Intel Teach Program

Essentials Course

Living Things and Their Environment

Unit Author
First and Last Name

Imman Ray Aguilar, Krentz Nacionales

School Name

University of St. La Salle

School City

Bacolod City, Philippines

Unit Overview
Unit Title
Biodiversity: A Quest for Life
Unit Summary
The Earth is full of wonders. Its ecosystem is a diverse web of interconnected species that live and
interact with one another. In this unit the students will explore the various species of plants and
animals that make up the biosphere of our planet. They will be introduced to some of the Earths
most unique species in a documentary entitled Life. Students will also learn to classify these
species using the system of taxonomy developed by Carolus Linnaeus. Students will then apply these
learnings by developing ways on the conservation and protection of endangered species. They will
identify specific threats to biodiversity, worldwide, and how to manage them in different regions and
cultures. Through a project-based learning experience, including interactions with peers and
scientists living and working in various cultures, students develop and present a specific conservation
plan to address identified threats in a region that has been designated as a biodiversity hotspot.
Subject Area
Science
Grade Level
8th Grade Classes
Approximate Time Needed
4 weeks of 50 minute classes
Unit Foundation
Targeted Content Standards and Benchmarks (taken from Deped K-12 Curriculum Guide)

Grade 8 Matter THIRD QUARTER/THIRD GRADING PERIOD

1. The concept of a species
2. The species as being further classified into a hierarchical taxonomic system.
Student Objectives/Learning Outcomes
Students must have:
1. Classified organisms using the hierarchal taxonomic systems based on structure and function.
2. Explained the advantage of high biodiversity over low density.
3. Explained the concept of species as a reproductive distinct group of organisms.

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Intel Teach Program

Essentials Course

Curriculum-Framing Questions
Essential
Question

What is essential for life to exist?

How does pollution affect biodiversity?

Unit
Questions

Why do we need other species to survive?

How will you determine the role and importance of Biodiversity and these
organisms in our environment?

Content
Questions

How do we classify living things?

What is a biodiversity hotspot?

Assessment Plan
Assessment Timeline

Before project work

begins

K-W-L
Chart

Discussion

Science
Journal

Interactive
Quiz

Students work on
projects and complete
tasks

After project work is completed

Conferences

Observation

K-W-L Chart

Reflection

Peer
Feedback

Teachers
conference

Environmental
Impact
Assessment
Rubric

Science Journal

Site
Inspection
Log
Questioning

Assessment Summary

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Intel Teach Program

Essentials Course

Before the project begins, discussion should be done for the students to have information about
biodiversity and the different kinds of organisms. Reveal the presentation of the project for the
students to be aware of what is the project all about, to cater them based on the needed standards
and for them to prepare. After the discussion, the teacher will give an interactive quiz to know and
evaluate the students understanding of the topic. As well as one-sentence summary use to help
students summarize the information they had.
Let students to find a group (5 members into a group) for the EAI the students will conduct a
brainstorming to create ideas, opinion and thoughts based on the project and research. Using maps,
posters and spreadsheets they can present or sum up their gathered information, thoughts and ideas.
After the activity, the teacher can have the observation to monitor the progress of the students. Also
the teachers should have teachers conference, to assess students understanding, cooperation and
the process of doing the project.
As they go along with their project the teacher could show the EAI rubric or criteria for the students
to be reminded. As the project is done, let the students to have reflection. This is used to know that
they had learned from the project that was given. Journals is also used to have the students daily or
weekly learned information, that will use as the teachers basis on how students was able to
understand the topic and the project.

