Biology - Diversity

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Project Learning Tree: Can It Be Real?

Context:
This lesson plan is designed and set-up as a biological diversity lesson with the students
using inquiry. This is a 10th grade class with student ages ranging from 15 to 16 years old. This
is a small class where there are eighteen students, with eight males and ten females in the class.
There are currently two students in the lowest performing group, six students in the middle range
group, and ten students in the highest performing group. Of the eighteen students in the class,
four of the students speak English Only (EO), and fourteen of the students are English Language
Learners (ELL). Accordingly, 72% of the class is Latino. In regards to socio-economic and
cultural context, the students live in the area of the school, which consist of single family
dwellings and multi-family units. I have worked briefly with these students as a classroom
volunteer and have seen that the students work well in whole class instruction and also in small
groups. The students’ homeroom teacher informed me that the class has had some science
lessons in biology and the environment in regards to local watershed study of aquatic organisms
and water quality. This will be their first lesson involving biological diversity.

Rationale:
The reason I am teaching this lesson is because in having knowledge of the environment
and of the interactions of living and non-living environmental components such as air, water,
climate, and geological features of the earth can create awareness in students of Earth’s limited
resources. It is equally important that the youth of today be aware of how organisms are
interdependent, and how these organisms all depend on both living and non-living components
of the Earth. Accordingly, in this lesson students learn by using scientific inquiry based methods
that organisms adapt to the changes in the environment according to the genetic and behavioral
capacity of their species

This lesson was taken and adapted to accommodate a 10th grade class from a book I
obtained while attending an environmental course at California State University, Chico. The
book is entitled, Project Learning Tree: Environmental Education Activity Guide. The lesson is
called, Can It Be Real? The focus of this lesson is how an organism’s environment changes and
whether certain organisms move, adapt, or die out. The students will study how the changing of
an organism over time makes it suited to its environment, and which the species and not the
individual is what must adapt. I also used the prescribed district high school text book, California
Edition of Biology: The Dynamics of Life, which provides further information, guidelines, and
resources in teaching these lessons. According to the book, “Principles of Ecosystem Stewardship:
Resilience-Based Natural Resource Management in a Changing World, “Adaptation is simply an adjustment to a
change in the environment.” This book has some interesting insights and information, but in
many cases I believe adaptation is much more involved and complex than what the above
definition offers. This lesson will provide the opportunity for students to learn what the
complexities of adaptation means to the environment and to the species within the complex
environments of Earth.
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Introduction; In this 4 day lesson, there will be four lessons consisting of 50 minute periods:
I will follow these steps:
 The students are introduced to an inquiry based activity in which they will work in small
teams consisting of two students. I have based the importance of using collaboration in
this lesson by following the ideas of Rosebery, Warren, and Conant (1992) which states,
“Research indicates that learners benefit from opportunities to articulate their ideas to
others, challenge each others’ ideas, and, in doing so, reconstruct their ideas.”
 The students will be introduced to the word ‘fictitious’ in which I will explain how the
creators of movies and comic books invent “mutant’ and “alien” life forms by combining
and/or exaggerating attributes of real insects, plants and animals.
 The students will be asked to share with the class and give examples of their ideas of
insects/plants/animals, and their characteristics, which I will write student input on the
over head projector screen. In gaining insight in using scaffolding and student knowledge
Driver, Asoko, Leach, Scott, and Mortimer (1994) explains, “Students formulate new
knowledge by modifying and refining their current concepts and by adding new concepts
to what they already know.”
 I will then pass out work sheets to the students with a list of photos of plants, animals,
and insects.
 I will describe the organisms from the work sheets and then give the students the
opportunity to decide if they are real or fictitious.
 I will then list the class majority opinions on the board regarding the worksheet examples
the students think are real, and the examples which students think are fictitious. The
California State Standards list that "Under the domain of investigation and
experimentation, scientific progress is made by asking meaningful questions and
conducting careful investigations. As a basis for understanding this concept and
addressing content in the other three strands, students should develop their own questions
and perform investigations."
 I will then use a ‘thinking map’ organizer on the overhead projector to have students
describe, and which I will list local and exotic insects/animals and plants which the
students have seen in their own lives that they believe have unusual characteristics.
 We will discuss how these life forms benefit from their physical characteristics
 Additionally, I will guide the class and have the students think up some inquiry based
questions for their written assignment. *(There is the list of proposed examples of
student generated questions below). Most importantly, the benefits of student
questioning has been emphasized in the National Science Education Standards, which
explains, "Inquiry into authentic questions generated from student experiences is the
central strategy for teaching science."
 From student generated questions I will pass out copies of the printed version of the
questions at beginning of day two to all students.
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For the next three days of this lesson:

