|Type of Product:||e-Book (our e-books are in PDF format and can be viewed on your computer or any compatible reading device) (also see print version of this book)
|Grade Level:||High School
|Read Inside:||Read a sample chapter: Why Biodegradation?
Are you looking for a new way to teach about respiration, nutrient cycling, energy flow, producers, consumers, and decomposers?
Decay and Renewal provides techniques for students to learn the basics while investigating the science behind biodegradation—in nature and in human-engineered systems for wastewater treatment, waste disposal, and bioremediation of oil spills and other contaminated sites.
The Teacher Edition explains how to guide student research and engineering design projects. Classroom-ready materials include detailed background information, sample assessment tasks, and rubrics, and guidelines for integrating peer review into classroom science. The Teacher Edition contains the complete text of the Student Edition.
The Student Edition includes:
• An overview of basic principles of biodegradation and how they apply in composting, landfills, wastewater treatment, and bioremediation systems.
• Protocols that provide instructions for conducting experiments on biological, chemical, and physical aspects of biodegradation.
• Forms to guide students through each step of research, providing structure but flexibility in designing and conducting meaningful experiments.
• Step-by-Step guidelines for an engineering design challenge related to treatment of simulated wastewater.
Decay and Renewal is the third volume in the four-part Cornell Scientific Inquiry Series, designed to guide students in creating and conducting experiments, presenting their results, and exchanging feedback with their peers.
Ideas For Use
Environmental Inquiry (EI) is organized into two levels of inquiry modeled after research activities conducted by professional scientists. Students first learn standard research methods, or protocols. Then they explore possibilities for using these protocols to address relevant research or technological design questions. After planning and carrying out one or more interactive research experiments or engineering designs, students present and discuss the results with their peers and possibly with interested community groups.
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Scientific habits of mind
|Intended User Role:||Curriculum Supervisor, High-School Educator, Teacher
|Educational Issues:||Achievement, Assessment of students, Classroom management, Curriculum, Educational research, Inquiry learning, Instructional materials, Learning theory, Teacher content knowledge, Teacher preparation, Teaching strategies
• Environmental Inquiry
• Meeting the Standards
• Opportunities for Research and Engineering Design
• Critical Thinking
LEVELS OF INQUIRY
• Guiding Protocol-Level Inquiry
• Conducting Interactive Research
-Experiments and Field Studies
-Wastewater Treatment Design Challenge
GUIDING STUDENT INQUIRY
• About the Student Edition
SECTION 1. UNDERSTANDING BIODEGRADATION
• Model Responses to Discussion Questions
SECTION 2. BIODEGRADATION PROTOCOLS: INTRODUCTION TO RESEARCH
• Providing Sterile Conditions for Microbiology Experiments
• Disposing of Microbial Cultures
• Advance Preparations for Protocol 5
• Advance Preparations for Protocol 6
• Advance Preparations for Protocol 7
• Notes about Protocol 8
• Advance Preparations for Protocol 10
• Advance Preparations for Protocol 13
• Advance Preparations for Protocol 14
SECTION 3. INTERACTIVE RESEARCH: EXPERIMENTS AND FIELD STUDIES
• Why Interactive Research?
• Choosing a Research Question
• Analyzing the Data
• A Look at Variability
• Interpreting the Results
• Presenting a Report and Engaging in Peer Review
SECTION 4. INTERACTIVE RESEARCH: WASTEWATER TREATMENT DESIGN CHALLENGE
• Making Synthetic Wastewater
• Summary of the Steps
• Performance Assessment
• Example of Assessment Rubrics for EI Student Research
-Assessment Criteria for Student Research
-Assessment Rubrics for Poster Presentations
-Assessment Rubric for Written Reports
• Sample Test Questions
CONTACT INFORMATION FOR SCIENTIFIC SUPPLY COMPANIES
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National Standards Correlation
This resource has 21 correlations with the National Standards.
- Science as Inquiry
- Abilities necessary to do scientific inquiry
- Use data to construct a reasonable explanation.
- Design and conduct a scientific investigation.
- Use appropriate tools and techniques to gather, analyze, and interpret data.
- Think critically and logically to make the relationships between evidence and explanations.
- Understandings about scientific inquiry
- Types of investigations include describing objects, events, and organisms; classifying them; and doing a fair test (experimenting).
- Scientists rely on technology to enhance the gathering and manipulation of data. (9-12)
- Science and Technology
- Abilities of technological design
- Identify a problem or design an opportunity. (9-12)
- Understanding about science and technology
- People have always had questions about their world. Science is one way of answering questions and explaining the natural world.
- Tools help scientists make better observations, measurements, and equipment for investigations. They help scientists see, measure, and do things that they could not otherwise see, measure, and do.
- Science in Personal and Social Perspectives
- Natural resources
- Human populations use resources in the environment in order to maintain and improve their existence. (9-12)
- Natural systems can change to an extent that exceeds the limits of organisms to adapt naturally or humans to adapt technologically. (9-12)
- Environmental quality
- A factor that influences environmental quality is poverty. (9-12)
- A basic process that affects humans is the control of the hydrologic cycle. (9-12)
- A basic process that affects humans is the disposal of wastes, and recycling of nutrients. (9-12)
- An initiative to control the disposal of hazardous wastes is their conversion to nonhazardous wastes. (9-12)
- A factor that influences environmental quality is resource use. (9-12)
- Sci and Tech in local, natl, and global challenges
- Decisions involve assessment of alternatives, risks, costs, and benefits and consideration of who benefits and who suffers, who pays and gains, and what the risks are and who bears them. (9-12)
- The influence of humans on other organisms occurs through pollution--which changes the chemical composition of air, soil, and water. (9-12)
- History and Nature of Science
- Science as a human endeavor
- Scientists value peer review, truthful reporting about the methods and outcomes of investigations, and making public the results of work. Violations of such norms do occur, but scientists responsible for such violations are censured by their peers. (9-12)
- Science is not separate from society but rather science is a part of society. (9-12)
- Content Standards
- Quality Teaching
- Deepens educators’ content knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards, and prepares them to use various types of classroom assessments appropriately. (NSDC)
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