Part THREE: SUGGESTIONS FOR EACH CHAPTER Unit
I Nature and importance of Biology
Unit I consists of two chapters: What Is Biology? (Chapter 1) and How Does Mankind Benefit from Biology and Biotechnology? (Chapter 2). The unit will give the students insights on the importance of science research and the benefits that society derives from the efforts of local and foreign scientists.
Chapter
1 What Is Biology?
Chapter 1 consists of only one module—The Science of Life (Module 1). This chapter explains the nature of science, describes how and what for investigations in science are undertaken, and highlights the limitations of science. Then, in the context of science, biology is introduced as a human endeavor to learn about life and living organisms.
I. Content Underlying Science Principles, or Essential Understanding (EU); and Major Areas of Inquiry, or Essential Questions (EQ) 1. EU: Science may be viewed as both a product and a process. 1.1 EQ: Why is science considered as a product? Discuss how the accumulated body of knowledge has been organized. 1.2 EQ: Why is science also considered as a process? Explain that science is a process of thinking critically and doing things systematically. 2. EU: While there are various fields of science and each has its own area of specialization, the trend is for greater cooperation among the different fields. The answers to the following essential questions illustrate integration of various fields of science in explaining biological phenomena. Examples: 2.1 EQ: How do physics and chemistry explain the cyclic pathway of matter in the biosphere? 2.2 EQ: How does the field of geology provide evidences of evolutionary changes in living organisms? 3. EU: The accumulation of scientific knowledge and the search for solutions to problems are greatly enhanced through the use of scientific method. 3.1 EQ: Based on the work and experience of scientists, what basic steps does the scientific method include? 3.2 EQ: How is a scientific theory formulated?
10 11
Functional Biology
3.3 EQ: How may a theory be elevated to the status of a scientific law? 4. EU: Traits commonly attributed to scientists include: creativity, curiosity, critical outlook, analytical and logical thinking, objectivity and openmindedness, strong power of concentration, keen power of observation, accuracy, and intellectual honesty. 4.1 With their critical outlook and logical thinking, scientists are constantly aware of the limitations of science, not looking at science to solve all problems and explain all phenomena. EQ: Can you cite at least three puzzling questions to which science has not yet found answers to date? 4.2 EQ: Can you cite some incidents from the biography of famous scientists that reflect their scientific traits? (Answer this EQ with the help of library and internet resources.) 5. EU: Biology, as a science, deals with the study of life processes and the search for solutions to problems associated with them. Examples: 5.1 EQ: How do living things differ from nonliving things? What characteristics do living things have in common? 5.2 EQ: Can you name some basic biological concepts that have been utilized in the search for appropriate technology that benefits mankind?
II. Students’ Performance Task as Evidence of Understanding Example: Give the following instruction to the students: You will work in small groups. Each group will define a specific problem and formulate a possible solution. Design an experiment to test your hypothesis. Present and defend your research proposal in class. Your teacher will point out ways to refine or improve your experimental design. Grade the students’ research proposal on the basis of: (a) clarity of problem statement, (b) clarity of experimental design/appropriateness of methodology, (c) familiarity with scientific literature and proper documentation of sources, and (d) clarity of presentation of proposal/individual participation in group effort. (Note: See Appendix A.) (Optional: If time permits, let the students perform the experiment. The results and analysis of data may be presented at an appropriate time, e.g., breeding experiments in the last quarter as enrichment activity in genetics, medicinal properties of selected plants in the second quarter in plant diversity, etc.)
Teacher’s Manual
11
III. Comments and Suggestions (Strategies, etc.) 1. Exploring Students’ Prior Knowledge Example: Ask students to list down at least three benefits they derived from science and three puzzling questions to which, to their knowledge, have remained unanswered by science. These outputs could be used as basis for class discussion about the importance and nature of science. 2. Content Background 2.1 Science as a product is a systematized body of knowledge such as: a. Facts – things, events or phenomena which are accepted as true, hence, sometimes are called “truths” • On the nature of “truths” in science: what may be considered valid or true today may be found invalid or not true tomorrow. “Facts” remain as such as long as existing evidences support them. New and stronger evidences may confirm or refute them. Such is the dynamic nature of science! b. Generalizations – statements based on patterns of relationships derived from accumulated facts; also called “principles” • Laws of science tell how nature seems to behave. c. Theories – proposed explanations supported by strong evidences or facts that are connected to each other • Theories that have been proven to be workable may become “laws”. 2.2. In addition to traits commonly attributed to scientists, they generally possess other traits that are good for all people. These are: a. Patience in waiting for results of experiments that may take years to accomplish b. Perseverance in continuing experiments that may not be successful right away c. Accepting authority by using the findings of earlier scientists as basis of their experiments d. Suspending judgment/conclusion until after sufficient observations have been made or sufficient data have been collected e. Truthfulness in reporting, stating things with some degree of uncertainty if indeed the results of an investigation are not conclusive; also not manufacturing or manipulating data in order to prove preferred “findings” f. Constant awareness of the limitations of science, not looking at science as a panacea, expecting it to solve all problems (cure all diseases, etc.) and explain all phenomena