 I will engage the class to brainstorm ideas to make a list of insects, plants, and
animals with unusual characteristics on a ‘thinking map’ organizer.
 I will give the students a copy of “Amazing Animals & Plants.”
 Each team of two students will choose a species from the page.
 I will explain that each species has unique adaptations that help it to survive in its’
environment.
 It will be the students’ job to find out what the adaptations of their assigned
organism is by using library and computer resources.
 For day two and three the student teams will research and prepare a poster with a
drawing of their plant/animal in its habitat and an explanation of how it is adapted
to its environment.
 The criteria for the poster should include 1) Drawing of their creature, 2) Its
habitat, and 3) An explanation of how it is adapted to its environment.
 On day four the student teams will present their posters to the rest of the class.
 Students will then hang their posters on the walls and then the class will have a
gallery walk.
 Each team will have completed their list of inquiry questions.
 As an extension the class could have awards on the funniest looking animal or
insect, or the craftiest plant. The class could decide on the criteria and also vote
on the entries for awards.
Driving Question
How and why do insects, plants and animals adapt?
Example of Student Generated Inquiry Based Questions
1. Describe an unusual characteristic of an insect/plant/animal?
2. Give an example of how an insect/plant/animal is uniquely adapted to a particular set of
environmental conditions.
3. Explain how organisms (insects/plants/animals) are interdependent on each other.
4. Why wouldn’t or couldn’t an insect, plant, or animal adapt to changing conditions?
5. Give an example of environmental conditions which are changing today. What do you
think is the cause for these changes in the environment? How do you think this will affect
life in the future?
California Content Standards: Science—Biology/Ecology, Grades 9 through 12
Stability in an ecosystem is a balance between competing effects;
• 6.a. Students know biodiversity is the sum total of different kinds of organisms and is
affected by alterations of habitats.
• 6.b. Students know how to analyze changes in an ecosystem resulting from changes in
climate, human activity, introduction of nonnative species, or changes in population size.
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• 6.g. Students knows how to distinguish between the accommodation of an individual
organism to its environment and the gradual adaptation of a lineage of organisms through
genetic change.

Learning Objectives:
• Students will identify and evaluate the structural adaptations of plants and animals to
their environments.
• Students will be able to identify and compare distinguishing features plants of animals.
• Students will analyze the advantages of plant and animal characteristics in relation to
environmental adaptation.
• Students will use computer technology in their research.

Formative Assessment:
As evidence of student learning, I will observe students while they are working and
conduction research on their plant/animal. I will also talk with them, as well as ask questions. In
students following the criteria I have provided, I will visually make certain that they are
following the set criteria, as well as have a checklist in which I will mark-off progress for each
student. In this way I can assist students who need extra help and help provide feedback and
input on students who need ideas, guidance, and information. In this way I can also see whether
my lesson and criteria is providing an academic challenge, yet is not too difficult for the students
to follow and benefit from as a learning experience. Should I discover that students are having
difficulty with some aspect of my lesson, I can be flexible and make modifications in order to
support the needs of the student’s learning activities. During the formative assessments I can also
see whether the students are working well and whether they are using inquiry in doing their
assignment and research.

