Leigh McDaniel

Educ 437
5-10 Day Unit Lesson Plans
High School Biology

Standards: HS-LS1-2, HS-LS1-5, HS-LS2-5, HS-LS2-1., HS-LS2-7.
Objectives:
The Student will be able to identify the characteristics of a plant
The student will be able to identify factors that affect plant growth
The student will be able to describe the vascular system of plants
The student will be able to identify characteristics of a rainforest
The student will be able to identify where the majority of rainforests are located
The student will be able to name factors that contribute to rainforest destruction
The student will be able to describe what affects those factors have on plant, animal, an d human
populations
The student will understand the role society has on plant destruction
The student will be able to analyze data and compute the data
The student will be able to demonstrate positive cooperative learning procedures
The student will be able to write a paper that meets standards describing what they have learned about
the factors contributing to rainforest/plant destruction and the impact they have on plant, animal, and
human populations
Day 1:
Introduction to the Unit
Topics to Discuss:
What is a Plant
Why are we learning about Plants
Parts of a Plant
Activities:
Power Point Presentation
Parts of a Plant worksheet
Dissecting a Plant

Assignments:
1. Parts of a Plant Worksheet
2. Journal Entry 1: What I learned/Discovered today
Reflect on what you did today
Tell me one thing that you learned that was a new piece of information to you
What was your favorite part of the lesson, what did you least like
Day 2:
Different Types of Plants
Activities:
Day 2:
Different types of plants
Activities:
Watch All About Plants DVD
Assignments:
1. Journal Entry: What was my favorite part of the movie
Day 3:
How Plants Grow
Topics:
What do plants need to grow
Activities:
Power Point Presentation
Lab: importance of water and sun light for plant growth
Assignments:
1. Fill out Lab Sheets
2. Journal Entry: What do you think the outcome of the lab will be
Reflect on what you did today
Reflect on what you expect to see while performing the lab
Day 4:
Vascular System of Plants
Topics:
What is the vascular system
What is its importance
Activities:
Dissect a Plant to see the vascular system
Assignments:
1. Fill out lab Sheets
2. Journal Entry: Describe the parts of the Vascular System
Reflect on what you did today
Reflect on the importance of the vascular system
Day 5:
Section 2 of this Unit: Plants in the larger environment and how society affects their survival-with an
emphasis on the rain forest.
Introduction to Part 2
Break into 4 small groups
The groups will choose from a list of causes of destruction to represent (logging, mining,
tourism, introduction of new species, cattle ranching, agriculture, tourism, human
encroachment)
Activity 1:
K-W-L : Each student will fill in what they already know about rainforests on the sheet. Then they will
answer what they want or hope to learn about rainforests.
Activity 2:
Begin working in groups, assign responsibilities to each member of the group. Begin researching about
rainforests.
Day 3:
Overview of the characteristics of a rainforest
Activity:
Continue working in groups on their project
Day 4:
Where are most of the worlds rainforests located
Overview of the causes of rainforest destruction
Read: Quandry in the Amazon (Smithsonian Magazine March 2011)
Activity:
Continue working in groups
Each group will have 5 minutes of time to work with the instructor to answer any questions they may
have or to receive guidance on project.
Day 5:
What can we do to save the rainforests?
Activity:
Put finishing touches on group project
Activity 2:
Revisit K-W-Lanswer What I learned
Assignment: Write a 2-3 page reflection paper on what you learned in the unit and how it impacted you.
Day 6:
Group Presentations: each group will have 10-12 minutes to give their presentation.
Following presentations, we will have a group discussion about what we learned, what we liked, what
we didnt like, how this will impact us in the future.
Differentiated Instruction: I will provide several methods of learning the material in this unit including
but not limited to: videos, hand outs, lecture. During the group project each individual can select an area
that they feel they are strong in and fulfill that portion. When completing the reflection paper a student
could use a scribe if necessary or specialized software to assist them in turning in quality work.
Resources:
http://www.savetherainforest.org/savetherainforest_006.htm
http://www.rainforestinfo.org.au/background/causes.htm
http://www.wrm.org.uy/
http://earthrenewal.org/Rainforest%20Unit.htm
http://www.smithsonianmag.com/search/?keyword=rainforest
http://ngm.nationalgeographic.com/2008/11/borneo/white-text/9
http://discovermagazine.com/2000/feb/feathawaii/?searchterm=rainforest%20destruction
http://www.rain-tree.com/facts.htm
http://www.srl.caltech.edu/personnel/krubal/rainforest/Edit560s6/www/plants.html
http://www.ahsd25.k12.il.us/curriculum/africa/rfpeople.htm
http://www.enchantedlearning.com/subjects/rainforest/Animals.shtml


