Project 1: Biology Reader with
Reading Techniques &
Assessments
Project 2: Biology Lab Manual
and Formal Lab Assessment
Based on the California State Standards in Biology
Leila Jirari
San Marcos High School
UCSB RET 2
Context for Learning
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College Prep Biology or AP Biology
Class Size: 32 CP, 25 for AP
ELL Students in Class: Between 2-4
Students with IEP’s: Between 1-3
My Research
• My 2005 Research Project: Purifying the
Phosphoserine-rich protein from Phragmatopoma
californica
• Mentor: Chengjun Sun, Faculty Supervisor: Herb
Waite , Department: Molecular, Cellular &
Developmental Biology
• The purpose of our research was to purify one of
three proteins, the phosphoserine rich protein in
the sand tube worm glue. The goal of studying this
worm is to find out how adhesion happens under
water and to hopefully use this glue as an
underwater adhesive in the future.
Learning Objectives: Project 1
• Students will analyze the scientific articles
and complete reading assessments which
utilize a variety of SDAIE reading
strategies.
– The articles support and enhance the academic content and standards
taught in class by giving content real world applications.
• Students will review research materials,
like scientific journals, and write a
research paper using the guidelines I
provided.
Learning Objectives: Project 2
• Students will partake in inquiry based
biology labs and complete a formal lab
write-up.
Why did I choose these
two curriculum projects?
1.
Connect Research Practices with High School
2. Enhance Teaching Practices
Biology Content Standards 9-12
• Cell Biology:
– The fundamental life processes of plants and animals depend on a variety of chemical
reactions that occur in specialized areas of the organism's cells. Gee
• Genetics:
– Mutation and sexual reproduction lead to genetic variation in a population.
– Genes are a set of instructions encoded in the DNA sequence of each organism that
specify the sequence of amino acids in proteins characteristic of that organism.
– The genetic composition of cells can be altered by incorporation of exogenous DNA
into the cells.
• Ecology:
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– Stability in an ecosystem is a balance between competing effects.
Evolution:
– Evolution is the result of genetic changes that occur in constantly changing
environments.
• Physiology:
– As a result of the coordinated structures and functions of organ systems, the internal
environment of the human body remains relatively stable (homeostatic) despite
changes in the outside environment.
– Organisms have a variety of mechanisms to combat disease.
Addressing Students Background
• SDAIE components present:
– Target vocabulary is identified and taught
– Assessment of prior knowledge
– Lesson contextualization: graphic organizers,
artwork and visuals
– Listening, speaking, reading & writing
– Two to Six way interactions (Group Work)
– Critical thinking
– Real World Application
– Assessments with Rubrics and Article G.O.
Project 1: Overview
• I collected at least one article per unit of study
for my AP Biology class.
• I used three different levels of journals:
Discover being the most comprehensible, then
more challenging Scientific American and New
Scientist. Lastly The Scientist was the most
challenging journal used.
• I collected a variety of SDAIE reading strategies
and tailored them to read challenging scientific
content.
• I created a format for my students to write a
research paper on a topic of their choice. They
will have to sift through scientific research on
their topic and will use the SDAIE reading
strategies to help them digest the content.
Project 2: Overview
• College Prep Biology students will
perform 4 inquiry labs throughout the
semester.
• AP Biology students will perform 12
required labs (by the AP College Board).
• I created a lab write-up format for my
students to help scaffold the task.
• They will be assessed with the rubric.
Project 1: SDAIE Reading Activities
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GIST and Synopsis
Inquiry Paper
Key Word DRTA
Anticipation Reaction Guide
Viewpoints
I Wonder Brainstorm
Pre-Reading Guide
Skimming and Scanning
BKWLQ
Research Paper
• The students choose any topic in Biology
that interests them:
– Some examples of previous student choices:
EPO, Autism, Depression, Weight Loss
Drugs, Sleep, Memory, Origin of Life,
Endemic Species, Global Warming, Prions,
Cardiac Arrhythmias, Organ Transplants etc.
• Students will use the guidelines, peer
editing and rubric to write a research
paper.
Project 2: Inquiry Labs and Rubric
• Students will participate in the laboratory
activity.
• Biology labs:
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Enzyme lab
Fetal Pig Lab
Pill Bug Lab
Water Lab
Scientific Method & Activity
• Students will use the guidelines, rubric to write
a up a lab paper.