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Did you know that a large portion of Louisiana’s agricultural income is generated
by local crop alone? Our teaching team plans to implement a four-week project for tenth
grade biology students. The four-week project will allow the students to immerse
themselves in learning about local agricultural factors while meeting the state standards.
The students will have the opportunity to design and conduct their own experiments that
relate to local farming and search for ways to improve crop production. This project is
designed to cover the following standards:
Rationale
Description
For our project we plan to have students do research and perform experiments to
determine potential ways to increase production of current crops. The driving question
for our project will be as follows: How can local crop production be improved by
eliminating or enhancing various abiotic and biotic factors? We will have guest speakers
from Barrick Crop Protection, who will discuss with our students how these factors are
monitored by professionals in the field. Students will be required to construct a proposal
for an experiment on a factor of their choosing, run the experiment over a two week
period, create a final product of their choosing, create a research paper/lab report, and
finally present their findings and products at a science exposition. An example of a
student project would be if a group focuses on drainage and intends to improve
irrigation in fields by constructing their own miniature field with a drainage system. The
entirety of the project will span over a total of four weeks. The first week will involve
introduction to the unit, a field trip touring a local farm with a crop consultant, student
research, and formal writing of an experimental proposal. The second and third week
will be used as work days for gathering materials, constructing experiments, running
test, and writing their lab reports as they progress. The fourth week will be spent
preparing the final paper and preparing for the expo.
A brief summary our unit can be found below in our Project Calendar. For each
day, there is a brief description of what will occur during each class period. These are
simply very shortened and summarized versions of our lesson plan for each day.
Throughout the duration of the unit, there will be several assessments and checkpoints
embedded throughout. The checkpoints will be used for the teacher to keep track of the
students progress towards the final project and paper. A description of each
assessment and checkpoint, along with corresponding rubrics, can be found below. The
assessment plan below follows the same chronological order as the unit.
Assessment Plan
Photo Scavenger Hunt
Name: Day 2 Photo Scavenger Hunt
Type: Formative
There will be one point for each picture students take. There is no rubric for this
assignment, students are only competing to get the most points. This will be created
depending on the time of year the project is approved for, given that crops look very
different in the end of, for example, September then they do the beginning of
December.
The students will have to use a camera on their phones or a camera provided by
teachers (grant proposed items). Students will be given a worksheet with questions
that they will have to solve in order to take a group picture. They will do this photo
scavenger hunt with the groups they will be in for the rest of the project. the students
will submit their photos on a Google Classroom Document on their phones (or fill out
a paper worksheet).
Exit Ticket
Name: Day 3 Exit Ticket
Type: Formative
Exit ticket question will be: Describe two factors to consider for the proposal and then
compare and contrast the two (select one abiotic and one biotic) factors? Discuss a
prediction on how the factor affects the growth of a plant population.
This allows the students to brainstorm on the factors that deal with plant production
and this information can be used to prepare the presenter for the potential topics for
the next day and for the teacher to create feedback for Thursday if revisions are
necessary.
Standard assessing (other possibilities may be hit):
Changes in the physical environment, whether naturally occurring or human induced,
have thus contributed to the expansion of some species, the emergence of new
distinct species as populations diverge under different conditions, and the
decline–and sometimes the extinction–of some species. (HS.LS4C.c)
EXIT TICKET
1. Describe two factors to consider for the proposal and then compare and contrast the two
(select one abiotic and one biotic) factors?
2. Discuss a prediction on how the factor affects the growth of a plant population.
Rubric:
Question 1 Point 2 Points 3 Points grade
1 Only one factor Both factors Both abiotic
described. No described but and biotic
comparison missing factors
contrasting or described and
comparing compared and
statement. contrasted.
Did not include
either a biotic
or an abiotic
factor.
2 Specifies a factor A factor A factor
but no prediction prediction prediction is
mentioned but stated clearly
not explained and described
Total (out of 6
Points)
You may use MLA formatting construct your Project Proposal (or school preference formatting). Please
use 12pt, Times New Roman, and double spaced. The following items are the requirements for your
Project Proposal. **These are merely requirements that MUST be included in your proposal. You may
include any additional material as your group feels necessary.**
1. Group Member Names on front page with the title of the experiment.
2. Answer the following questions in paragraph (three sentences) format with section headers:
1. FACTOR: What is the factor your group will be doing a project on? Why?
2. Either BIOTIC or ABIOTIC: Is your factor biotic or abiotic? Explain.
3. PREVIOUS RESEARCH: Summary of research about factor (include three sources from
the internet)
4. PROPOSAL: Describe your groups proposal on how to answer the driving question
5. PROCEDURES: Detailed explanation of the experimental steps in either paragraph or
numbered format of the proposed experiments to do research.
6. MATERIALS LIST: list of materials and the number of each required to conduct the entire
experiment (consider 1 to 2 extras of products)
2. Literature to support have these printed and highlighted what you used (print or pdf ok to turn in).
Rubric
Names, title, and Name and title on front page One is missing: All names Missing group
format of proposal and all format are on front page, title, or members, title
requirements were met. formatting. missing, and wrong
formatting.
