Grades 11-12: Colony Collapse Disorder and an Analysis of Honey Bee Colony Numbers

Grades 11-12: Colony Collapse Disorder and an Analysis of Honey Bee Colony Numbers

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http://www.nextgenscience.org/sites/ngss/files/HS-LS_Bee_Colony_version2.pdf

Common Core Standards

ELA/Literacy Standards in Science and Technical Subjects

Reading in Science and Technical Subjects

RST.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

Writing in Science and Technical Subjects

W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W11-12.9 Draw evidence from informational texts to support analysis, reflection, and research.

Reading Standards

RI.11-12.9 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Writing Standards

W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Math Standards

MP.2 Reason abstractly and quantitatively.

MP.3 Construct viable arguments and critique the reasoning of others.

MP.4 Model with mathematics.

HSF.LE.1 Distinguish between situations that can be modeled with linear functions and with exponential functions.

HSF.LE.2 Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).

HSF.LE.5 Interpret the parameters in a linear or exponential function in terms of a context.

HSS.ID.6 Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.

HSS.IC.6 Evaluate reports based on data.

Next Generation Science Standards (NGSS)

HS-LS2-2 Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.

HS-LS2-6 Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

HS-ETS1-3 Evaluate a solution to complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

Description of Unit

This Grades 11-12 unit titled “Colony Collapse Disorder (CCD) and an Analysis of Honey Bee Colony Numbers” was developed by Achieve in partnership with NGSS. The unit is comprised of eight tasks of 45 to 50 minutes each that integrate: mathematical and graphing skills, reading informational text, research, and writing to check for student understanding of ecosystem modeling dynamics. Students use elaborate graphs and extensive data tables that need to be decoded to demonstrate analytical insight. They are given multiple opportunities to use mathematical functions, graph and interpret data, describe their reasoning, consider evidence, revise explanations, and construct arguments. As a culminating authentic assessment, students are asked to integrate and evaluate multiple sources of information presented in diverse formats and media in order to solve a problem.

Cautions

Connecticut teachers should be cautioned that teacher notes and preparation materials require familiarity to be used effectively. Prerequisite skills and connections to each lesson are noted throughout the unit. The lesson assessments do not include aligned rubrics for interpreting student performance; however, the unit does contain evidence statements aligned with each task that supply specific assessment guidelines. To accurately measure the three dimensional learning of the NGSS along with CCSS protocols for mathematics, reading, and writing, modifications and/or accommodations should be provided during instruction and assessment for students with disabilities and English language learners. Additional instructional time and appropriate guidance for teachers to support differentiated instruction in the classroom so that every student’s needs are addressed may be necessary in order to achieve the rigor intended. The 8-day timeline stated in the teaching document only refers to the approximate time a student may spend engaging in the task components, and does not reflect any instructional time that may be interwoven with this task. Students will need graphing calculators and/or a computer plotting or spreadsheet program. Access to Internet or a set of articles for students to use are also necessary. Teachers using this task in 9^th or 10^th grade should refer to the comparable CCSS for the 9-10 grade band.

Rationale for Selection

This unit is a good example of the rigorous integration of math and literacy standards and the construct of three dimensional learning. It engages students in authentic and meaningful scenarios that reflect the practice of science and engineering as experienced in the real world and provides students with a purpose for designing solutions to problems. Lesson activities build scientific knowledge and vocabulary about a topic, as well as help students develop the content literacy skills needed for College and Career Readiness. The eight tasks blend content, practices, and concepts from both the Common Core State Standards and the Next Generation Science Standards. Lessons fit together coherently, targeting a set of performance expectations, and they showcase how students can apply skills and content from one set of standards in the context of the other set of standards. This cross-disciplinary approach allows students to engage with content material in practical and novel contexts and through authentic learning opportunities.