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Student Activities
How can biological methods be effectively used to convert biomass to biofuel to meet our energy needs?
Based on the driving question, the allotted time and the available resources, consider the kinds of investigations students are likely to conduct and the amount of time needed for each. Map the various required and optional activities to a realistic timeline.
- When will the unit be taught and how long will it last?
The unit will be taught at various points during the school year based on teacher preference. Most likely, it would follow photosynthesis and cellular respiration. It could go directly before or after a unit on gene expression (transcription and translation). This unit will last 14-15 days of approximately 50 minute class periods.
- How you will prepare the students and the environment?
Students will be prepared by practicing 21st century and science process skills throughout the year through modeling, doing activities like the survival on the moon that was presented, working in lab groups and writing lab reports. Students will collaborate on numerous activities and labs throughout the year prior to this unit. They will participate in reflective activities regularly throughout the year. They will also have been given given numerous rubrics to self-evaluate their abilities in collaboration, cooperation, critical thinking, and communication skills. Because of these previous rubrics and reflections, students will be familiar with the expectations of group work, safety, and internet research.
The environment will be prepared by collecting all of the foreseeable materials beforehand (from the materials and resources document). If students devise experiments that require extra materials, a hardware or convenience store trip may be necessary. Additionally, the environment will be prepared by separating objects into groups based on how they might be used for completing an enzyme catalyzed reaction. Also, the seating in the room will be arranged for to facilitate group work by having seating in groups of three. The seating will also be arranged to promote student safety while inquiring (wide aisles, power cords out of the way).
- What entry event will you use to introduce the driving question/unit to the students? How will you ensure it captures their attention and initiates the inquiry process?
The entry event will be a series of Aftermath Video Clips from National Geographic. The video clips are overly dramatic to help ensure attention. Guided questions will be used in-between clips to maintain attention and prompt student discussion and inquiry. The discussion after the video will be centered around how these issues impact our lives and what role the local resources may play in solving problems related to our energy needs. I will ensure it captures their attention by monitoring the class to make sure they all pay attention. Finally, students will submit a question at the end of the first day given the prompt...What question/s do you have about using biomass as a fuel?
- Based on your driving question, what kinds of investigations do you expect your students to propose and/or undertake (provide specific examples)?
Students will investigate a model of enzyme catalyzed reactions (their hands as enzymes and toothpicks as the substrate). They will complete internet research to investigate specific enzyme catalyzed reactions related to biomass and biofuels. They will complete an enzyme catalyzed reaction lab.
- How will you ensure that the problem is explored from multiple perspectives?
Students will have a choice in the variables they manipulate for their enzyme reactions and toothpick lab. Students will be able to search and choose which reactions they investigate and present to the rest of the class. Students will be able to choose the facts and mode of presentation for their final biomass to biofuels conversion piece of advertisement.
- What kinds of data will students need to collect and analyze to address the driving question?
They will collect data on the initial conditions and products produced during their enzyme catalyzed reactions. They will analyze this data to create graphs and presentations to communicate the results based on the variables they tested. Also, students will collect information about specific reactions important to biomass to biofuels conversion. Internet resources and contact with a content area expert will provide data to help students address the driving question.
- What evidence will students have to provide to support their claims?
Students will have to provide the data from their experiments to support their claims (measurements of the products formed in a certain amount of time/possibly calculating rate). This will be in the form of data tables, graphs, and images of the reaction completion.
For their online research into enzyme catalyzed reactions, they will need to provide references for their information. The references will need to be from reputable sources.
- What activities will be required of all students? What activities will be optional or self-determined?
Every student will be required to participate in most phases of this PBL unit. Many of the tasks will be group tasks where students divide their work to complete it efficiently. If the teacher notices a lack of engagement by members within a group, specific tasks may be assigned by the teacher for that student. The type of reaction and data method collection of the enzyme reaction lab will be self-determined and then approved by the teacher.
- How will these activities create student ownership?
Students will gain ownership by determining their enzyme reaction lab procedure (with the teacher checking for safety). They will work in groups to determine their initial and revised procedure. They will also gain ownership because they will be able to present the results from their experiment using whiteboards (where they can create images, graphs, and written descriptions of their reactions). Students will gain ownership through the selection of the mode of presenting their final product.
- How will these activities foster engagement and active involvement?
Students will be actively involved and engaged in researching the importance and examples of biomass to biofuels reactions. They will also be engaged and involved in presenting their research.
Students will be engaged and involved by completing their procedure and gathering data during their enzyme catalyzed reaction.
- How will these activities engage students in higher order thinking?
Students will engage in higher order thinking skills when they discuss and revise their enzyme reactions. Not only will they be devising their own experimental procedures, they will be listening to the procedures of other groups to determine the possible issues related to their experimental plans.
The final product will require students to use higher order thinking to determine how to persuade people to promote research. By asking a student to persuade someone, they are required to evaluate the information they have been learning.