Unit Details
Prerequisite Skills
Word Processing
Keyboarding
Basic Internet Use
Bibliography Formatting
Instructional Procedures
Week 1
Day 1-4 -Teacher will introduce though asking the essential questions using Microsoft PowerPoint.
Introduce the Lesson and start the discussion proper. Prior to that, the essential questions will be
answered by the students through oral recitation. Introduce unit question (How does pollution affect
biodiversity? Why do we need other species to survive?). Introduce the content questions (Determine
the role and importance of Biodiversity and these organisms in our environment? How do we classify
living things? What is a biodiversity hotspot?).
Day 5 Explain the EAI and its criteria. After discussing the criteria, give them a task to start
making their project plan. And remind them that on Monday next week, that they will have an
Interactive Quiz about the Lesson.
Week 2
Day 1 The teacher will conduct the Interactive Quiz.
Day 2 Let the students to group themselves into 5 and that will be their permanent group for the
EAI. After they group themselves, let them to have a brainstorming on their output and come up with
a graphic organizer that sums up their ideas and plan for their project.
Day 3-5 In these three days let the students collaborate and work their project. While the students
are doing their project the teacher will room around to gauge or assess the students on their project.
While rooming around the teacher will ask what are the problems and questions they want to clarify.
Week 3
Day 1-3 allow your students to visit places where they can see and explore different kinds of
organisms. Let them record, gather and analyze data. Let them have an educational guess
and prove on how organisms occur and survive in their environment. Based on what they
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Intel Teach Program

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have learned on the places they have visited, ask the students to make a poster that will help
in preserving the biodiversity in those places.
Day 4-5 Let the students to organize the data that they had collected. The data gathered will be
presented through 3D maps, spreadsheets. While the students were working, you can ask them and
observe to see their progress. For them to create the EAI they were able to summarize and
understand the data that has been collected. Remind the students that the final submission of the
output is near to end.
Week 4
Day 1 The extension of doing the output and additional information can be done. While they were
working on their project the teacher can start to check students learning. Also the posters will be
check and their data gathered will be reviewed before the final presentation.
Day 2-4 The teacher should allow his/her students to have their reflections and journals based on
what they had learned from the previous lesson. Students will then showcase the project.
Questioning will be done to evaluate their output. Rubrics and Teachers evaluation about the
students output of their EAI will be used as the project is presented in the class.
Day 5 At the end of the week the teacher will check the EAI and collect the reflections and
journals that made by his/her students.

Accommodations for Differentiated Instruction

Resource
Student

Peer discussion.
Students may be given extended time.
Use webs, charts, and timelines, spreadsheets and maps which can help students
incorporate new knowledge into what they already know.
Peer tutoring.
Encourage students to speak in English.

Use graphic organizers to help second language learners remember, organize and
Nonnative
understand information and relationships.
English
Provide opportunities to think about new concepts in non-linguistic ways through
Speaker
pictures and videos.
Students may be given samples or templates for their Excel and Sketch up Work

Gifted
Student

Written instructions are reinforced verbally and vice versa.

Let the students give additional information and share their ideas on creativity.

Materials and Resources Required For Unit

Technology Hardware (Click boxes of all equipment needed)
Camera

Laser Disk

VCR

Computer(s)

Printer

Video Camera

Digital Camera

Projection System

Video Conferencing Equip.

DVD Player

Scanner

Other

Internet Connection

Television

Technology Software (Click boxes of all software needed.)

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Intel Teach Program

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Database/Spreadsheet

Image Processing

Web Page Development

Desktop Publishing

Internet Web Browser

Word Processing

E-mail Software

Multimedia

Other Power Point

Encyclopedia on CD-ROM
Printed Materials

Biology and Science Book.

Supplies

Textbooks, magazines and newspaper.

Internet Resources

Other Resources

https://www.bgcs.klz.oh.us/Portals/19/bghs/Science/Anderson/Review
%20work%20biodiversity.pdf/
https://kyooshi.com/documents/ES/%20files/TEST
%20REVIEWS/biodiversity_online_review.htm
Visitation in the parks and wildlife conservation centers.

Programs of the Intel Education Initiative are funded by the Intel Foundation and Intel Corporation.
Copyright 2007, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks
of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

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