Reading Apprenticeship Inspired Assignment or Lesson

Connecting the science of biology and chemistry to metacognitive conversations and self-care. Understanding the reasons why hydration is critical and calculating the amount of water each individual in the course needs,  while also thinking about quantitative reasoning. Data visualization models knowledge and skills students can use for other scientific concepts. On a deeper level the science of osmolarity and excretion is tied to the survival of every organism. An introduction to the kidneys and systems of excretion.

In the last third of the semester, we integrate physiology with concepts of basic cell biology. The foci are osmolarity and excretion, which applies what students have learned from: Cellular chemistry and biomolecules; Cellular metabolism (respiration and photosynthesis); Cell reproduction and its controls; Cell communication. Students are already familiar with Think Aloud Paired Problem Solving (TAPPS) as well as Metacognitive Journaling.

Students will submit a google form including their answers as well as a screenshot of their problem solving process. Formative Assessment includes groups presenting their solutions as well as shared opportunities for annotation/ work on the white board. Group google documents for the Social and Cognitive dimensions also serve as formative assessment. Summative assessment include questions on the unit and final exam.

The four dimensions of Metacognitive Conversations include: personal, social, cognitive, and the knowledge-building dimensions. Each dimension is a component of the lesson explicitly.

Personal: How much water do you drink in a day? Social: What are the water needs of our community? Knowledge: How can you apply concepts like concentration, osmolarity, and the Van’t Hoff factor to solve problems about absorption and excretion in living organisms? Cognition: How to make sense of our bodies’ complex systems that have developed ways to treat waste and maintain a balanced internal environment?

Each of these questions focuses on a different dimension of our metacognitive conversations. Metacognitive conversations help students make “the invisible visible.”  Metacognitive conversations uncover the layers of thinking in order to make sense of information.  Michael E. Martinez, in What is Metacognition?,  writes, “metacognition is the monitoring and control of thought.” Metacognitive conversations are a conscious look at our own thinking. Our goal is to move beyond what James Lang refers to as “shallow, fragmented understanding that is composed of both accurate information and misconceptions.”

This activity can be done asynchronously or synchronously. The following is a brief overview. Students engage with the personal dimension first. Google Slides

Students first estimate their daily intake of water. Then we model in class calculating how much water an adult should drink Students then calculate their own recommended intake of water. Modeling can be done synchronously by annotating on zoom or asynchronously with a video and play-posit or a google sheet. We then create a histogram. Students will calculate mean, median the class using data from the following google sheet as an assessment. (15-20 min) Then, students engage with the social dimension through multiple iterations using a google doc. Depending on class length all three iterations (at least 30 min) or one can be used (at least 10 min). Alternatively, student groups can be assigned varying iterations and the others can be homework, or groups can present their solutions to the whole class. 

Students then engage with the knowledge dimension. Google Slides As a whole class: what is going on in this graph? Notice and Wonder soliciting student observations from the data visualization. Then, whole class modeling the calculation for the ratio of surface area to volume. In groups/ breakout rooms, students calculate the surface area to volume ratio for goldfish gills. We co-construct/annotate visualization for tonicity. Students revisit calculating osmolarity. Students revisit blood pressure. (15-20 min) Students then engage with the cognitive dimension. Google Slides

Introduce the kidneys. Model loop of Henle calculation. Send students into small groups to calculate another example, then students map the kidneys. Students come back whole group. Explain the jigsaw assignments for the excretion systems and the Problem of Nitrogen. Reconstitute groups. Final whole group discussion hormones with cascade case study. (45 min)

Free Open Education Resource: Open Stax Biology 2e, Chapter 41

https://openstax.org/books/biology-2e/pages/41-introduction

Excerpt from article on Dehydration