- How will these activities help students learn biofuels content?
The entry event (Aftermath Video Clips) creates a situation that motivates students to learn about how biofuels could help solve the problem of a finite petroleum resource. At the core of this unit is an enzyme catalyzation experiment where students develop procedures test variables when organic molecules are broken down to simpler molecules. This is a core component of the conversion of biomass into a more useable form.
- How will you use just-in-time instruction (provide a specific example) and how will you know it’s needed?
I believe that once students start to complete their enzyme experiments they will have a difficult time measuring the outcomes of their experiments. They may notice a qualitative change in their reaction, but not know how to measure the changes. I may have to give a lesson on calculating reaction rate. This could include a worksheet with example experimental data where students answer a series of questions showing they understand how to calculate rate. Alternatively, the teacher may be able to use students who understand calculating rates may become the reaction rate specialists who peer tutor struggling students.
- How much time will you allot for each required activity (provide a timeline), including time needed to debrief and reflect, and time needed to revise based on feedback? (The timeline is available on the timeline page of this website. Please click the link provided to access it.)
- How will students be involved in decision-making regarding project details and demonstrations of their learning? Provide specific examples of areas in which students will be provided with voice and choice.
Students will be able to choose which variable they explore in their toothpick enzyme lab. Students will be given choices in terms of which reactions they complete in their experimentation. Students will be given choices in which mode they prefer to present their final product. This will allow student voice to be present. Whether students create a poster, audio recording, visual presentation, and video or some other presentation form, their voice will be present in the way they demonstrate their learning.
- How will you prepare students to take on project responsibilities?
This unit will be well into the school year. Therefore, 21st century skills will have been practiced and reinforced prior to the unit. This will be done through post-holes such as the moon-survival group activity or the broken circles group activity. If students are unable to work effectively within their group at the time of the project, a hard scaffold may be necessary during the 3 week unit.
- How will you assure that students are learning important content?
The teacher will ensure that students are learning important content by asking questions during debriefing and at the end of each class. The teacher will also circulate the class while they are completing online research and their enzyme reaction labs. White circulating the teacher will ask questions to determine how well students understand the work they are completing. The rubric for the lab report and the rubric for the presentation will also ensure that students are including important content into work. Finally, the experiment and final product will go through at least one iteration. This ensures that students who did not demonstrate understanding of important content in the first trial will be able to demonstrate learning the second trial. If the second time does not show content understanding by students, additional homework may be assigned or conversations after class may be necessary.
How can biological methods be effectively used to convert biomass to biofuel to meet our energy needs?
Based on the driving question, the allotted time and the available resources, consider the kinds of investigations students are likely to conduct and the amount of time needed for each. Map the various required and optional activities to a realistic timeline.
- When will the unit be taught and how long will it last?
The unit will be taught at various points during the school year based on teacher preference. Most likely, it would follow photosynthesis and cellular respiration. It could go directly before or after a unit on gene expression (transcription and translation). This unit will last 14-15 days of approximately 50 minute class periods.
- How you will prepare the students and the environment?
Students will be prepared by practicing 21st century and science process skills throughout the year through modeling, doing activities like the survival on the moon that was presented, working in lab groups and writing lab reports. Students will collaborate on numerous activities and labs throughout the year prior to this unit. They will participate in reflective activities regularly throughout the year. They will also have been given given numerous rubrics to self-evaluate their abilities in collaboration, cooperation, critical thinking, and communication skills. Because of these previous rubrics and reflections, students will be familiar with the expectations of group work, safety, and internet research.
The environment will be prepared by collecting all of the foreseeable materials beforehand (from the materials and resources document). If students devise experiments that require extra materials, a hardware or convenience store trip may be necessary. Additionally, the environment will be prepared by separating objects into groups based on how they might be used for completing an enzyme catalyzed reaction. Also, the seating in the room will be arranged for to facilitate group work by having seating in groups of three. The seating will also be arranged to promote student safety while inquiring (wide aisles, power cords out of the way).
- What entry event will you use to introduce the driving question/unit to the students? How will you ensure it captures their attention and initiates the inquiry process?
The entry event will be a series of Aftermath Video Clips from National Geographic. The video clips are overly dramatic to help ensure attention. Guided questions will be used in-between clips to maintain attention and prompt student discussion and inquiry. The discussion after the video will be centered around how these issues impact our lives and what role the local resources may play in solving problems related to our energy needs. I will ensure it captures their attention by monitoring the class to make sure they all pay attention. Finally, students will submit a question at the end of the first day given the prompt...What question/s do you have about using biomass as a fuel?
- Based on your driving question, what kinds of investigations do you expect your students to propose and/or undertake (provide specific examples)?
Students will investigate a model of enzyme catalyzed reactions (their hands as enzymes and toothpicks as the substrate). They will complete internet research to investigate specific enzyme catalyzed reactions related to biomass and biofuels. They will complete an enzyme catalyzed reaction lab.