12 13
Functional Biology
g. Humility in accepting the views and opinions of others and, in case of experimental flaws, admitting them; humility of scientists when they realize the overwhelming magnificence of creation 3. Other Suggestions 3.1 Let students perform Exercise 1 (Etymology of Biological Terms) in the Laboratory Manual and Workbook in Biology: 101 Exercises to Choose From (LMW Biology 101 Exercises). Help them discover the meaning of biological terms by understanding how these terms were coined. For instance, biology is taken from the words bios meaning life and logos meaning study. 3.2 Take advantage of this chapter to discuss the following: a. Our attitude towards science b. Efforts of both government and nongovernment agencies to use science to achieve the country’s development goals and to improve the quality of life of the people c. Attitudes of scientists that help them do their work d. Scientific method of solving problems e. Limitations of science 3.3 Introduce your students to a way of solving problems that they will find useful in meeting daily challenges in life. Let them perform Exercise 2 (The Scientific Method) in LMW Biology 101 Exercises. A case study, “The PBII Challenge: Bullfrog Mass Feeding Mechanism,” is presented in this exercise. Guide the students in understanding and explaining how the scientific method was applied in this case study using the following points as guide. a. Cite the observations made by the PBII biology consultants. b. State clearly the problem that the consultants identified. c. What solution did the consultants propose to address the problem? d. How did the biology consultants test their proposed solution? e. What were the results of the tests? the conclusion drawn from the test? f. What other experiments may be done to verify the drawn conclusion? g. What scientific traits were demonstrated by the consultants of the PBII project?
Teacher’s Manual
13
IV. Answers to Review Questions A. 1. b 2. c 3. c
5. a 6. b 7. a
8. c
4. b
B. 1. Steps in the scientific method in their proper order: b-e-d-a-c 2. Scientists whose collaborative efforts led to the discovery of viruses:
a. Adolf Mayer – discovered that healthy tobacco plants could be infected by “unusually tiny bacteria” from the sap of diseased tobacco plants
b. Dmitri Ivanowsky – hypothesized that the infectious agent of tobacco mosaic disease could be “very small filterable bacteria”
c. Martinus Beijerinck – discovered that the pathogen of the tobacco mosaic disease could not be cultured on nutrient media in the laboratory
d. Wendell Stanley – confirmed Beijerinck’s claim and later crystallized the infecting agent which became known as tobacco mosaic virus
3. Viruses may be considered as living organisms because they are capable of reproduction. However, they do so only if they are inside their host. Outside their host cell, they appear “dead as stones”.
14 15
Functional Biology
V. Concept Map Biology as Science is both a
PRODUCT: body of knowledge about LIFE
PROCESS: Finding solutions to problems
and a by using
organized into study areas such as
SCIENTIFIC METHOD
involving the basic steps of
which requires • • • • • • • • • •
Botany Zoology Microbiology Taxonomy Anatomy Morphology Physiology Genetics Evolution Ecology
• thinking critically • doing things systematically
and
1. Observation 2. Defining a problem 3. Formulating a hypothesis 4. Experimentation (testing the hypothesis) 5. Drawing a generalization (which may lead to) 6. Formulation of a scientific theory
Traits common to scientists and requires some basic knowledge on
• Chemistry • Physics • Geology
such as
• • • • • • • •
creativity curiosity objectivity open-mindedness logical outlook accuracy intelectual honesty others
includes
constant awareness of the limitations of science involving the basic steps
Teacher’s Manual
15
Chapter
2 How Does Mankind Benefit from Biology and Biotechnology?
Chapter 2 consists of only one module—Heroes and Advancements in Biology and Biotechnology (Module 2). This module makes students aware of biology and biotechnology in their lives. Cited are certain issues and concerns that caution them not to be dazzled by the brilliant impact of biotechnology. The chapter also spotlights the contributions of world-famous biologists as well as our local biologists to emphasize that scientists of all nationalities, including Filipinos, have devoted their lives to most challenging ventures for the benefit of mankind.
I. CONTENT Underlying Science Principles, or Essential Understanding (EU); and Major Areas of Inquiry, or Essential Questions (EQ) 1. EU: Biotechnology involves the modification of biological processes through human intervention. EQ: How does biotechnology benefit man in the fields of agriculture and medicine? Explain some examples. 2. EU: Science and technology is a human endeavor, a story of men and women—their difficulties and failures, their persistent efforts and their successes. EQ: How do the lives and achievements of at least five Filipino biologists and five world famous biologists demonstrate the human nature of scientists?
