C728 Task 2.1

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Western Governors University *

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C728

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Biology

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Jan 9, 2024

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Samantha Jones 008465883 C728 Jacqueline Comas 08/23/2023 DNP Task 2: Writing Across Disciplines Inquiry based teaching methods can affect my future students learning in a positive way as a biology teacher. In this specific field there are many opportunities for both individual work and for students to work in pairs, groups or as a class to complete a task. Science is a subject based on questions and research so this is a method this is a method that I plan to heavily utilize as the opportunity presents itself in the course of the school year. One of the writing activities I would like to incorporate is a research paper where students are researching the different biomes and they are responsible for presenting their information not only in front of the class but must also present with visual aids. This will encourage the students to not only try their best to cover all of the points needed to fulfill their grade but also to present their knowledge of the subject by them teaching others about what they have learned. The activity would be as follows: (Discipline standard: critical thinking, terminology, disciplinary writing skills (expository), obtaining, evaluating, and communicating information. Standard Vll) [ CITATION TEA00 \l 1033 ] 1) Select the biome you wish to learn about: (oceans, reefs, lagoons, desert, plains, woods, mountains, etc.) 2) Research the flora and fauna present for your selected biome 3) Select how you will visually engage the class in your presentation (power point presentation, picture board, diorama) 4) Identify your biome and give relevant information about it. (ie which specific area such as the Florida Keys, Amazon Rainforest, Rocky Mountains, climate, things you will only find in that area) 5) Name at least 3 of each flora or fauna and how they live in your biome 6) How we as people can help preserve the biome you researched. 7) Cite all sources used Presentations should be no more than 10 minutes in length Each student will be expected to be able to answer questions that may arise from both students and the teacher and classmates. By having the students choose a biome that presents an interest to them they become more engaged in the topic and this allows them to ask questions and explore their interest in that topic. Before starting the project with the students I will speak with them about what a biome is and give examples of these. I will also be going over the vocabulary and for this area such as what flora and fauna are as well

as ecosystem and several other terms. While they are learning the proper terminology is as well as how to use it, I will them show them a couple examples of different ways that they can do the project along with class time to work on the project. This will work on disciplinary writing skills and teach them how to critically think through the information they are gathering and place it into a scientific style of writing. It will work on their terminology, accuracy to detail, cause and effect they have come across in their research, visual displays, and synthesizing information on their topic. This will give them a skill that is necessary to become an independent inquirer about the natural world around them and give them a solid basis for future scientific research projects in my classroom when they start gathering information for future projects. Through the research for this assignment, they will also have to compare information from different sources to determine which is the most accurate information rather than going with the first source they find. Since the students will have time over a period of two weeks to complete their projects, they will be able to ask questions and get help as needed as well as start their presentations as they are completed. We will also move forward with other lessons while working on this project such as covering ecosystems or photosynthesis or a similar topic that ties in with the project. I can give the students 15 minutes a day at the end of class to work on their projects and get any additional help they may need, especially for those that may not have internet access at home or a computer at home in which they can work on this project. I can also make myself available during their lunch period for those that may need to come in to work on it. I understand that not all students have equal access to the same technology at home as they do at school, so by making myself available to the students before school, during lunch and after school as needed I am allowing the students the additional opportunity to have the chance at completing any part of the assignment that may need additional time or research. A few of the online sources that students will be encouraged to use would include websites like National Geographic, scientific journals, and science.gov. By having students do these research papers and present them to the class they will build a deeper understanding of how biomes and ecosystems are made and how they work. They will also be learning about different biomes and ecosystems through the presentations of their classmates. While I understand that not every student will want to be a researcher or a scientist there may be one student that this kind of work sparks an interest in, or an agriculture student that this resonates with. I live in a low income, rural community so the several of the students that I see on a daily basis are avid hunters and fishmen, by understanding the biomes and ecosystems that surround them it can also help put food on the table as they build a better understand of the area that they are in. Also, by allowing the students the chance to select the biome that they will research students also develop a better understanding of a life outside of our small rural community and fosters a curiosity into life outside of what they have always known. I have spoken to people in my community that the furthest they have gone outside of our area is the almost three hour drive to Dallas, once in their life. By allowing the students to research an area that they are maybe curious about they are more apt to visit somewhere they have studied and researched one day. According to an article on frontiersin.org inquiry-based learning is one of the key ways to provide authentic context for teaching and learning. It is pointed out in this article that it is well documented that high levels of engagement are a large contributing factor to academic success and that this engagement is often relevant to content having relevance outside of the classroom to their lives. This

lesson can later be tied back to the ecosystem and biome that we live in and students can bring objects such as leaves to identify, insects they find around the school grounds or at home such as cicadas or praying mantises, and create their own biome in the classroom with a provided tank that has a lid so that nothing gets loose in the classroom or school grounds. This gives the opportunity to tie the lesson to their own environment as well, and encourage learning about their own area and what makes our biome unique from others. This allows for a student-led approach into the students to construct their own learning of our biome and learn first hand by asking questions, investigating their environment, and drawing evidence based conclusions on what they observe in their created biome, while collaborating with their peers. Bibliography Catherine Attard, N. B. (2021, August 21). The Positive Influence of Inquiry-Based Learning Teacher Professional Learning and Industry Partnerships on Student Engagement with STEM . Retrieved from Frontiers: www.frontiersin.org/articles/10.3389/feduc.2021.693221/full TEA. (2000, Oct 6). Science Standards . Retrieved from Texas Education Agency: https://tea.texas.gov/system/files/DRAFT_TX_Science7-12%282%29.pdf

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