Biology-related projects
| Grade Level | Applicable Standards | Module Summary | Year | Developer | Link |
|---|---|---|---|---|---|
| 9 | HS-LS1-1 | Apply their criteria for bad science vs. better science to formulate and implement their own experiment on a big question they are curious about in the application of science in their own life | 2022 |
Rebekah Spencer, Penn High School |
Preliminary 2022 just completed (pdf) |
| 11, 12 | HS-LS1-2; HS-LS2-2; HS-ESS2-4; HS-ESS3-5 | Explore and create interesting data representations to make and evaluate evidence based claims | 2022 |
John Gensic Penn High School |
PPT (link) |
| 9 | APES: VI. Pollution; II. The Living World topics C, D, E; VII. Global Change topics B, C; IN Adv. Environmental: 1.3,4,5; 2.1; 4.1,2; 5.6; 7.4,5; 8.7; ITEEA: 1, 3, 4, 5,12, 13, 17. | Pollution in the form of heavy metals, chemical deicers, and oil/grease/particulate matter is produced by traffic and collects on streets until it is washed into storm sewers during and after precipitation events. In the vicinity of Penn High School, this stormwater is discharged into the St. Joseph River via a single discharge pipe along the upstream side of the retaining wall-ed section of the Bittersweet Road bridge. The river does not flow beneath the bridge except in the far south section, and therefore there is a significant pooling problem (causeway backwater) of pollutants, trash, etc. which are hindering the health of aquatic life and property value in the discharge area. By monitoring the pollutant levels under different weather conditions, we hope to initiate awareness in first the students, and also the community at large to prompt changes that will improve the health of the river. Students could be involved in the cleanup of the waterway, both as temporary and permanent solutions. | 2018 |
Holly Austin, Penn High School |
Zip Archive (link) |
| 10 | N/A | Students are exposed to various aspects of Reinforcement Learning | 2018 |
John Gensic, Penn High School |
Zip Archive (link) |
| 10 | AP Biology: Big Idea 3, Big Idea 4, Science Practice 1, Science Practice 2, Science Practice 7 | This project uses the real-world intersection of biological concepts with evolving computer science to teach students about the structure and connectivity in the animal brain. In addition, the module addresses the scientific practice of developing and using models to describe complex systems, engaging in scientific questioning, and making connections across domains. | 2018 |
Kathryn Meier, Riley High School |
Zip Archive (link) |
| 9, 10 | AP Biology: 3.E, 3.E.1, LO 3.40-50; ITEEA: 3, 4, 5, 6, 17; Indiana - Biology: B.1.3, B.4.4, | To help students better understand the functioning of the neuron, cellular communication, and the future, students will use, refine, and compare real and model neurons and deep neural networks used in artificial intelligence (AI) systems. Additionally, students will compare the performance of humans and various AI devices in a student designed experiment that connects to biological concepts of equilibrium/homeostasis, energy transfer (heat loss), or cell structure and function, among others. | 2017 |
John Gensic, Penn High School |
Zip Archive (link) |
| 9, 10, 11, 12 | Indiana: B.1.5, SEPS.2; ITEEA: 2; NGSS 1 | The purpose of this module is to expose freshmen biology students to the idea of structure being related to function within a cellular context. Prior to these 3 lessons, students will have learned the basics of what a cell is as well as how they form a multicellular organism as cells form tissues, tissues form organs, etc. The goal will now be for the students to see the big picture that while all cells have similar internal parts (organelles), they serve very different purposes. Using the neuron as an example will lead them to this goal. They will learn the function of a neuron, how its structure/design is aided by its design, how they communicate with each, how this communication amongst neurons creates a learning environment or storing, retrieving, sorting information is a logical and usable fashion and how this can easily be seen by using computer neural networks as an example. | 2017 |
Sally Troxel, John Adams High School |
Zip Archive (link) |
| 11 |
CSTA Standards: 2-AP-11; 2-AP-12; 2-AP-13; 2-AP-19; 3A-AP-13; 3A-AP-14; 3A-AP-17 NGSS: LS3.A; LS1.A; LS3.B; HS-LS1-4; HS-LS3-3; HSF-BF-A.1 |
At the end of this module, students will be able to write Python code in order to make predictions of genetic outcomes. They will also be able to explain what those outcomes mean in biological terms. | 2021 |
Jill McNabany, Lakeshore High School |
Microsoft Word |
| Forthcoming | Forthcoming | Forthcoming | 2019 |
Erin Cisneros, Elkhart High School |
Forthcoming |
| 9, 10, 11, 12 | Enduring Understanding 2.D, E, F |
In this module, students will analyze the evidence and reasoning related to the question of whether or not cell phone/gaming addiction should be recognized as a mental illness. |
2019 |
John Gensic, Penn High School |
Zip Archive (link-01) (link-02) |
| 9, 11, 12 | HS-LS1-1; HS-LS2-7; HS-LS3-1; HS-LS3-2; HS-LS4-6 | Forthcoming | 2022 |
Cara Storer, Elkhart High School |
Preliminary 2022 just completed (pdf) |