Problems With Standards in High School Biology

            The current CA Biology/Life Science Standards have some very large “gaps.” While I have always been a big proponent of having Standards, the gaps have been a big problem for me. Perhaps no bigger gap exists than the lack of proper Standards that deal with plant anatomy and physiology.

            I have a degree in a plant-related subject and have studied plants a great deal in my prior career and I am an avid gardener. I admit to being very biased on this subject. They are an absolutely vital part of our existence. Still, the only Standards we’ve had in CA that specifically covers plants deals with photosynthesis. [OK, you can make the leap that genetics can cover plants, but it is not specific to them.] So when the Next Generation Science Standards Framework came out, I was excited to see how such an important concept would be handled.

            Sadly, my excitement was short-lived. Though it reads like stereo instructions, I cannot find much material covering plant science during the high school years. There are some minor plant concepts covered in the lower grades (some already exist, too) but nothing too deep or meaningful. 

            This year, my department chair and I have been discussing how we can get more plant material into our curriculum. Many of the students in our small community will spend the rest of their lives working in agriculture. Our plan is to integrate plant anatomy and physiology into our Post-STAR test curriculum. It should make for a good research project and an insightful Lab Report activity (as required by the new Common Core English Standards). 

            By the way, you may be under the impression that Agriculture classes would be picking up the slack as far as plant education goes. Nope. Many high schools don’t even have an Agriculture department. Those that do tend to focus on animal husbandry, etc.