“B.E.E. +” Biology and Engaging Engineering Promoting positive outcomes

1. “B.E.E. +” Biology and Engaging Engineering Promoting positive outcomes To maintain or to improve biodiversity Julie Olson NGSS Life Science Writing Team Blended Learning Science Instructor Mitchell, SD

2. Introductory Activity • What is your current definition of biodiversity? Why is biodiversity so important? • ( write it on the back of the 3D Pyramid paper (quiet writing and reflection) • Sharing – What is alike and different between each other’s definitions?

3. At what “scale” of biodiversity are you looking at? (genetic, species, ecosystem) • What is your current evidence? Is there a need to further define and investigate this concept?

4. Investigating Biodiversity Activity • Look at the bag on your table that models an ecosystem (could be a biome) • Each bead represents a different organism. (It could represent a different variation of the same species/genetic or an area with little or a lot of different ecosystems depending on the grade level or specified topic.) • Is there “a lot, moderate, or little” diversity? Lets do a simple biodiversity calculation.

5. Calculating biodiversity levels Note: Biodiversity can calculated on several different levels. Activity adapted from Access Excellence “Biodiversity Activities”

6. Take a quick look at another table/group’s biome. • Do you see any “patterns”? • Is there any reason why two biomes might be different? Do you need more information?

7. NGSS question? • If biodiversity calculations are not included in the standards (e.g. Assessment Boundaries) are you not supposed to teach them?

8. 3d Pyramid

9. Practices and cross-cutting concepts • Using the 3D Pyramid - What “Practices” did we engage in? • Look at the “Practices” and “Cross-cutting Concepts” located on the back side or attached sheet with the 3D Planning Document. • Do you have to do only one “Practice” in an activity? Or with just one standard? • What “Cross Cutting Concept(s)” did you engage in?

10. practices CCC • 1. Asking questions (for science) and defining problems (for engineering) • 2. Developing and using models • 3. Planning and carrying out investigations • 4. Analyzing and interpreting data • 5. Using mathematics and computational thinking • 6. Constructing explanations (for science) and designing solutions (for engineering) • 7. Engaging in argument from evidence • 8. Obtaining, evaluating, and communicating information • 1. Patterns. • 2. Cause and effect. • 3. Scale, proportion, and quantity. • 4. Systems and system models. • 5. Energy and matter • 6. Structure and function • 7. Stability and change

11. Taking a look at a specific Performance Expectation: Integrating the Engineering… • Take out the 3D Instructional Plan • For your grade level find the corresponding set of Performance Expectations and find the following: • High School – HS-LS2-7 • Middle School MS-LS2-5 • Elementary (grade level 3) 3-LS4-4 • Read the “Performance Expectation” and write down what you think it means? (Quiet writing and reflection) • Share your thoughts with your group.

12. 3D Instructional Plan:

13. DCI for the Standard • DCI – LS4.D: Biodiversity and Humans • • Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). • • Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. Note: This Disciplinary Core Idea is also addressed by HS-LS4-6.) • DCI – ETS1.B: Developing Possible Solutions • • When evaluating solutions it is important to take into account a range of constraints including cost, safety, reliability and aesthetics and to consider social, cultural and environmental impacts.

14. The other pieces: Practices and CCC • What Practice(s) are required? • - write a brief definition in your own words • What Cross-cutting Concept(s) are related to the PE? • - write a brief definition in your own words • Locate corresponding ELA and Math standard connections.

15. Practices and Cross-cutting ideas • CCC – Stability and Change • • Much of science deals with constructing explanations of how things change and how they remain stable. • Practice – Constructing Explanations and Designing Solutions • Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories. • • Design, evaluate, and refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff consideration.

16. What might this look like in the classroom? • Research and brainstorm human activities that have had positive/negative impacts on the biodiversity of the environment. • Make a list • For the Engineering DCI: • What are the criteria for a “successful” solution? • What are the constraints? (cost, human needs, environmental impacts) • Teacher may provide websites and resources • Make “sources” a “living” list – students and teachers can add to it on a continual basis.

17. Some ideas: (good to list both negative and positive) • Reclamation • Captive breeding • Ecotourism • Germ banks • Sanctuaries • Endangered species • Mining • Overfishing • Herbicides • Pesticides • Introduced Species • Illegal trade of protected species • Pollution - many types and sources • Artificial selection of plants and animals • Bio-engineered organisms • Noise pollution • Light pollution • Climate change

18. What has been done: • Officially declared Marine Protected Areas in Abu Dhabi • • The Marawah Marine Biosphere Reserve in Abu Dhabi • protected area covers 4,225 sq. km which protects both • national and regionally important species. 468.1 km2 are • no-take – IUCN Category VI, which is a rare • categorization, meaning it is managed for sustainable • exploitation of fishery resources purposes • • Al Yasat Marine Protected Area - Fishing is restricted • within three nautical miles of shore. 482 sq. km no-take. • • Busiyyeyif Marine Protected Area - 282 sq. km. Abu Dhabi Sustainability Group – Preserving Marine Biodiversity in the UAE & how to contribute to this goal. http://www.adsg.ae/SiteCollectionDocuments/Seminars/ADSG_FQM_2010-04-13/Presentation_EMEG_Marine_Biodiversity_ADSG_FQM_2010-04-13.pdf

19. Education Programs • • Presentations on local marine wildlife; • • Mangrove planting; • • Sea turtle biology & conservation; • • Beach and dune clean-ups; • • Bird watching for local wetland and coastal birds; • • Hamour conservation. Introduction to fish farming (advantages & disadvantages); • • Natural history scavenger hunts; • • Desert plants: identification & medicinal properties; • • History of pearl diving in the UAE; • • Interactions with local wildlife (dhubs, feeding hamour); • • Traditional fishing, cooking, dancing, sailing and falconry; • • Star gazing including a briefing on the major constellations and historical tales.

20. Carrying out the Performance Expectation • Choose a human action that has a negative effect on biodiversity • Research what you know – gather evidence • What are the criteria? Constraints? • What is being doneright now or on a related problem? • What are the pro’s and con’s of these current actions? • Design a possible solutionor changes in a current program. • What is the best solution? (argumentation when students share their ideas and information) • What is your evidence? Compare it to other possible solutions.

21. Taking it a step further: • Researching Medicinal plants – possible cures for diseases? (aspirin, quinine) • Natural antimicrobial activity of plants and animals. (E. coli and B. subtilis,) • Awareness campaigns • Planting ecofriendly gardens with natural vegetation. • Disease spread with monocultures (e.g. Irish potato famine, current banana problem) • What other ideas? • What are you doing now?

22. Does this mean we start from scratch? • No – • Make a conscious effort to go beyond memorization. • Engage in discourse. • Ask for evidence. • Explain their reasoning. • Make connections evident.

23. Thank you! • Julie Olson • Mitchell High School • Mitchell, SD • Julie.olson@k12.sd.us