Biocomplexity and the Habitable Planet
 
Partners
 
Technical Education Research Centers (TERC) www.terc.edu
The Institute of Ecosystem Studies (IES) www.ecostudies.org
 
Project Staff
 
PIs:
Gilly Puttick (TERC) Alan Berkowitz (IES)
 
Co-PIs:
 
Brian Drayton (TERC)
Steward Pickett (IES)
 
Curriculum Writers:
 
Marlene Cole
Meaghan Donovan
 
Advisory Board
 
George Hein (Lesley University),
Jackie Miller (EDC),
Leona Schauble (Vanderbilt University),
Dan Perlman (Brandeis University),
Cynthia Ballenger (Cambridge Public Schools),
Andee Rubin (TERC)
 
Mission
 
Understanding the complex fabric of relationships between humans and the environment is urgent for all citizens in an era of global human impact on the environment. We can no longer study “natural” systems without considering human interactions. High school materials should reflect this critically important fact, and also support students to engage in authentic investigations.
 
Curriculum
 
Biocomplexity and the Habitable Planet is a set of instructional materials that engages students in the science of “coupled natural human” systems. The curriculum provides material for a yearlong capstone course, while individual modules can be used as replacement units. Biocomplexity consists of inquiry-based investigations designed around cases in urban, agricultural, tropical and polar systems, in which students address environmental management challenges increasingly confronted by society. Students choose solutions, and marshal arguments and evidence to defend their choices. Biocomplexity ensures that instructional strategies promote learning the key ideas. Teacher materials provide extensive and practical support that increases teachers’ content knowledge and pedagogical skills. Community elements serve to develop strong ties between school, parents and communities.
 
Research
 
In addition to curriculum development, the project engages in research on students’ understanding of models and their use in science inquiry at the high school level. Findings will contribute to understanding of which scaffolding mechanisms and instructional methods best support students to develop representational competence and model-based reasoning about complex systems.
 
Deliverables
 

• Student modules on Urban, Agricultural, Tropical, and Polar systems.
• Teacher guides that supply guidance and science background.
• A website offering professional development materials, links, news articles, and notes regarding activities to teachers, students and families.
• Community-based materials for students and their families.
• Research on students’ understanding of the use of models in science inquiry.
• Publications in refereed journals and presentations at conferences.