Inquiry Based Biology 1: How Can We Conserve Ecoystems?
In this six week intensive course, students will begin mastering biology standards through inquiry based learning as we use primary sources, models, simulations, and case studies to understand ecosystems and conservation.
Malikai Bass M.A
Average rating:
5.0
Number of reviews:(316)
Popular
What's included
12 live meetings
9 in-class hoursHomework
2-4 hours per week. Learners will have a homework assignment after every class to develop independent learning skills and allow us to cover more material and develop skills.Projects
Learners will complete several projects throughout the course.Progress Report
Students will receive regular progress reports and written feedback on tasks.Class Experience
US Grade 8 - 9
Advanced Level
In this unit, students will explore the intriguing 30 by 30 initiative, which aims to protect 30% of US lands and waters by 2030, and delve into the motivations behind human conservation efforts. Using the Serengeti National Park as a case study, students will uncover essential ecosystem and conservation principles and apply these insights to address conservation challenges in the US. Through analyzing complex data sets and engaging in hands-on simulations, students will understand how limiting factors affect carrying capacity, how group behavior influences survival, and how biodiversity enhances ecosystem resilience. By grappling with real-world conservation issues and considering diverse stakeholder perspectives, students will learn to navigate the trade-offs in managing natural resources to support both human society and the natural systems we depend on. This course is designed for small communities of learners and is a hybrid of individualized tutoring and traditional instruction covering biology one content. Each section has no more than six learners which provide a foundation for strong relationships, social-emotional learning, and truly individualized instruction. These classes are specifically designed for the inclusion of neurodivergent learners including dyslexia-friendly font, explicit executive functioning skills instruction, and support for AAC users and through the use of inquiry and project based learning strategies grounded in real-world context. This series is designed according to the Next Generation Science Standards organized by subject area. The focus for this year is on physical science . This curriculum is designed to allow students to develop skills to help them in traditional academic settings including high school or colleges such as note-taking and self-led learning. The class meets two days a week and homework reading, activities, and text-based discussions are completed on two additional weekdays. Students will complete a science notebook, a printable designed by the teacher, using graphic organizers and traditional note-taking strategies.
Learning Goals
HS-LS2-1 Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.HS-LS2-2 Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
Syllabus
Standards
Aligned with Next Generation Science Standards (NGSS)3 Units
12 Lessons
over 6 WeeksUnit 1: 1: How do populations interact with components of ecosystems?
Lesson 1:
Unit Introduction
We will introduce ourselves, cover class structure and expectations, and be introduced to our grounding phenomenon the 30 by 30 conservation initiative. We will also co-construct our community agreements and a list of conservation criteria. As homework, students will explore local examples of conservation and be introduced to their conservation profiles or four case studies we will use to support our understanding and apply skills throughout unit. They will craft initial models. 45 mins online live lesson
Lesson 2:
Why do ecosystems need protection, and how are they protected?
We will share and revise our initial models together and go on a gallery walk to notice similarities and differences in the ecosystems featured in our conservation profiles. We will develop a group model to help us generalize our understanding and generate inquiry about ecosystems and conservation as a whole. As homework, students will generate questions for our driving question board and ideas for investigation throughout the unit. 45 mins online live lesson
1 assignment
Lesson 3:
What can other cases of conservation help us understand?
We will review our question lists together and organize our DQB to help orient our focus for the unit. We will also be introduced to a very successful conservation effort to use as a model, Serengeti National Park using videos, maps, and readings to explore the relationships humans have with nature which motivate conservation. We will create a consensus model and begin our progress tracker for the unit. For homework, students will focus on research to understand why the animals migrate. 45 mins online live lesson
Lesson 4:
Why do the animals in the Serengeti migrate?
We will discuss the information we learned about wildebeest in our homework and create data displays to organize the information. We will share our data displays in a gallery walk and highlight patterns to help us explain wildebeest migration in order to develop a class consensus model. We will also work to understand how scientists determine the age of wildebeest and track population data. For homework, students will begin to explore the link between migration and food further. 45 mins online live lesson
Other Details
Learning Needs
Class is led and developed by an AUDHD educator. Transcripts are available for all audio-video content and simulations. Dyslexia friendly fonts have been chosen and tested. A teacher created workbook supports executive functioning.
Parental Guidance
Learners will use nearpod. Nearpod is a third party online tool which does not require a login or collect any identifying information. Learners should be supervised during hands-on labs which may require the use of skewers or scissors.
Supply List
Learners will need a teacher created printable workbook and note taking supplies.
Joined April, 2021
5.0
316reviews
Popular
Teacher expertise and credentials
I have been working in science-based museums doing curriculum, programming, and education for students in a variety of settings for over twelve years. I worked at the Creative Discovery Museum on a pilot program which involved biological science and dissections for home educated students. I served as a peer tutor for the biology class listed above and helped college level students with a variety of backgrounds and support needs obtain content mastery. I led programming on a variety of inclusive science based summer camps including those partnering with the local zoo and aquarium.
During my graduate degree, I worked on projects with the Seattle Aquarium and Burke Museum on science education concepts. I collaborated on the design of virtual field trips which supported concept standards in earth and life sciences and applied science through museum evaluation. I have been teaching science to students in grades k-8 online for over two years in a variety of settings and have seen significant success. Last year, many of my students achieved above the 90th percentile on nationally standardized tests.
At East Tennessee State University I completed the following courses receiving near-perfect grades and completing all extension and academic work:
Integrated Stem for Education Majors, which I applied to the development and teaching of this course through the inclusion of math, technology and engineering principles and which prepares me well to teach them.
Concepts in Biology this course was designed for those wishing to teach Biology at a K-8 level and included teaching demonstrations, standards, and preparation for the K-6 Praxis exam for science concepts on which I scored in the 96th percentile.
Life in the Universe this course was an exploration of life science using an inquiry based model and which inspired my adaptation for this course. It covered a variety of life-science topics. Based on my performance in this course, I was nominated for nationally competitive research internships.
Science Education: Wildife Conservation: As part of a science education track, I took an honor’s section of this senior course focusing on wildlife conservation which included a variety of life science skills and strategies for those teaching kindergarten through eighth grade. Reviews
Live Group Course
$32
weekly or $192 for 12 classes2x per week, 6 weeks
45 min
Completed by 6 learners
Live video meetings
Ages: 12-15
2-6 learners per class
