Carolina Biological-Knowledge Center - May 09-2023

Argument-Driven Inquiry in Biology: Lab Investigations for Grades 9-12

by: Victor Sampson, Patrick Enderle, Leeanne Gleim, Jonathon Grooms, Melanie Hester, Sherry Southerland, and Kristin Wilson

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Are you interested in using argument-driven inquiry for high school lab instruction but just aren’t sure how to do it? You aren’t alone. This book will provide you with both the information and instructional materials you need to start using this method right away. Argument-Driven Inquiry in Biology is a one-stop source of expertise, advice, and investigations.

The book is broken into two basic parts:
1. An introduction to the stages of argument-driven inquiry—from question identification, data analysis, and argument development and evaluation to double-blind peer review and report revision.

2. A well-organized series of 27 field-tested labs that cover molecules and organisms, ecosystems, heredity, and biological evolution. The investigations are designed to be more authentic scientific experiences than traditional laboratory activities. They give your students an opportunity to design their own methods, develop models, collect and analyze data, generate arguments, and critique claims and evidence.

Because the authors are veteran teachers, they designed Argument-Driven Inquiry in Biology to be easy to use and aligned with today’s standards. The labs include reproducible student pages and teacher notes. The investigations will help your students learn the core ideas, crosscutting concepts, and scientific practices found in the Next Generation Science Standards. In addition, they offer ways for students to develop the disciplinary skills outlined in the Common Core State Standards.

Many of today’s teachers—like you—want to find new ways to engage students in scientific practices and help students learn more from lab activities. Argument-Driven Inquiry in Biology does all of this even as it gives students the chance to practice reading, writing, speaking, and using math in the context of science.

Table of Contents

b>CONTENTS


Preface


Acknowledgments


About the Authors


Introduction



SECTION 1—Using Argument-Driven Inquiry


Chapter 1: Argument-Driven Inquiry


Chapter 2: Lab Investigations


SECTION 2—Life Sciences Core Idea 1: From Molecules to Organisms: Structures and Processes



INTRODUCTION LABS



Lab 1. Osmosis and Diffusion: Why Do Red Blood Cells Appear Bigger After Being Exposed to Distilled Water?


Teacher Notes


Lab Handout


Checkout Questions



APPLICATION LABS



Lab 2. Cell Structure: How Should the Unknown Microscopic Organism Be Classified?


Teacher Notes


Lab Handout


Checkout Questions



Lab 3. Cell Cycle: Do Plant and Animal Cells Spend the Same Proportion of Time in Each Stage of the Cell Cycle?


Teacher Notes


Lab Handout


Checkout Questions



Lab 4. Normal and Abnormal Cell Division: Which of These Patients Could Have Cancer?


Teacher Notes


Lab Handout


Checkout Questions



Lab 5. Photosynthesis: Why Do Temperature And Light Intensity Affect the Rate of Photosynthesis in Plants?


Teacher Notes


Lab Handout


Checkout Questions



Lab 6. Cellular Respiration: How Does the Type of Food Source Affect the Rate of Cellular Respiration in Yeast?


Teacher Notes


Lab Handout


Checkout Questions



Lab 7. Transpiration: How Does Leaf Surface Area Affect the Movement of Water Through a Plant?


Teacher Notes


Lab Handout


Checkout Questions



Lab 8. Enzymes: How Do Changes in Temperature and pH Levels Affect Enzyme Activity?


Teacher Notes


Lab Handout


Checkout Questions



SECTION 3—Life Sciences Core Idea 2: Ecosystems: Interactions, Energy, and Dynamics



INTRODUCTION LABS



Lab 9. Population Growth: How Do Changes in the Amount and Nature of the Plant Life Available in an Ecosystem Influence Herbivore Population Growth Over Time?


Teacher Notes


Lab Handout


Checkout Questions



Lab 10. Predator-Prey Population Size Relationships: Which Factors Affect the Stability of a Predator-Prey Population Size Relationship?


Teacher Notes


Lab Handout


Checkout Questions



Lab 11. Ecosystems and Biodiversity: How Does Food Web Complexity Affect the Biodiversity of an Ecosystem?


