ND Curriculum Initiative

Subject & Standards

Needs Assessment/Rational

Because science and technology are becoming a larger part of the economic base of our nation and of our world, it is important that students be able to research, hypothesize and convey their educated opinion on topics that are related to the foundation of science and technology. The way they are able to convey that information includes speaking as well as writing. In looking at the ideas behind several of the scientfic reform groups ("NCLB", Project 2061, Science for all Americans and National Science Education Standards Project) there seems to be one resonating goal—don’t just teach the students to repeat memorized facts, instead educate the students to be "literate" in science and technology. To be proficient in science a student should be able to ask "why? and how?" but to be literate a student must be able to answer those questions as well as ask them. Another reason for this unit stems from concern within our school system over poor test scores and samples in writing. This concern arose within our own accredidation process. To correct the problem, writing across the curriculum has become a point of focus in our school system. To address the idea behind scientific literacy as well as incorporate lessons that include writing I have created a unit about the controversial subject of evolution. I deliberately chose evolution because I feel it is an important foundation of understanding science. Being able to make an educated argument for or against the topic at hand is one way to become "literate" and being able to convey that argument is key to the reason for this unit.

Understandings & Goals

Enduring Understanding: Science is not just a subject or facts to be memorized and forgotten. Science is in everything around us; it is an integral component of our lives and our society and even though it inherently influences our choices, decisions and beliefs, science does not need to threaten who we are. Goal(s): Students will discover that forming a valid opinion requires questioning and researching. Students will understand that becoming knowledgeable about a controversial science topic does not need to threaten their belief system but will only make them more knowledgeable about what is happening around them.

Questions Answered

Essential questions: Why is the theory of natural selection an important foundational concept of science? Why do I need to understand the theory if I don’t agree with it? What does it mean to be "literate" in science? In what way has my view of evolution changed as I have become more informed? Do I believe evolution should be taught in public schools? Objectives: Using information gathered from the videos, class discussions and internet searches, students will express their informed position on evolution in letter format that scores at least a B on the letter rubric. Using the information gathered from the videos, class discussions and internet searches students will be able to describe the importance of the Galapagos Islands resulting in an itinerary for visiting the islands. Using information gathered from the videos, class discussions and internet searches, the students will describe how Darwin’s ideas have affected society and will state their ideas with at least one posting on an internet open-forum. After researching both sides of the controversy over teaching evolution in the public school system, students will establish and articulate in a written essay his/her point of view on the controversy. Students will provide 5 pieces of evidence used to validate his/her argument during a classroom open-forum in which the student must participate orally at least 3 times.

Assessment

What quiz and test items (e.g. simple content-focused questions that require a single, best answer) will provide evidence of understanding? Quizzes will cover information from videos and specific internet searches. Examples include: - How were the Galapagos Islands formed? -How many islands are in the archipelago? -List 4 animals described in "Beyond Darwin". -Why are the tortoises found on the islands so slow? Authentic testing methods will be used with the work the students hand in. Examples include: - Letter to Darwin explaining why student agrees or disagrees with Darwin’s theory. -Itinerary of a trip to the Galapagos lasting 5 days. - Travel journal entry explaining one day of the trip. -A classroom open-forum in which each student must participate. What academic prompts (e.g. open-ended questions or problems that require students to think critically and then to prepare a response / product / performance) will provide evidence of understanding? A postition statement answering "What do I know about Evolution?" and "How do I feel about evolution?"/"Do I agree or disagree with evolution" will be written before the unit begins and then sealed. The same questions will be answered at the end of the unit and then compared to pre-unit ideas. What performance tasks and projects (e.g. complex challenges that are authentic, mirror the real world and require a performance or product) will you include that will provide evidence of student understanding? nbsp; Students will take a "virtual" trip to the islands and write entries into a fictitious travel journal. Students will access an internet open-forum discussing a recent publication about Darwin and his theory. Students will write a letter with correct format. Students will take part in a classroom debate/open-forum. What other evidence (e.g. observations, work samples, dialogues, student self-assessment) of understanding will you collect? Students will be observed as they are researching the topic in the computer lab. The student will also be able to assess what he/she has learned by comparing his/her pre-unit position statement with the post-unit statement.

Instructional Strategies

The learning objectives of this unit lend themselves well to inquiry-based and project-based learning. By researching toward a better understanding of evolution, as well as researching to validate his/her own opinion of evolution, the student needs to ask himself/herself appropriate questions to be guided in the right direction. I also feel that students need to ask themselves appropriate questions to guide them through to reliable information via the internet since many topics yield so many available sites. In addition to inquiry-based learning, writing a letter, planning a trip and sitting in on an open-forum are hands-on, project-based, activities that will be something tangible for the student to remember for years to come.