Summative Assessment:
1. For the summative assessment I will have a rubric for student participation, satisfactory
follow-thru with presentation, and answering all of the questions on the student work-
sheet. I will give a score which will correlate to a grade.
2. Each student will have participated in their oral demonstration
3. Each team of students will have a poster which describes their plant/animal, and should
include the criteria of a drawing of the plant or animal in its habitat, and an explanation of
how it is adapted to its environment.
4. Each student will be required to have complete answers in researching and addressing the
criteria questions.
5. Each student will have participated in the initial research of their report, and from which I
will gather that information from their formative assessment.
*Please see rubric, vocabulary list, questions, and student handout sheets attached to this
lesson.
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Lesson Activities:
Day 1
Time Activity
10 minutes On the first day the students are
introduced to an inquiry based activity
in which they will work in teams of
two students. Students will be given
hand out packets and a journal for use
during lessons. As a class we will go
over the objectives of the lesson and I
will demonstrate and explain how to
use the journal. I will point out
vocabulary.
10 minutes The students will be introduced to the
word ‘fictitious’ which will be used
with the student page, “Who’s Who”
with pictures of animals, plants, and
insects. I will read out-loud
descriptions of 8 plants and animals
(but will not tell the name of the
plant/animal) and the students will
listen and try to decide if the
plant/animals are real or fictitious.
25 minutes Once the descriptions have been read,
the students are to review each picture
and determine if they are real or
fictitious. I will then list on the
overhead projector the class’ majority
opinion of each organism.
5 minutes In closing of lesson I will prepare
(closure) students for lesson for days 2 and 3.
Day 2
Time Activity
10 minutes Brainstorm with students on overhead
projector by using a thinking map for
organizing and classifying
information. Students will be
reminded to get out their journal while
I demonstrate and have students use
the organizing tool of a ‘Tree Map” of
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Purpose
Introduction to class with explicit
directions. By explaining and introducing
vocabulary words in order for students to
use academic language in the assignment
and discussions. Students will be given
explicit directions in use of their journal.
Class discussion regarding students’
previous knowledge will aid in
understanding and focus of the purpose of
the lesson and activities.
Familiarize students with the idea of
biological diversity which is the focus of
this lesson.
Students will decide what is real or
fictitious. They will then describe
insects/plants/animals they have actually
seen which have unusual characteristics. I
will encourage them to name local
examples and discuss how these
organisms benefit from their unusual
characteristics.
Students will be prepared for next phase
of lesson.
Purpose
Students will have practice in using
different modes of thinking maps and
organization by using the ‘Tree Map” for
this activity, and will also use their
journal for recording information. By
students thinking and organizing, can be
used as a precursor to writing. From the
Biology - Diversity
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Science as Inquiry
lists of insects, plants, and animals
with unusual characteristics.
(an example is the Ogre-face Spider
which uses its web of silk to drop over
its prey like a net and then pulls up its
meal.)
From the class generated questions
from day before, I will pass out
printed version of questions for
assignment.
5 minutes Point out the student copies of
“Amazing Animals & Plants” and
have each student choose a species
from the page.
40 minutes Students will research and use the
organization tool “Tree Map” in
finding their species’ unique
adaptations in order to help it to
survive in its environment. Students
will use this information to create
inquiry based questions and for the
poster describing the creature. The
criteria for the poster should include
1) Drawing of their creature, 2) Its
habitat, and 3) An explanation of how
it is adapted to its environment (in
which criteria for poster will be
explained again on day 3 of lesson).
Day 3
Time Activity
60 minutes Students will continue research using
the “Tree Map” listed in their journal
in finding their species’ unique
adaptations in order to help it to
survive in its environment. Students
will be creating their poster describing
the creature. The criteria for the poster
should include 1) Drawing of their
creature, 2) Its habitat, and 3) An
explanation of how it is adapted to its
environment.
Presentation Day 4—Final Day
Time Activity
15 minutes Complete last minute preparation of
posters and complete questions and
have student discussions.
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class generated questions, students will
have a printed version of their questions
for part of assignment to complete. At
this stage of lesson I will begin using
formative assessment with students, as
their writing and reflection are keys to
student learning.
Give student explicit instructions and
provide information in which students
can make choice of research.
Allow students time to work on project.
Remind class that they have the rest of
today and the next day for research and
presentations of their posters. During this
time I will walk around and see that
students are working on project and if
they understand the assignment.
Purpose
Allow students time to work on project.
Remind class that they have the rest of
today and the next day for research and
presentations of their posters. During this
time I will walk around and see that
students are working on project and if
they understand the assignment. I will
write on the board to remind students of
the criteria of their poster.
Purpose
Provide time for completion of
assignments and for student discussions.
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20 minutes Each team gives presentation of As required in Standards, each student
their poster by placing poster on will practice public speaking in front the
wall and by each team explaining class. I will use the rubric in scoring
their poster to class. Final task is for student posters and questions.
class to do a gallery walk in order to
see details of posters. Questions
from each team to be turned in
following each presentation.
15 minutes As an extension (if there is time) the Class could have some fun with the final
(Closing) class could have awards on the day and find humor in the poster
funniest looking animal, or the assignment.
Extension craftiest plant. The class could
decide on the criteria and also vote
on the entries for awards

