Institute for the Study of Knowledge Management in Education
UNIT TEMPLATE: Text-Based STEM Inquiry
This template provides an approach for creating a science investigation that includes reading-focused inquiry to build student science literacy skills. The template was created to support library media specialists and STEM teacher cohorts in the School Librarians Advancing STEM Learning project, led by the Institute for the Study of Knowledge Management (ISKME) in partnership with Granite State University, New Hampshire, and funded by the Institute for Museum and Library Services (IMLS).
Part I: Unit Title: Relationships Between Differential Equations, Population Dynamics, and Global Climate Change
Part II: Background on LMS and Science Teacher relationship: This lesson was created by School Media Coordinator Christina Segura, Calculus teacher Brian Smith and Earth and Environmental teacher Jeanne Cooper. Christina’s strengths were identified as text-based inquiry, locating and evaluating sources of information. Brian’s strengths were calculus content knowledge and Jeanne’s strengths were identified as earth and environmental science content knowledge and inquiry.
Part III: Unit Description: This unit includes 5 lessons that culminates in a persuasive argument in the form of letter to congressional member or grant proposal to Duke Energy.
Using inquiry-based reading, students will explore an anchor text and then develop their own supporting questions to guide their research.
Over the course of the unit, students will explore a variety of texts and grow in their knowledge of population dynamics, global climate change and differential equations and in their ability to use informational text to support their inquiry and research
Part IV: Standards
- NGSS/State STEM Standards
- AP Environmental Science Objective III B 1 - understand how to analyze a country’s population demographics and how to use those demographics to predict future changes
- AP Calculus Learning Objective 3.5B - Interpret, create, and solve differential equations from problems in context.
- NGSS Crosscutting Concepts
- Cause and effect: Mechanism and explanation. Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events in new contexts
- CCSS Science Literacy Standards
- CCSS.ELA-LITERACY.RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
- CCSS.ELA-LITERACY.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.
Part V: Unit Essential Question
Given current population growth models, what changes, if any, need to occur to sustain the human population?
Part VI: Goals for Using Inquiry: The goal for using inquiry in this unit is to have students develop their own supporting research questions focused on the interactions between global climate change and population dynamics. Students will then examine provided text, select their own additional resources to use, and determine their own solution to the research question. The science teacher, math teacher and the school media coordinator have selected an anchor text about global climate change. Teachers will provide support for students in a set of texts that guide research around population dynamics’ effect on global climate change.
The goal for using inquiry in this unit is to have students examine the anchor text as an open invitation to inquire about global climate change. Using the anchor text The Consequences of Increased Population Growth for Climate Change as the base and supportive texts The Effect of China's One-Child Family Policy after 25 Years, The Population Bomb, and IPCC fifth summary report about global climate change, students will develop their own set of inquiry questions (ex: “I wonder…”) for a culminating activity about global climate change. Students will narrow down their inquiry questions to one specific, targeted question that they seek to answer through the culminating activity.
Part VII: Summative Assessment Description and Rubric
Sustainable population growth is a major issue facing our global society. The teenagers of today will be the adults who are tasked with solving this problem. Students will have the option of creating a research proposal presentation or a letter to their congressional representative. Both options will require the students to come up with a future plan of action in response to current climate and population issues.
Part VIII: Prior Knowledge Needed
Math - Basic understandings of derivatives and differential equations.
Literacy - An understanding of basic research strategies, i.e. locating & evaluating sources of information and
an ability to read a moderately complex text independently.
Science - Basic understanding of earth processes and ecosystems.
Part IX: Student Learning Objectives
- The student will be able to calculate carrying capacity, doubling time, and growth rate by reading data from tables, graphs, and equations.
- The student will be able to analyze the pros and cons of various energy resources and their impact on climate change by reading the anchor text and supporting texts.
- The student will be able to evaluate reasonable plans for sustainability and population growth by using evidence from the text.
- The student will be able to create a scientific research proposal by using textual evidence, data and precise details from the article to write a grant proposal or letter to congressional members.
Part X: Text Set Description (used to analyze the purpose and goal of each text they provide to the students)
|Text Title & Hyperlink||Text Purpose|
(discuss complexity of the text along with its purpose/goal )
|Text-Dependent Questions (created by the teacher/librarian to help students analyze the text in a specific sequence)||Accommodations for Diverse Learners|
|The Consequences of Increased Population Growth for Climate Changehttps://drive.google.com/open?id=0B7-gmZqTlhwZb3ZVNWVqN3hEQmM||This is my Anchor Text, designed to introduce population growth and causes of global climate change while provoking student engagement around the essential question.The ATOS level of the text is an 11.3, which is appropriate for the middle of a 10th grade year. Linked here is the qualitative analysis. The classes are a combination for 10th and 11th grade. The ATOS makes it appropriate for the higher level 10th grade and the average 11th grade students. The qualitative analysis helped us decide that the text was complex enough for all students along with our accommodations.||1) Describe the mathematical relationship between global temperature increases and the concentration of CO2 in the atmosphere. Write a differential equation to model this relationship. How does the author feel this is related to population growth?2) According to the simulations found in the text, what effect will population growth have on global temperature increases? For each prediction, what are the differences in the low, medium, and high projections for population?3) According to the author, what are some ways that population growth can be slowed? What is your opinion on these solutions?4) What effect does the author believe this will have on climate change? What does the author feel needs to be done in order to prevent significant climate change?||1. Video that presents the same informationWorld in Balance: The People Paradoxhttps://www.youtube.com/watch?v=-1eHfNYgOP42. Specific chunks will be chosen ahead to support students in breaking the reading down into manageable sections.3. Tier-Two vocabulary will be chosen ahead of time will be available for students. 4. Main Ideas Graphic Organizer will be available to students for use when reading the anchor text.|