ubrics:
Group Planning -- Research Project : Causes of
Rainforest Destruction

Teacher Name: Mrs. McDaniel


Student Name: ________________________________________

CATEGORY 4 3 2 1
Delegation of
Responsibility
Each student in the
group can clearly
explain what
information is needed
by the group, what
information s/he is
responsible for
locating, and when the
information is needed.
Each student in the
group can clearly
explain what
information s/he is
responsible for
locating.
Each student in the
group can, with
minimal prompting
from peers, clearly
explain what
information s/he is
responsible for
locating.
One or more
students in
the group
cannot clearly
explain what
information
they are
responsible
for locating.
Plan for Organizing
Information
Students have
developed a clear plan
for organizing the
information as it is
gathered and in the
final research product.
All students can
independently explain
the planned
organization of the
research findings.
Students have
developed a clear plan
for organizing the
information in the final
research product. All
students can
independently explain
this plan.
Students have
developed a clear plan
for organizing the
information as it is
gathered. All students
can independently
explain most of this
plan.
Students
have no clear
plan for
organizing
the
information
AND/OR
students in
the group
cannot
explain their
organizational
plan.
Quality of Sources
Researchers
independently locate at
least 2 reliable,
interesting information
sources for EACH of
their ideas or
questions.
Researchers
independently locate at
least 2 reliable
information sources for
EACH of their ideas or
questions.
Researchers, with
some adult help, locate
at least 2 reliable
information sources for
EACH of their ideas or
questions.
Researchers,
with
extensive
adult help,
locate at least
2 reliable
information
sources for
EACH of their
ideas or
questions.
Oral Presentation Rubric : Causes of Rainforest
Destruction

Teacher Name: Mrs. McDaniel


Student Name: ________________________________________

CATEGORY 4 3 2 1
Preparedness
Student is
completely prepared
and has obviously
rehearsed.
Student seems
pretty prepared but
might have needed a
couple more
rehearsals.
The student is
somewhat prepared,
but it is clear that
rehearsal was
lacking.
Student does not
seem at all prepared
to present.
Time-Limit
Presentation is 10-
12 minutes long.
Presentation is 7-9
minutes long
Presentation is 4-6
min long
Presentation is less
than 4minutes OR
more than 12
minutes.
Collaboration
with Peers
Almost always
listens to, shares
with, and supports
the efforts of others
in the group. Tries to
keep people working
well together.
Usually listens to,
shares with, and
supports the efforts
of others in the
group. Does not
cause "waves" in the
group.
Often listens to,
shares with, and
supports the efforts
of others in the
group but sometimes
is not a good team
member.
Rarely listens to,
shares with, and
supports the efforts
of others in the
group. Often is not a
good team member.
Listens to Other
Presentations
Listens intently.
Does not make
distracting noises or
movements.
Listens intently but
has one distracting
noise or movement.
Sometimes does not
appear to be
listening but is not
distracting.
Sometimes does not
appear to be
listening and has
distracting noises or
movements.
Speaks Clearly
Speaks clearly and
distinctly all (100-
95%) the time, and
mispronounces no
words.
Speaks clearly and
distinctly all (100-
95%) the time, but
mispronounces one
word.
Speaks clearly and
distinctly most ( 94-
85%) of the time.
Mispronounces no
more than one word.
Often mumbles or
can not be
understood OR
mispronounces more
than one word.

Trait Writing Model : Reflection paper: Rainforest Unit

Teacher Name: Leigh McDaniel


Student Name: ________________________________________

CATEGORY 4 3 2 1
Introduction
(Organization)
The introduction is
inviting, states the
main topic and
previews the
structure of the
paper.
The introduction
clearly states the
main topic and
previews the
structure of the
paper, but is not
particularly inviting to
the reader.
The introduction
states the main topic,
but does not
adequately preview
the structure of the
paper nor is it
particularly inviting to
the reader.
There is no clear
introduction of the
main topic or
structure of the
paper.
Transitions
(Organization)
A variety of
thoughtful transitions
are used. They
clearly show how
ideas are connected.
Transitions clearly
show how ideas are
connected, but there
is little variety.
Some transitions
work well; but
connections between
other ideas are
fuzzy.
The transitions
between ideas are
unclear or
nonexistant.
Support for
Topic (Content)
Relevant, telling,
quality details give
the reader important
information that
goes beyond the
obvious or
predictable.
Supporting details
and information are
relevant, but one key
issue or portion of
the storyline is
unsupported.
Supporting details
and information are
relevant, but several
key issues or
portions of the
storyline are
unsupported.
Supporting details
and information are
typically unclear or
not related to the
topic.
Adding
Personality
(Voice)
The writer seems to
be writing from
knowledge or
experience. The
author has taken the
ideas and made
them "his own."
The writer seems to
be drawing on
knowledge or
experience, but there
is some lack of
ownership of the
topic.
The writer relates
some of his own
knowledge or
experience, but it
adds nothing to the
discussion of the
topic.
The writer has not
tried to transform the
information in a
personal way. The
ideas and the way
they are expressed
seem to belong to
someone else.
Grammar &
Spelling
(Conventions)
Writer makes no
errors in grammar or
spelling that distract
the reader from the
content.
Writer makes 1-2
errors in grammar or
spelling that distract
the reader from the
content.
Writer makes 3-4
errors in grammar or
spelling that distract
the reader from the
content.
Writer makes more
than 4 errors in
grammar or spelling
that distract the
reader from the
content.
Conclusion
(Organization)
The conclusion is
strong and leaves
the reader with a
feeling that they
understand what the
writer is "getting at."
The conclusion is
recognizable and
ties up almost all the
loose ends.
The conclusion is
recognizable, but
does not tie up
several loose ends.
There is no clear
conclusion, the
paper just ends