Driving Question
How and why do insects, plants and animals adapt?

Example of Student Generated Inquiry Based Questions

1. Describe an unusual characteristic of an insect/plant/animal?
2. Give an example of how an insect/plant/animal is uniquely adapted to a particular set of
environmental conditions.
3. Explain how organisms (insects/plants/animals) are interdependent on each other.
4. Why wouldn’t or couldn’t an insect, plant, or animal adapt to changing conditions?
5. Give an example of environmental conditions which are changing today. What do you
think is the cause for these changes in the environment? How do you think this will affect
life in the future?

Academic Language/Vocabulary List

New Words and Review

Adaptation Environment Capacity

Evolution Characteristic Interdependent
Climate Organism Dependent
Diversity Species Fictitious
Alien Mutant

Materials
Colored markers Project Learning Tree Book
Colored pencils Student handout packet
Poster paper Access to computer lab and library
Biology text book Over-head projector
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Bio-Diversity—Can It Be Real?
Use the following rubric to evaluate student/group work & presentation.
Student______________________________________
Criteria Three Points Two Points One Point Points
Student Students Students Students did not
Participation participated participated in participate in class
in Team and actively in class some class discussions.
Class discussions. discussions.
Effective Worked effectively Worked somewhat Had difficulty
Research and in team doing effectively in team working in team
Work research. doing research. doing research.
Poster Prepared a poster Prepared a poster Prepared a poster
Complete & covering all points covering most not covering points
Informative of criteria. points of criteria. . of criteria.
Quality of Completed all Completed most of Did not complete
Work questions with questions with any questions.
On Inquiry complete, complete sentences.
Questions thoughtful and
informative
answers.
Point Total
Criteria Points
12 = A 7= C-
11 = A- 6=D
10 = B 4 to 5 = D-
9 = B- 0 to 3 = F
8=C
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References:

American Forest Foundation. Project Learning Tree: Environmental Education PreK-8 Activity
Guide. (2004) Can it be real? (11th ed., pp. 30-34). Washington, D.C.

Biggs, Alton, et al. (2005) Biology: The dynamics of life. New York, NY:Glencoe McGraw-Hill.

California Content Standards; Science Grades Nine through Twelve—Biology/ Life Sciences.
Retrieved November 7, 2009.
http://www.cde.ca.gov/BE/ST/SS/documents/sciencestnd.pdf

Chapin, F. Stuart, III., et al., (Ed.). (2009) Principles of ecosystem stewardship: Resilience-based natural resource
management in a changing world. Springer Science News Media, New York, NY.

Driver, R., Asoko, H., Leach , J., Scott, P., and Mortimer, E., (1994) Constructing scientific
knowledge in the classroom. Educational Researcher,; 23: 5 - 12.

