PROJECT OVERVIEW Page 1 s2

E X P E R I E N C E O V E R V I E W page 1 Name of Project: Operation Discovery Duration: 19 days Subject/Course: Science Teacher(s): Bellman 6th Other Subject Areas: Social Studies, Language arts

Unit Goal for Student: In this project, students will use critical thinking, scientific reasoning, and problem solving skills to discover, Summary of the issue, breed, or improve upon an organism that must help supply the earth with resources that can be sustained challenge, investigation, and replenished in the future. To achieve this, students will investigate all of the characteristics scenario, or problem: of organisms, how existing organisms can be beneficial to mankind, and apply their knowledge to ensure they create an organism that will help society in the future, as the Earth’s current resources become scarce. Enduring Understand that all organisms effect all living and nonliving parts of the earth. Understanding(s) Essential Question(s) How do characteristics of all organisms effect their world around them? Curriculum Standards Bundle (Stage 1)

Content and Process Standards (TEKS) to 6.12A - Understand that all organisms are composed of one or more cells. be taught and assessed: 6.12B - Recognize the presence of a nucleus determines whether a cell is prokaryotic or eukaryotic. Highlight those 6.12C - Recognize that the broadest taxonomic classification of living organisms is divided into currently targeted for depth. recognized domains. 6.12D - Identify the basic characteristics of organisms, including prokaryotic or eukaryotic, unicellular or multicellular, autotrophic or heterotrophic, and mode of reproduction, that further classify them in the currently recognized kingdoms. 6.12E - Describe biotic and abiotic parts of an ecosystem in which the organisms interact. 6.12F - Diagram the levels of organization within an ecosystem, including organism, population, community, and ecosystem.

Other Required CCRS Science Standards: Standards to be taught and assessed: (i.e. III- Foundation Skills: Scientific Applications of Communication CCRS, Graduate A(1), B(3), C(1) Expectations, Local Objectives, etc.) VI- Biology A(1-6) Authentic Learning Provide authentic context that x Provide Promote articulation x Elements to be reflects the way the knowledge multiple roles integrated: will be used in real-life and Check all that are perspectives

Region 10 ESC A D A P T E D F R O M B U C K I N S T I T U T E F O R E D U C A T I O N targeted in this unit. Provide authentic activities x Support x Provide coaching and x collaborative scaffolding Provide access to expert Promoteconstruction of x Provide for authentic x performances and the modeling reflection assessment of learning within of processes the tasks 21st Century Creativity and Innovation (NETS 1) x x Skills/NETS to be taught and assessed: Communication and Collaboration (NETS 2) x L x i Critical Thinking/Problem Solving (NETS 4) x D x i g

Major Products Group:  Students are also required to type and submit a Microsoft Excel (or similar) & Performances chart, listing all required characteristics of the organism.  Students will also provide pictures, drawings, and/or models of their organisms, and provide a two page typed and illustrated report.  Students are required to present information to the class in digital format such as Power Point, Slide Rocket, Prezi, etc.

Individual: All group work

A S S E S S M E N T ( S T A G E 2 ) page 2

Region 10 ESC A D A P T E D F R O M B U C K I N S T I T U T E F O R E D U C A T I O N Entry Event to Students will be provided with the chance to experience a Google “hangout” with scientists from the “Jason launch inquiry, engage students: Project” team, which will allow them to discuss different types of organisms they have been discovered over the years, and how they have helped society. Assessments Formative Students will be provided with a “team plan.” This plan will allow students groups to plan ahead, and to Assessments make their own outline of when certain parts of their project should be completed. This will help them be (During Project) accountable to the timeline of the project.

Summative Assessments Group presentation describing the newly discovered organism, the organism’s characteristics, and what (End of Project) resource it will provide to help mankind in the future.

Resources Materials: Project Packet, Grading Rubrics, computers for online presentations. Internet and Needed internet camera access for Google “hangout”, examples of project components. Resources: A Google account for the Google “hangout” with scientists.

Reflection (Individual, Whole-Class Discussion Focus Group Methods Group, and/or Whole Class) Survey Fishbowl Discussion x

L E A R N I N G E X P E R I E N C E S ( S T A G E 3 )

STAGE 1: Students will be introduced to the project through a "Google hangout" with a local biologist or medical doctor, who can speak to the importance of discovering how living organisms can provide products to help people. STAGE 2: Students will be provided with knowledge about organism traits and ecosystem surroundings prior to the project. Students will then be given the

Region 10 ESC A D A P T E D F R O M B U C K I N S T I T U T E F O R E D U C A T I O N project direction packet, which contains the project outline, project details, and project rubrics for students to use during the project. They will also be given an Organism Project Excel Chart, which will be completed by the student, and will contain documented information about the organism. During Stage 2, students will have multiple formative assessment checkpoints, including a typed report, a detailed excel chart, and an electronic presentation. The instruction for each assessment is detailed in the Organism Project Directions packet. Stage 2 of the group project will also teach students how to collaborate in a cooperative manner, how to communicate information to a group, and how to create and meet deadlines that apply to their future in the real world. STAGE 3: Students will present their project to their peers for evaluation. Teacher can also arrange a "Board" or "Committee" of either student peers or teachers, or bring in a professional from the community to be the "judge" on which organism(s) should be approved. Student presentations will include all information about their newly designed, newly bred, or improved upon organism and how they will benefit society in the future. Students will receive constructive feedback, and a decision on which organism that will be "approved" for use in the future will be made. Overall learning experience:  Students will be provided with all knowledge about organism traits and ecosystem surroundings prior to the project.  Students will learn how to make professional power point presentations.  Students will learn how to make detailed and professional excel charts that organize important information.  Students will learn to collaborate in a cooperative manner with group members.  Students will learn how to communicate information to a group.  Students will learn how to create and meet deadlines important for projects as the same way adults do every day in the real world.

Region 10 ESC A D A P T E D F R O M B U C K I N S T I T U T E F O R E D U C A T I O N