Explore curriculum of a 10th grade integrated chemistry and biology course that was designed to incorporate the Next Generation Science Standards while placing importance on the Science and Engineering Practices. The course follows the narrative: “Living systems obey the laws of physics and chemistry. Transformations in matter occur in predictable ways and are a function of molecular shape and molecular collisions. Chemical properties are the result of the arrangement of elements and the forces between them. Reception, sequestration, and transfer of chemical elements allow living systems to leverage chemical transformations to survive, grow, and reproduce. Reproduction allows for the transmission of these traits from one generation to the next. Pressures from the environment favors some traits over others which in turn produces new species over time and is responsible for the diversity of all life.” Students were introduced to content via phenomenon and then engaged with the DCIs, Cross-cutting concepts, and SEPs while working towards a culminating project. For example, students learned various topics of chemistry including stoichiometry and gas laws to design and build a functional Class B fire extinguisher. Following this unit, students applied their understanding of cellular respiration, photosynthesis and the carbon cycle to calculate the amount of carbon sequestered on a section of campus trees.
Participants will learn how to use phenomena and a 3D design approach to create project -based, integrated Curriculum that assesses SEPS equally with content.
Participants will learn how to use student-centered pedagogical practices, hands-on exploration, and more authentic assessment practices.
Participants will be familiar with how Integrating biology, chemistry and environmental standards in order to explore an authentic, real-world problem or challenge increases student engagement and performance.
Elizabeth Helfant (Mary Institute and Saint Louis Country Day School: Saint Louis, MO)