict patterns of heredity with the use of Punnett squares.
Explain how our understanding of heredity has changed over time.
Explain laws of heredity and their relationship to the structure and function of DNA.

By the end of the 12th grade, students should know the following about genetics
• The work of the cell is carried out by the many different types of molecules it assembles, mostly proteins. Protein molecules are long, usually folded chains made from 20 different kinds of amino-acid molecules. The function of each protein molecule depends on its specific sequence of amino acids and the shape the chain takes is a consequence of attractions between the chain's parts.
• The genetic information encoded in DNA molecules provides instructions for assembling protein molecules. The code used is virtually the same for all life forms. Before a cell divides, the instructions are duplicated so that each of the two new cells gets all the necessary information for carrying on.
• Gene mutation in a cell can result in uncontrolled cell division, called cancer. Exposure of cells to certain chemicals and radiation increases mutations and thus increases the chance of cancer.

[Jane Krauss]

No more apologies! I think you are lucky to teach biology and I can tell you are all over what lies at the heart..."At the core of my biology teaching are the unifying concepts. For me, the study of Biology is not only a body of knowledge, but it is a way of thinking and knowing, as well as process of inquiry and decision making."
I know science controversies and science-in-the-news are areas project teachers expand on sometimes. (Not to add to your vast array of options or anything). What area do you plan to settle in on? OH YEAH, I can go look in the WIKI! woot woot. Have a great weekend. ~jk