LIVE INTERACTIVE LEARNING @ YOUR DESKTOP
Introduction to Biology - The Secret of Life:
Pedagogical Implications Discussion 2
Presented by: Graham Walker, Zipporah Miller,
Susan Koba, and Anne Tweed
April 17, 2013
8:00 p.m. – 9:00 p.m. Eastern time
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Introducing today’s presenters…
Graham Walker
Professor, MIT and Howard Hughes Medical Institute
Zipporah Miller
NSTA’s Associate Executive Director, Professional Programs
and Conferences
Susan Koba
NSTA Press Author, Hard to Teach Biology Concepts
Anne Tweed
NSTA Press Author, Hard to Teach Biology Concepts
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Highlights from weeks 6-8
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Week 6
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Week 7
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Central Dogma: Transcription and Translation
Variations on the Central Dogma
Week 8
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DNA as the hereditary material
Central Dogma: DNA Replication
A tale of two genes: Beta-gal and Beta-globin
Cloning: Purifying a gene
Let’s pause for questions.
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Aligning to NGSS
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Next Generation Science Standards (NGSS)
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Released April 9
Three dimensions
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Science and engineering practices
Disciplinary core ideas
Crosscutting concepts
Based on A Framework for K-12 Science Education
State-led process with input from NSTA
Find resources at www.nsta.org/ngss
Aligning to NGSS
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HS-LS3 Heredity: Inheritance and Variation of
Traits
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Performance Expectations:
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HS-LS3-1. Ask questions to clarify relationships about the
role of DNA and chromosomes in coding the instructions for
characteristic traits passed from parents to offspring.
HS-LS3-2. Make and defend a claim based on evidence that
inheritable genetic variations may result from: (1) new
genetic combinations through meiosis, (2) viable errors
occurring during replication, and/or (3) mutations caused by
environmental factors.
About Today’s Presenters
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Authors of NSTA Press book Hard-to-Teach
Biology Concepts
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Susan Koba
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Anne Tweed
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Science education consultant, NSTA Learning Center
Formerly with Omaha Public Schools
Principal Consultant, Mid-continent Research for Education and
Learning (McREL)
Co-Principal Investigator on science ed projects
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Instructional Planning Framework
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Working in the Predictive Phase
Unburdening the Curriculum
1. Cutting Major Topics
2. Pruning Subtopics from Major Topics
3. Trimming Technical Vocabulary
4. Reducing Wasteful Repetition
American Association for the Advancement of Science (AAAS) Project 2061, (2001). Designs for Science Literacy. New York: Oxford Press
Learning Target #1
Proteins carry out the major work of the cell and are responsible for
both the structures and functions of organisms. An organisms traits
(phenotype) are a reflection of the work of proteins.
Why am I doing this?
What criteria did AAAS use to determine what
concepts to omit from the Benchmarks?
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If there was no compelling argument that it would be essential for science literacy, or
If the amount of time and effort that would be needed for all students to learn was out of proportion to its importance.
American Association for the Advancement of Science (AAAS) Project 2061, (2001). Designs for Science Literacy.
New York: Oxford Press
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What do the Next Generation Science Standards say?
Essential Content
Enduring Knowledge
Concepts
Organizing Ideas
Processes
(Standards)
Supporting
Knowledge
Vocabulary
Details
Skills
Facts
Predictive Phase
Learning Target #1
Proteins carry out the major work of cells and are responsible for both the structures and functions of organisms. An organism’s traits (phenotype) are a reflection of the work of proteins.
Misconceptions
Because students are not aware that proteins play a role that is central to living things (most/all genetic phenomena are mediated by proteins) and robust (many functions), it hampers their ability to provide mechanistic explanations of genetic phenomena. (Duncan and Reiser 2005)
Instructional Planning Framework: Responsive Phase
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Initial Instructional Plan
Eliciting Preconceptions: What are proteins and why are they important?
Use the Instructional Tool 2.10 p.72 to help them create a brainstorming web. Begin with an idea, write a phrase or word in the central oval, branch out to other ovals and add works. Extend these ovals by adding details or new ideas.
How to Select Effective Strategies
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How to Select Effective Strategies
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Confronting Preconceptions
Show the video from YouTube about “Protein Functions in the Body”. Ask students to compare this information to their brainstorming webs. Discuss their findings, revise their webs and generate questions about what doesn’t make sense. Going Deeper
Sense Making
An organism’s traits (phenotype) are a reflection of the work of proteins.
• Use sickle‐cell anemia as a content representation.
http://www.youtube.com/wat
ch?v=9UpwV1tdxcs
Research a genetic disorder
• Research the protein that that is missing or malfunctioning
• Determine the impact on the various levels of organization
Areas Where K–12 Science Lessons
Are Rarely Strong
Climate of lesson encouraged students to
generate ideas and questions
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Pace of lesson appropriate for students'
developmental levels
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Students intellectually engaged with relevant,
important ideas
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Science portrayed as dynamic body of
knowledge
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Teacher's questioning strategies enhanced
development of student understanding
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Intellectual rigor, constructive criticism, and the
challenging of ideas was evident
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Degree of 'sense-making' of content was
appropriate
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Percent of Lessons Rated High on Each Indicator
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Discourse to Support Sense‐making
• Perceiving, interpreting and organizing information
• Connecting information
• Retrieving, extending and applying information
• Using knowledge in relevant ways
Never really done…
• Don’t forget to check for student understanding
• Analyze the information you gather
• Respond based on evidence of learning—
feedback, new learning opportunities or both! • Then move to Learning Target #2 Next Steps
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Consider what you’ve learned today. What is your next step in working with your units and with hard to teach biology concepts?
Articulating essential understanding?
Researching misconceptions?
Eliciting and confronting preconceptions?
Helping students with sense‐making?
What questions do you have?
Type your questions and comments in
the chat.
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Learning Center Resources
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Collection
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Community Forums
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Discuss biology content with other
teachers
Optional Certificate
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Articles, book chapters, Science Objects
Heredity and Variation SciPack now free for a limited time!
Showcase your pedagogical
knowledge
Reflect on what you’ve learned
Use PD Plan & Portfolio Tool to
submit report
$14.99 for printable PDF certificate
Thanks to today’s presenters!
Graham Walker
Professor, MIT and Howard Hughes Medical Institute
Zipporah Miller
NSTA’s Associate Executive Director, Professional Programs
and Conferences
Susan Koba
NSTA Press Author, Hard to Teach Biology Concepts
Anne Tweed
NSTA Press Author, Hard to Teach Biology Concepts
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Thank you to the sponsor of
tonight’s web seminar:
This web seminar contains information about programs, products, and services
offered by third parties, as well as links to third-party websites. The presence of
a listing or such information does not constitute an endorsement by NSTA of a
particular company or organization, or its programs, products, or services.
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National Science Teachers Association
David Evans, Ph.D., Executive Director
Zipporah Miller, Associate Executive Director,
Conferences and Programs
NSTA Web Seminar Team
Al Byers, Ph.D., Assistant Executive Director,
e-Learning and Government Partnerships
Brynn Slate, Manager, Web Seminars, Online
Short Courses, and Symposia
Jeff Layman, Technical Coordinator, Web
Seminars, SciGuides, and Help Desk
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