Students were instructed to choose a species that most people would say
is gross, frightening, or a pest (such as a slug, snake, mosquito, or
cockroach). The species could be from any environment, including the student’s
own. Students were asked to prepare a written and pictorial research project
of the species that was selected. The student’s report needed to
respond to these questions:
- How does the species function in its ecosystem?
- Why is it considered a pest?
- How do humans deal with this pest in their environment?
- If this species suddenly disappeared how might humans be affected?
The student’s research needed to include collection of a specimen
(if possible); a field journal with observations /drawings of the behavior;
location, occupation, and morphology of the specimen; visits to museums
or nature centers; and use of the Internet or other technologies (magnifiers,
microscopes, etc.)
| This sample of student work was produced under the following
conditions: |
| alone |
in a group |
| in class |
as homework |
| with teacher feedback |
with peer feedback |
| timed |
opportunity for revision |
The work was submitted as a national competition entry.
 |
f Life Sciences Concepts:
The student produces evidence that demonstrates
understanding of behavior of organisms, such as the nervous system
regulation [and] behavioral responses….
 
 The student
describes behaviors such as nocturnal activity, thigmotaxis, and
reproductive specialization.
a Scientific Connections and Applications:
The student produces evidence that demonstrates
understanding of big ideas and unifying concepts, such as…form
and function…and cause and effect.
 
 The student
provides detailed information about structures and functions.
 
The student makes logical and sophisticated inferences that suggest
a causal relationship between increased pesticide use and three
diverse factors: the cockroach’s resistance to pesticides,
climate conditions, and product marketing.
c Scientific Connections and Applications:
The student produces evidence that demonstrates
understanding of health, such as disease and epidemiology, personal
and environmental safety; and resources, environmental stress and
population growth.
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 |
 |
The student makes
logical inferences about the relationship between increased pesticide
use and the cockroach’s resistance to pesticides, climate conditions,
and product marketing.
The student names several diseases that roaches carry, such as Salmonella,
staph and strep. The student discusses the relationship between cockroach
skin molts and the increased incidence of allergic reactions and asthmatic
conditions among children who live in poor urban areas.
d Scientific Tools and Technologies:
The student acquires information
from multiple sources, such as print [and] the Internet….
 The bibliography
shows that the student used print publications and downloaded information
from the Internet.
a Scientific Communication: The
student represents data and results in multiple ways, such as numbers,
tables, graphs, and drawings….
In addition to the well-reasoned and well-written narrative, the student
includes diagrams and a graph.
b Scientific Communication: The
student argues from evidence, such as data produced through his or
her own experimentation or data produced by others.
The student makes
connections between different evidence to hypothesize that chemicals
used to kill roaches might do more harm to people and other organisms.
The student indicates
how this report has influenced a personal attitude toward the species. |
|
