探究生物學 1：我們如何保護生態系？
在這個為期六週的密集課程中，學生將透過基於探究的學習開始掌握生物學標準，因為我們使用主要來源、模型、模擬和案例研究來了解生態系統和保育。
Malikai Bass M.A
平均評分：
5.0
評論數量：(346)
熱門課程
包含什麼
12 現場會議
9 上課時間作業
每週 2-4 小時. Learners will have a homework assignment after every class to develop independent learning skills and allow us to cover more material and develop skills.項目
Learners will complete several projects throughout the course.進度報告
Students will receive regular progress reports and written feedback on tasks.我們無法翻譯此文，請刷新頁面並再試一次。
課堂經歷
英語程度 - B2+
美國 8 - 9 年級
Advanced 等級
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.
學習目標
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.
教學大綱
標準
與 Next Generation Science Standards (NGSS)對齊3 單位
12 課程
超過 6 週單位 1: 1: How do populations interact with components of ecosystems?
課 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 分鐘線上直播課
課 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 分鐘線上直播課
1 作業
課 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 分鐘線上直播課
課 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 分鐘線上直播課
其他詳情
學習需求
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.
父母的引導和規範
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.
供應清單
Learners will need a teacher created printable workbook and note taking supplies.
外部資源
除了 Outschool 教室外，本課程也使用：
來源
This class is based on open educational resources licensed for commercial use. This curriculum has won awards for it's alignment to the NGSS. It has been adapted by Malikai Bass for home learning and for neurodiverse and twice exceptional students including reading, writing, communication and fine motor supports.
"All OpenSciEd units are designed as open educational resources that are licensed as CC-BY-4.0. This license allows educators to use, modify, and reuse all of our resources to meet their students’ needs. This license does require appropriate attribution, which means you must give credit to the author, provide a link to the license, and indicate if changes were made."
It was written by:
Kate Henson, Revision Unit Lead, University of Colorado Boulder
Will Lindsay, Field Test Unit Lead, University of Colorado Boulder
Clarissa Deverel-Rico, Writer, University of Colorado Boulder
Sara Krauskopf, Writer, University of Colorado Boulder
DeAnna Lee-Rivers, Writer, University of Colorado Boulder
Simon Raphael Mduma, Consultant Expert, Wildlife Biologist
Celeste Moreno, Writer, University of Colorado Boulder
Jamie Deutch Noll, Writer, BSCS Science Learning
Kathryn Ribay, Writer, San Jose State University
Jessica Schwarz, Consultant Expert, Roaring Fork Schools
Anthony R.E. Sinclair, Consultant Expert, University of British Columbia
Wayne Wright, Writer, University of Colorado Boulder
The license can be found here: https://creativecommons.org/licenses/by/4.0/
This class is not affiliated with or endorsed by the creators of this curriculum nor does it used their trademarks.
Lessons include additional scientific sources provided to the students.
已加入 April, 2021
5.0
346評論
熱門課程
教師專業知識和證書
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. 評論
現場團體課程
US$32
每週每週2次，共 6 週
45 分鐘
有6 位學習者完成此課程
即時視訊會議
年齡: 12-15
2-6 每班學員人數