National Research Council, National Science Education Standards (Washington, D.C.: National
Academy Press 1996)

Rosebery, A., Warren, B. and Conant, F. (1992). Appropriating scientific discourse: Findings
from language minority classrooms. The Journal of the Learning Sciences 2: 61-94.
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Student Name_______________________ Date___________

Class Period_________________________
Student Handout
Bio-Diversity—Can It Be Real?
Introduction:
The reason you are doing this lesson is because in having knowledge of the environment
and of the interactions of living and non-living environmental components such as air, water,
climate, and geological features of the earth can create awareness of Earth’s limited resources. It
is equally important to be aware of how all of the organisms on Earth are interdependent, and
how these organisms all depend on non-living components of the Earth. Accordingly, students
learn in this lesson that organisms adapt to the changes in the environment according to the
genetic and behavioral capacity of their species. The lesson covers four days for 50 minute
periods.
For the 1st day students will be organized into teams of two students. The focus will be on
studying and understanding the characteristics of plants, animals, and insects in which the unique
characteristic of these organisms allows them to live in their environment.
For days 2, 3, and 4 student teams will conduct research on their assigned plant/animal,
and as a class we will create important questions which will direct the focus of our study in
regards to the adaptation of Earth’s organisms. It will also be required that students answer the
same questions which were generated in class. In completing the project, the class will put the
posters on the walls and the entire class will then do a gallery walk. A copy of the rubric is
included for students to refer to and use for their presentations.

Driving questions for this lesson is:

How and why do insects, plants and animals adapt?

Student Objectives:
• Students will identify and evaluate the structural adaptations of insects, plants, and
animals to their environments.
• Students will be able to distinguish and compare different features of insects, plants, and
animals.
• Students will analyze the advantages of insect, plant, and animal characteristics in
relation to environmental adaptation.
• Students will use computer technology and library resources for research.
Requirements:
• Students will work cooperatively in teams of two students and follow a schedule of
study/work and completion.
• Students will use computer technology and library resources in their research in which
she or he will learn about adaptation regarding their plant/animal.
• Students will explain and provide information by completing the questions..
• Students will demonstrate to the class by presenting their poster.
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• The criteria for the poster should include 1) Drawing of their organism 2) Its habitat, and
3) An explanation of how it is adapted to its environment.
• Students can invite class discussion on their plant/animal and its diverse and unique
characteristics.

Student Name_______________________ Date___________

Class Period_________________________

Student Worksheet
Bio-Diversity—Can It Be Real?

Driving Question
How and why do insects, plants and animals adapt?

Example of Student Generated Inquiry Based Questions

1. Describe an unusual characteristic of an insect/plant/animal?
2. Give an example of how an insect/plant/animal is uniquely adapted to a particular set of
environmental conditions.
3. Explain how organisms (insects/plants/animals) are interdependent on each other.
4. Why wouldn’t or couldn’t an insect, plant, or animal adapt to changing conditions?
5. Give an example of environmental conditions which are changing today. What do you
think is the cause for these changes in the environment? How do you think this will affect
life in the future?

Vocabulary
New and Review Words

Adaptation Environment Capacity

Evolution Characteristic Interdependent
Climate Organism Dependent
Diversity Species Fictitious
Habitat Alien Mutant
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Bio-Diversity—Can It Be Real?
Use the following rubric to evaluate student work & presentation.
Student______________________________________
Criteria Three Points Two Points One Point Points
Student Students Students Students did not
Participation participated participated in participate in class
in Team and actively in class some class discussions.
Class discussions. discussions.
Effective Worked effectively Worked somewhat Had difficulty
Research and in team doing effectively in team working in team
Work research. doing research. doing research.
Poster Prepared a poster Prepared a poster Prepared a poster
Complete & covering all points covering most not covering points
Informative of criteria. points of criteria. . of criteria.
Quality of Completed all Completed most of Did not complete
Work questions with questions with any questions.
On Inquiry complete, complete sentences.
Questions thoughtful and
informative
answers.
Point Total
Criteria Points
12 = A
11 = A-
10 = B
9 = B-
8=C
7= C-
6=D
4 to 5 = D-
0 to 3 = F