Significance, Challenge, and Variety

Learning Goals

Learning Goal #1 (LG1): Students will be able to define genetic homogeneity and predict why a population exhibiting this trait may be more susceptible to extinction. (DOK 1, 2)

Learning Goal #2 (LG2): Students will be able to investigate how environmental factors (e.g., habitat loss, climate change, pollution, introduction of non-native species) can be agents of natural selection and create a scenario where one or more environmental factors alters a population within the environment. (DOK 3, 4)

Learning Goal #3 (LG3): Students will be able to identify why a given species was unable to survive after environmental factors have altered an environment and design a plan which may prevent future loss of species. (DOK 1, 4)

Significance, Challenge, and Variety

The learning goals presented in this paper reflect objectives from the Missouri Course-Level Expectations, Show-Me Standards for science, and the National Science Teachers Associations (NSTA). These learning goals are significant and challenging because they are structured for high school students enrolled in Biology I. Also, these goals have incorporated all four levels of DESE’s depth of knowledge and are measurable. LG1 represents DOK’s from levels one and two. This goal provides a foundation for developing an understanding of the concept by first defining a term and predicting outcomes when a given situation occurs. Students have to look at wording which may be unfamiliar to them and apply the abstract term or terms when they are forming a prediction.LG2 facilitates exploration of the topicby investigation of environmental factors and includes DOK’s from levels three and four. Students then use their critical thinking skills to investigate how changing environmental factors can be agents of natural selection and create a scenario that alters an environment. LG3 corresponds to DOK’s from levels 1 and 4. With this learning goal, students are expected to have a good understanding of how changes in ecosystems and interactions of organisms with their environments. This learning goal aims for students to be able to identify factors that had a major impact on a species when an environment has changed. Since many of these factors aren’t easily detectable, it is imperative that students can effectively use critical thinking skills to recognize what types of things caused a fluctuation in the population of a species. Once these factors are clearly and appropriately identified a plan should be created to prevent any future loss of species.

Clarity

Learning Goal #1 (LG1): Students will be able to define genetic homogeneity and predict why a population exhibiting this trait may be more susceptible to extinction. (DOK 1, 2)

Appropriateness for Students

The learning goals presented are suitable for students at this level because they focus on prerequisite knowledge, skills, and experiences. These learning goals are appropriate for students taking a high school level Biology I class. Students must have a prior knowledge or a general idea of ecological factors that may affect an environment such as habitat loss, climate change, pollution, and introduction of non-native species so they can be prepared for the goals. All of these learning goals require practice of critical thinking skills and creative expression. The skills they must employ to accomplish these learning goals will be useful in tasks the students might have to complete in other disciplines. For instance, the DOK’s within the learning goals are: defining, predicting, investigating, creating, identifying, and designing. All of these actions can be applied to every subject area. When students are exposed to these types of objectives and asked to execute these types of skills repeatedly, they will feel more comfortable undertaking these tasks and hopefully improve.

As the learning goals progress, they become more challenging and ask the student to think more abstractly. This helps to build a foundation of confidence so the frustration level is low and a student is likely to succeed on the first learning goal. If success is achieved in the beginning a student will be more likely to continue working through the goals until all of them are accomplished. I believe this type of succession of the learning goals is important because it develops the concept one step at a time. Although the learning goals are all related, the concept is approached is three different ways.

Alignment with National, State, or Local Standards

The learning goals presented address specific subject matter from Missouri’s Show-Me Standards. Regarding course level expectations for Biology I in Missouri, these learning goals correspond to strand 3.2.G, strand 3.3.B.C, strand 3.3.D.B, strand 4.1.A.A, strand 4.1.A.B, strand 4.1.A.C, strand 4.1.B.A, strand 4.1.B.B, strand 4.1.C.A, strand 4.1.C.B, strand 4.1.D.A, strand 4.1.D.B, strand 4.3.C.A, strand 4.3.C.B, strand 4.3.C.C, and strand 4.3.C.D. These learning goals also align with the National Science Teachers Association for teaching standards. All learning goals represent variety of the depths of knowledge as well. For instance, LG1 represents DOK’s from levels one and two.LG2 facilitates exploration of the topic by investigation of environmental factors and includes DOK’s from levels three and four.LG3 corresponds to DOK’s from levels 1 and 4. The local standards for Biology correspond to state and national levels as well.