Teacher Notes


Lab Handout


Checkout Questions



Lab 12. Explanations for Animal Behavior: Why Do Great White Sharks Travel Over

Long Distances?


Teacher Notes


Lab Handout


Checkout Questions



APPLICATION LABS



Lab 13. Environmental Influences on Animal Behavior: How Has Climate Change Affected Bird Migration?


Teacher Notes


Lab Handout


Checkout Questions



Lab 14. Interdependence of Organisms: Why Is the Sport Fish Population of Lake Grace Decreasing in Size?


Teacher Notes


Lab Handout


Checkout Questions



Lab 15. Competition for Resources: How Has the Spread of the Eurasian Collared-Dove Affected Different Populations of Native Bird Species?


Teacher Notes


Lab Handout


Checkout Questions



SECTION 4—Life Sciences Core Idea 3: Heredity: Inheritance and Variation of Traits



INTRODUCTION LABS



Lab 16. Mendelian Genetics: Why Are the Stem and Leaf Color Traits of the Wisconsin Fast Plant Inherited in a Predictable Pattern?


Teacher Notes


Lab Handout


Checkout Questions



Lab 17. Chromosomes and Karyotypes: How Do Two Physically Healthy Parents Produce a Child With Down Syndrome and a Second Child With Cri Du Chat Syndrome?


Teacher Notes


Lab Handout


Checkout Questions



Lab 18. DNA Structure: What Is the Structure of DNA?


Teacher Notes


Lab Handout


Checkout Questions



Lab 19. Meiosis: How Does the Process of Meiosis Reduce the Number of Chromosomes in Reproductive Cells?


Teacher Notes


Lab Handout


Checkout Questions



APPLICATION LABS



Lab 20. Inheritance of Blood Type: Are All of Mr. Johnson’s Children His Biological Offspring?


Teacher Notes


Lab Handout


Checkout Questions



Lab 21. Models of Inheritance: Which Model of Inheritance Best Explains How a Specific Trait Is Inherited in Fruit Flies?


Teacher Notes


Lab Handout


Checkout Questions



SECTION 5—Life Sciences Core Idea 4: Biological Evolution: Unity and Diversity



INTRODUCTION LABS



Lab 22. Biodiversity and the Fossil Record: How Has Biodiversity on Earth Changed Over Time?


Teacher Note
s

Lab Handout


Checkout Questions



Lab 23. Mechanisms of Evolution: Why Will the Characteristics of a Bug Population Change in Different Ways in Response to Different Types of Predation?


Teacher Notes


Lab Handout


Checkout Questions



APPLICATION LABS



Lab 24. Descent With Modification: Does Mammalian Brain Structure Support or Refute the Theory of Descent with Modification?


Teacher Notes


Lab Handout


Checkout Questions



Lab 25. Mechanisms of Speciation: Why Does Geographic Isolation Lead to the Formation of a New Species?


Teacher Notes


Lab Handout


Checkout Questions



Lab 26. Human Evolution: How Are Humans Related to Other Members of the Family Hominidae?


Teacher Note
s

Lab Handout


Checkout Questions



Lab 27. Whale Evolution: How Are Whales Related to Other Mammals?


Teacher Notes


Lab Handout


Checkout Questions



SECTION 6—Appendixes


Appendix 1. Standards Alignment Matrices


Appendix 2. Options for Implementing ADI Lab Investigations


Appendix 3. Investigation Proposal Options


Appendix 4. Peer-Review Guide and Instructor Scoring Rubric

Download a sample chapter

Grade Levels

High School

Topics

Assessment Biology Curriculum Instructional Materials Labs Lesson Plans Literacy Phenomena Teacher Preparation Teaching Strategies Three-Dimensional Learning

Details

Type NSTA Press BookPub Date 4/1/2014Pages 456ISBN 978-1-938946-20-2Stock # PB349X1

NSTA Press produces classroom-ready activities, hands-on approaches to inquiry, relevant professional development, the latest scientific education news and research, assessment and standards-based instruction.

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