II. STUDENTS’ PERFORMANCE TASKs AS EVIDENCE OF UNDERSTANDING Example 1 Give the following instruction to the students: Work in teams and do research on one of the topics below. Submit a group report after sharing the findings of your team with the class. a. Three Cases of Accidental Discovery in Biology b. The Development of a Genetically Modified Organism c. Benefits Derived from Biotechnology d. Environmental Risks Posed by GM Crops Grade the students’ report on the basis of: (a) accuracy of information, (b) originality in organization of ideas, (c) proper documentation of sources, and (d) individual participation in the group effort. (Note: See Appendix A.) Example 2 Give the following instruction to the students:
16 17
Functional Biology
Work in groups and gather materials for a bulletin board display. Organize your materials into a collage of ideas on the issue: “BIOTECHNOLOGY: A FRIEND OR A FOE?”. Grade the group output on the basis of: (a) correctness of choice and richness of items, (b) clarity of message, (c) creativity/novelty of presentation, and (d) individual participation in the group effort. (Note: See Appendix A.)
IIi. COMMENTS AND SUGGESTIONS (Strategies, etc.) 1. Exploring Students’ Prior Knowledge Example: Divide the class into groups of four to five members. Let them share what each one knows about a highly debatable issue in the field of biotechnology—the genetically modified organisms (GMOs). After ample time of discussion, conduct a group sharing session in the class. 2. Content Background 2.1 Some QUESTIONS and ANSWERS about Genetically Modified Crops: a. Question: What is a GM crop? Answer: A GM or transgenic crop is a plant that contains a gene or genes that has/have been artificially inserted instead of the plant acquiring such through pollination. b. Question: Where are GM crops currently grown? Answer: Countries that grow transgenic crops include Argentina, Australia, Bulgaria, Germany, Canada, China, France, Mexico, Romania, Spain, South Africa, Uruguay, and the United States of America. c. Question: What are the potential benefits of GM plants? Answer: Significant benefits include: higher crop yields, increased farm profit and reduced farm costs, and improvements in the environment. d. Question: What are the potential risks of GM crops? Answer: The potential risks include: the danger of unintentionally introducing allergens and anti-nutrition factors in food; the likelihood of transgenes escaping from cultivated crops into wild relatives; the potential for pests to evolve resistance to the toxins produced by GM crops; and the risk of these toxins affecting nontarget organisms. 2.2 Genetically modified organisms (GMOs) are produced through recombinant DNA technology. It refers to the process of creating a DNA molecule by joining together DNA or segments of DNA obtained from two different species. Some examples follow.
Teacher’s Manual
17
a. The “glow-in-the-dark” tobacco has a firefly gene. b. The fluorescent pigs and mice have a jellyfish gene. c. Bt corn has insect-resistant gene from the soil bacterium Bacillus thuringiensis. 3. Other Suggestions 3.1 Let each group do research on recent developments in biotechnology in our country and abroad. They may refer to daily newspapers, weekly magazines, scientific publications and internet resources. Ask them to perform Exercise 3 (Technological Developments in Biology) and Exercise 4 (Biotechnology: A Friend or a Foe?) in LMW Biology 101 Exercises. Set aside a few minutes of the science class each week for “Biotech Sharing” session. 3.2 Aside from “Biotech Sharing”, institute also the setting up of a bulletin board display at the start of each unit; it may also be instituted as a group project. Assign each unit of the book to each team. 3.3 “Biologists in Focus” could be a special feature in the bulletin board display. Present scientists of various nationalities, including Filipinos, who have contributed to the development of the branch of biology concerned in each unit. This special feature aims to bring about a change in the common thinking of Filipino students in connection with their perception of “scientist”. Whenever the word “scientist” is mentioned, the picture generally formed in their minds is that of a western scientist. To motivate our science-inclined students, pictures of our “budding scientists” may also be included. They are the several Filipino high school students who have won awards and prizes in cash in the science and mathematics competition in the International Science and Engineering Fair (ISEF) being held in the United States of America.
IV. ANSWERS TO REVIEW QUESTIONS A. Six key terms in the word puzzle: a. Phycology – a branch of biology which deals with the study of algae b. Biotechnology – a general term used to describe the modification of biological processes through human intervention c. Biologist – a person who studies biology d. Gene Therapy – the treatment of a disease by altering a person’s genotype to transform abnormal genes to normal, healthy ones e. Academician – the title given to the members of the National Academy of Science and Technology (NAST), a prestigious body which gives honor and recognition to Filipinos who made meritorious contributions to the advancement of science and technology in our country
18 19
Functional Biology
f. Breeding – the process of producing plants and animals for the purpose of improving their stock
V. Concept Map
done through Genetic Engineering producing genetically modified organisms (GMOs)
generally refers to modification of biological processes
a HUMAN ENDEAVOR
BIOTEChNOLOGY: Modern Application of BIOLOGY
a FRIEND or a FOE?
Significant Benefits to mankind
Potential Risks posed by genetically modified (GM) crops
include
include
• improvement of hereditary traits of certain organisms • improvement of human condition (medicine, agriculture, etc.) • conservation of natural resources
• creating unwanted plant hybrids such as new weeds • development of insect resistance • harmful effects on nontargeted organisms
Teacher’s Manual
19