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PBL Unit Name: Animal Enrichment
Facilitator Name: Rachel Frantz
School Practicum Location: Southport High School-Indianapolis, IN
Grade: 9th
Subject(s): Biology
Course Name: Honors Biology
PBL Unit Description & Content Topics Addressed: Students will select a focus animal to create an enrichment opportunity for. Specifically, students will be looking at how DNA encodes for proteins and these proteins can influence behavior. We will be addressing the misconception that DNA leads to purely physical phenotypes. Throughout the unit, students will be studying transcription, translation, protein folding, and epigenetics. Additionally, students will discuss the popular debate: nature versus nurture when it comes to behavior.
A. Learning Goals: Content Knowledge & Skills Addressed (Standards)
B.4.1 Develop and revise a model that clarifies the relationship between DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
B.4.2 Construct an explanation for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.
B.4.3 Construct a model to explain that the unique shape and function of each protein is determined by the sequence of its amino acids, and thus is determined by the sequence of the DNA that codes for this protein.
SEPS.2 Developing and using models and tools.
9-10.LST.3.2: Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
9-10.LST.7.1: Conduct short as well as more sustained research assignments and tasks to answer a question (including a self-generated question), test a hypothesis, or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
B. Authenticity & Relevance (Real-World Connections): As part of the Indianapolis community, students often show interest in the Indianapolis Zoo. Many students love to work with animals and enjoy having the choice to select their own animal to work with. The specific problem we are addressing is how animal behavior can be altered when the animal is in captivity versus the wild. Students will be creating material that could help bridge the gap in habitat differences for their focus animals.
C. Driving Question: How do we, as animal enrichment specialists, create enrichment opportunities that meet the biological needs of specific animals at the Indianapolis zoo?
D. Entry Event: An animal behavior lab in which students select their focus animal and create categories of animal behavior. Students will participate in active data collection and then work on graphing analysis and how to communicate their findings.
E. Benchmarks & Scaffolding: Students participated in several workshops throughout the project development stage. These workshops covered the central dogma, epigenetics, prokaryotic gene regulation, peer feedback, professional email etiquette, and animal behavior observation with scientific data collection.
F. End Products: Students create a pitch to present to the representatives from the Indianapolis Zoo. Their presentation includes background research on their animals, a discussion of the central dogma, epigenetics, and how the debate of nature versus nurture played a role in their design. With more time, students could make models or full examples of their enrichment opportunities.
G. Formative & Summative Assessment Activities: Throughout the unit, students will have several opportunities for formative assessment. At the end, their presentations will be a summative assessment with a rubric (previously attached).
H. Rubric: Animal Enrichment Rubric
I. Employability (21st Century) Skills Addressed: Collaboration is always a huge aspect of group projects, but more so, this project encourages students in critical thinking. It does take some work to understand how DNA and epigenetics play into animal behavior since many students understand DNA to only determine physical traits.
J. Community Partnerships:
Indianapolis Zoo Enrichment Team-received and judged final projects and implementation plans
Alix Clinkingbeard, Education Coordinator | Contact: edustaff@indyzoo.com
Bianca Ortega, Enrichment Specialist | Contact: biancaortega0392@gmail.com
K. Inquiry: The majority of the enrichment brainstorming was up to the students. After selecting an animal during the entry event, students began research on that animal. Since all the animals were different, the research and problem solving was in their hands. Our enrichment specialist community partner helped along the way via email, but students were able to modify the ideas they found to better fit their specific animal at the Indianapolis Zoo.
L. Student Voice & Choice: Groups were formed based on focus animal. Right away students had choice in focus animal and therefore, differentiation in content was built in. Additionally, students fulfilled one of three roles in their group based on what they identify as their strengths. This helped to offer choice in process and how they are obtaining the material and applying it. Lastly, presentation format and style were up to the students. This helped to offer differentiation in product.
M. Required Materials and/or Tools: Chromebook and internet access, workshop activity materials (translation model kits; NGSS protein synthesis sentence cut outs; PhET simulations), contact information for the community partners.
N. Examples of Student Work: Both student examples show excellent achievement based on the rubric. These students showcased critical thinking and application of the content to their focus animal.