Asking Questions in Biology

CONTENTS OF CURRICULUM UNIT 26.06.03

  1. Unit Guide
  1. Introduction/rationale:
  2. Student Background And School Demographics:
  3. Rachel Carson And The Sense Of Wonder:
  4. Rachel Carson And The Question That Started A Movement:
  5. Citizen Science:
  6. Migratory Birds In Chicago:
  7. The Endangered Piping Plover:
  8. Teaching Strategies:
  9. Activities
  10. Appendix On Implementing District Standards
  11. Bibliography:
  12. Student Reading List:
  13. List Of Materials For Classroom Use:
  14. Endnotes:

Rachel Carson and the Questions that Helped Save Bird Populations

Nancy V. Ibarra

Published September 2026

Tools for this Unit:

Appendix On Implementing District Standards

NGSS Standards:

MS-LS1-4

Use argument-based empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants, respectively.

MS-LS4-4

Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of survival and reproducing in a specific environment.

Throughout the unit, students will study migratory birds, specifically the endangered piping plovers. After learning about birds and the factors that threaten their survival, students look for solutions. They will do this by asking inquiry-based questions from the material presented to them or research they have done on their own. Along with teacher presentations, outdoor monitoring will enable students to collect empirical evidence of migration and other pertinent observations. They will analyze how piping plovers use dune habitats, how climate change will shift migration patterns, and how human activities, such as the use of DDT and other pesticides, can alter ecosystems. They will examine how specific traits of the endangered piping plover benefit from local dune habitats. Through classroom activities, students will have ample opportunities to see how birds thrive in their environment and what adds to their success. Students will study how human recreation and development have altered the Montrose Beach ecosystem and how implemented management plans have helped conservation efforts for the piping plover. They will investigate how shifting climate and habitat loss at Montrose Beach can affect the bird populations. They will also explore how climate change can alter migration timelines and flight patterns. By participating in outdoor observations and citizen science, students collect, analyze, and graph raw field data. Students can build scientific arguments that show how changes to physical components (Montrose Beach) directly affect a biological component (piping plovers). Finally, and most importantly, throughout the unit, students will have opportunities to be guided and encouraged to ask questions that guide their learning.

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