Appendix on Implementing District Standards
As of July 2023, Pennsylvania has ratified but not implemented new statewide science standards, moving from the current Keystone Biology Anchors to the NGSS based “Science, Technology & Engineering, Environmental Literacy and Sustainability (STEELS) Standards.” Both state standards are included during this time of transition.
Framed within the central biodiversity question, “what lives in our school?” students will learn about viral infection of bacteria and the process of “hijacking” protein synthesis to make more viruses. In this lab, students observe evidence of bacteria-infecting viruses through the “death” of bacteria, visible as clear circles or “plaques” on a bacterial lawn. Explaining why these circles indicate viral presence in their lab reports, students will need a general understanding of protein synthesis to know how viral infection operates. In the context of genetic engineering, students will have hands-on activities where they manipulate paper models of DNA, RNA, and amino acid sequences, showing that changes in DNA result in changes to the protein. Final presentations will focus on an existing or proposed genetic engineering project that has intended benefit for humanity or the environment, evaluating potential unintended consequences.
Pennsylvania Keystone Biology Anchors
- BIO.B.2.2 Explain the process of protein synthesis (i.e., transcription, translation, and protein modification).
- BIO.B.2.4.1 Explain how genetic engineering has impacted the fields of medicine, forensics, and agriculture (e.g., selective breeding, gene splicing, cloning, genetically modified organisms, gene therapy).
Pennsylvania Science, Technology & Engineering, Environmental Literacy and Sustainability (STEELS) Standards
- 3.1.9-12.A Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.
- 3.1.9-12.N Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
NGSS Science and Engineering Practices
During the curriculum unit, students practice the QFT Protocol for asking questions, applying the protocol to teacher supplied images, videos, and then student-generated media prompts and evidence from their laboratory observations on microbial biodiversity in school. The questions and observations will lead students to argue whether or not their findings indicate the presence of viruses and if viruses meet the qualifying characteristics of life to be considered “alive.”
- Asking Questions and Defining Problems
- Engaging in Argument from Evidence
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