- How will you ensure that the problem is explored from multiple perspectives?
Students will have a choice in the variables they manipulate for their enzyme reactions and toothpick lab. Students will be able to search and choose which reactions they investigate and present to the rest of the class. Students will be able to choose the facts and mode of presentation for their final biomass to biofuels conversion piece of advertisement.
- What kinds of data will students need to collect and analyze to address the driving question?
They will collect data on the initial conditions and products produced during their enzyme catalyzed reactions. They will analyze this data to create graphs and presentations to communicate the results based on the variables they tested. Also, students will collect information about specific reactions important to biomass to biofuels conversion. Internet resources and contact with a content area expert will provide data to help students address the driving question.
- What evidence will students have to provide to support their claims?
Students will have to provide the data from their experiments to support their claims (measurements of the products formed in a certain amount of time/possibly calculating rate). This will be in the form of data tables, graphs, and images of the reaction completion.
For their online research into enzyme catalyzed reactions, they will need to provide references for their information. The references will need to be from reputable sources.
- What activities will be required of all students? What activities will be optional or self-determined?
Every student will be required to participate in most phases of this PBL unit. Many of the tasks will be group tasks where students divide their work to complete it efficiently. If the teacher notices a lack of engagement by members within a group, specific tasks may be assigned by the teacher for that student. The type of reaction and data method collection of the enzyme reaction lab will be self-determined and then approved by the teacher.
- How will these activities create student ownership?
Students will gain ownership by determining their enzyme reaction lab procedure (with the teacher checking for safety). They will work in groups to determine their initial and revised procedure. They will also gain ownership because they will be able to present the results from their experiment using whiteboards (where they can create images, graphs, and written descriptions of their reactions). Students will gain ownership through the selection of the mode of presenting their final product.
- How will these activities foster engagement and active involvement?
Students will be actively involved and engaged in researching the importance and examples of biomass to biofuels reactions. They will also be engaged and involved in presenting their research.
Students will be engaged and involved by completing their procedure and gathering data during their enzyme catalyzed reaction.
- How will these activities engage students in higher order thinking?
Students will engage in higher order thinking skills when they discuss and revise their enzyme reactions. Not only will they be devising their own experimental procedures, they will be listening to the procedures of other groups to determine the possible issues related to their experimental plans.
The final product will require students to use higher order thinking to determine how to persuade people to promote research. By asking a student to persuade someone, they are required to evaluate the information they have been learning.
- How will these activities help students learn biofuels content?
The entry event (Aftermath Video Clips) creates a situation that motivates students to learn about how biofuels could help solve the problem of a finite petroleum resource. At the core of this unit is an enzyme catalyzation experiment where students develop procedures test variables when organic molecules are broken down to simpler molecules. This is a core component of the conversion of biomass into a more useable form.
- How will you use just-in-time instruction (provide a specific example) and how will you know it’s needed?
I believe that once students start to complete their enzyme experiments they will have a difficult time measuring the outcomes of their experiments. They may notice a qualitative change in their reaction, but not know how to measure the changes. I may have to give a lesson on calculating reaction rate. This could include a worksheet with example experimental data where students answer a series of questions showing they understand how to calculate rate. Alternatively, the teacher may be able to use students who understand calculating rates may become the reaction rate specialists who peer tutor struggling students.
- How much time will you allot for each required activity (provide a timeline), including time needed to debrief and reflect, and time needed to revise based on feedback? (The timeline is available on the timeline page of this website. Please click the link provided to access it.)
- How will students be involved in decision-making regarding project details and demonstrations of their learning? Provide specific examples of areas in which students will be provided with voice and choice.
Students will be able to choose which variable they explore in their toothpick enzyme lab. Students will be given choices in terms of which reactions they complete in their experimentation. Students will be given choices in which mode they prefer to present their final product. This will allow student voice to be present. Whether students create a poster, audio recording, visual presentation, and video or some other presentation form, their voice will be present in the way they demonstrate their learning.
- How will you prepare students to take on project responsibilities?
This unit will be well into the school year. Therefore, 21st century skills will have been practiced and reinforced prior to the unit. This will be done through post-holes such as the moon-survival group activity or the broken circles group activity. If students are unable to work effectively within their group at the time of the project, a hard scaffold may be necessary during the 3 week unit.
- How will you assure that students are learning important content?
The teacher will ensure that students are learning important content by asking questions during debriefing and at the end of each class. The teacher will also circulate the class while they are completing online research and their enzyme reaction labs. White circulating the teacher will ask questions to determine how well students understand the work they are completing. The rubric for the lab report and the rubric for the presentation will also ensure that students are including important content into work. Finally, the experiment and final product will go through at least one iteration. This ensures that students who did not demonstrate understanding of important content in the first trial will be able to demonstrate learning the second trial. If the second time does not show content understanding by students, additional homework may be assigned or conversations after class may be necessary.