|The Effect of China's One-Child Family Policy after 25 Yearshttp://www.nejm.org/doi/full/10.1056/NEJMhpr051833||1. Does this reading provide evidence that supports or contradicts information in the anchor text? How?2. What were the positive effects of the policy? What were the negative effects? Do you think the ends justified the means?||Specific chunks will be chosen ahead to support students in breaking the reading down into manageable sections.|
|The Population Bombhttps://staff.washington.edu/jhannah/geog270aut07/readings/population/Ehrlich%20-%20Population%20Bomb%20Ch1.pdf||1. Does this reading provide evidence that supports or contradicts information in the anchor text? How?2. What is doubling time? Why is this concept important in the study of global population studies?||Specific chunks will be chosen ahead to support students in breaking the reading down into manageable sections.|
|IPCC fifth summary reporthttp://www.climatechange2013.org/images/report/WG1AR5_SPM_FINAL.pdf||1. Does this reading provide evidence that supports or contradicts information in the anchor text? How?2. What finding from the article did you find most intriguing? Why?||Specific chunks will be chosen ahead to support students in breaking the reading down into manageable sections.|
Part XI: Suggested Lesson Breakdown/Pacing
|Day||Student Learning Objectives||Aligned Student Learning Task and Suggested Timing||Formative Assessment||Important Accommodations|
|One (90 minute block)||TSWBAT analyze the pros and cons of various energy resources and their impact on climate change by reading the anchor text.TSWBAT evaluate reasonable plans for sustainability and population growth by using evidence from the text.||1. Students will read the consequences of increased population growth for climate change on their own using annotation strategies given by the (teacher/LMS). 2. Students will be given the text dependant questions to answer. (linked here)||1. The teachers and LMS will monitor students as they read independently to observe the number of annotations made.2. The teachers and LMS will monitor progress to see if certain areas of the assignment are confusing. The teacher will collect the answers to the questions and give feedback before the next class period.||1. The teachers will provide the article ahead of time to students with high need.2. The LMS will provide a list of defined vocabulary for the students to use.3. The teacher and LMS will provide the videos to help with understanding. 4. The teacher and LMS will provide the Main Ideas graphic organizer to help with reading.|
|Two (90 minute block)||TSWBAT analyze the pros and cons of various energy resources and their impact on climate change by reading the anchor text and supporting texts.||1. The teachers and LMS will monitor students as they read in their groups and observe the number of annotations made. 2. The teachers and LMS will monitor progress understanding as each group shares out.||1. Teacher and LMS will make sure groups contain a blend of AP Environmental Science students and AP Calculus students.|
|Three (90 minute block)||TSWBAT calculate carrying capacity, doubling time, and growth rate by reading data from tables, graphs, and equations.||1. Students create differential equations using the graphs and data from Figure 1 in the anchor text. Students will create one differential equation for each of the high, medium, low, and very low population models.2. Students solve their differential equations to create explicit population models for the future.3. Students use data from the anchor text and supporting texts to discuss and compare the consequences of their four population models. Students will find at least three outcomes for each population model.||1. Students will submit their four population models to be checked for accuracy.2. Students will share one consequence/outcome for each population model on chart paper.||1. Teacher will provide specific data points for each growth model.2. Teacher and LMS will make sure groups contain a blend of AP Environmental Science students and AP Calculus students.|
|Four (90 minute block)||TSWBAT calculate carrying capacity, doubling time, and growth rate by reading data from tables, graphs, and equations.TSWBAT create a scientific research proposal by using textual evidence, data and precise details from the article to write a grant proposal or letter to congressional members.||1.Students will work on their letters/presentations||1. The teachers and LMS will monitor progress to see if certain areas of the assignment are confusing.|
|Five (90 minute block)||TSWBAT create a scientific research proposal by using textual evidence, data and precise details from the article to write a grant proposal or letter to congressional members.||1.Students will present their project or turn in their letters.||1.The teacher and LMS will grade the presentations and letters using the following rubrics.|
Part XII: Attachment of Student Work Examples
Part XIII: Teacher and Librarian Reflection on the Implementation of the Unit
Earth and Environmental Teacher: I was pleased to have an opportunity to work on creating an interdisciplinary lesson for our students that included a literacy focus. I believe this is important to show students that all subjects are related. You must be able to read and write...even in a science class. In addition, literacy...especially the ability to read and understand text...is something that many of our students struggle with. The scheduling of this event was a challenge because my class meets every other day and the AP Calculus classes meet every day. However, we were able to work around this for the most part.
I enjoyed working with our media specialist and calculus teacher in developing the joint lesson. And I learned about open source materials which is something I had been previously unfamiliar with.
Calculus Teacher: This project was a welcome new experience and change of pace for my students and me. I enjoyed getting to know the students’ work and intelligence in a capacity well beyond what I can observe by looking over their work and brief explanations on a math test.
Library Media Specialist: The students really surprised me with their willingness to collaborate with their peers in another class with different content. The collaboration between the students was a cool thing to watch when they were working on content from the other class.
The task of finding an open educational anchor text was intimidating at first. Finding a text to use is normally an easy job for me but finding an open text was a bit more challenging. Throughout the process of finding an anchor text I did learn that asking an author to add the creative commons disclaimer was not as scary as it first sounded. The authors of the text were quite willing to add the disclaimer knowing that there is potential for many to use their resource.
I enjoyed working from the ground up with two teachers that I have never collaborated with in the past. It was fun to create a lesson that we all had input on and knew it tied to each content area. The fear of not being comfortable with their content area went away as we created our lesson together knowing that we all had strengths that helped create this lesson.
Licensed by ISKME CC-BY 2016