Answers number All categories were titled and Not all categories were Questions were not
2 in report answered in a clear and labeled and answered answered or all
detailed manner. appropriately (or missing). mis-explained.
Grammar and Correct vocabulary was used Vocabulary and sources Missing sources or
sources and sources cited improperly used. vocabulary. Or
appropriately. misuse of sources.
Score: _________/10
One point will be rewarded for having each of these factors: question, methods,
results, analysis, and reason for performing their experiment (out of 5 points).
Introduction
15-20 Points 10-15 Points 5-10 Points 0-5 Points Pts/20
Picture describes
Picture not very
relevant points or Picture not very helpful No pictures or very
helpful or don't apply.
Images background info. Not or don't apply, blurry, not blurry or not referenced
Not blurry, properly
blurry, properly properly referenced. at all
referenced.
referenced.
Methods Pts/10
Minor
4: Accurate but could inaccuracies, Major
be made to look inaccuracies,
could be made to
unprofessional.
Accurate and professionally more professional. look more
Several axes
made. All axes labeled with Correct data plotted. professional.
labels and units
Fig 1 and units. Correct data plotted. Correct type of Some axes labels
chart/statistics missing. Incorrect
caption Correct type of and units missing.
used/displayed. data plotted.
chart/statistics Correct data
Major errors in
used/displayed. 3: All axes labeled plotted. Minor type of
but some units errors in type of
chart/statistics
missing. chart/statistics
used/displayed.
used/displayed.
Minor
4: Accurate but could inaccuracies, Major
be made to look inaccuracies,
could be made to
unprofessional.
Accurate and professionally more professional look more
Several axes
made. All axes labeled with Correct data plotted. professional.
labels and units
Fig 2 and units. Correct data plotted. Correct type of Some axes labels
chart/statistics missing. Incorrect
caption Correct type of and units missing.
used/displayed. data plotted.
chart/statistics Correct data
Major errors in
used/displayed. 3: All axes labeled plotted. Minor type of
but some units errors in type of
chart/statistics
missing. chart/statistics
used/displayed.
used/displayed.
Pts/15
Discussion 15 Points
Major conclusion
Major conclusion Major conclusions from the report is
Major conclusion from the
Interpretation from the report is not clearly stated not stated or
report is accurately and
of Results accurately but not or with some inaccurately
clearly stated.
very clearly stated minor errors. and/or not clearly
stated.
References 5 Points 3-4 Points 1-3 Points 0-1 Points Pts/5
1 source cited in
At least 2 source
At least 2 source cited in the the discussion No sources cited,
cited in the
discussion included here included here, or several major
discussion included
with proper referencing and/or major errors in citations
here but with minor
format (MLA). errors in and/or format.
errors in formatting.
formatting.
Style and
25 Points /25pts
Presentation
Little connection
between bullet
8. Many grammar pints. Proper 1: Poorly
10Writing is well structured, mistakes. No bullet tense not used. structured.
Writing bullet points. Proper tense points. Proper tense Grammar errors. Difficult to read.
Style and used. used. (subtract based 1: Little to no flow.
Flow
9: Few grammar mistakes. 7. Excessively on number of Proper tense not
verbose. specific used.
grammatical
errors)
1 out of the 3
2 out of the 3 Color scheme
following: color
Color scheme readable, following: color unreadable;
Project scheme readable,
correct headers, readable scheme readable, incorrect headers,
Style correct headers,
font sizes. correct headers, unreadable font
readable font
readable font sizes. sizes.
sizes.
8-10 Points 7-8 Points 3-6 Points 0-2 Points
Pts/10
Total
0
Final Project Presentation
Name: Final Project Presentation
Type: Formative
Description: Will assess the students presentation skills and their understanding of
the scientific content. Follow elevator pitch guidelines to evaluate students final
presentations.
For the final project presentations the class will be presenting their work at the Expo, and the rubric the
students have been given before for their elevator pitch activity will be used. The teacher and other
judges will use this rubric to grade student’s project presentation.
For each criteria below, rate their performance with: 1-beginner, 2-needs improvement, 3-succinct and
meets requirements, to 4-mastery.
Criteria Rating
5. Pace: Not too fast or slow, easily understood given accent/vocal style.
Objective
Gain experience in the workforce and gain experience that will help me succeed in all my professional
endeavors.
Education
HIGH SCHOOL DIPLOMA | MAY 2015 | LIVE OAK HIGH SCHOOL
· GPA: 4.0, Summa Cum Laude, Soaring Eagles
STUDENT INVOLVEMENT
· AED (Pre-med Honors Society)-Active member since fall 2015.
· Student Christian Medical Honors Society- Active member since fall 2015.
· Dance Marathon Leadership Team- Associate Director of High School Dance Marathon (April 2017-April
2018)
Experience
DATA ANALYSIST| LSU STUDENT WORKER| MAY 2018- PRESENT
· I work with Excel and JMP programs to analyze various survey data for Dr. William Wischusen.
PATIENT TRANSPORTER | OUR LADY OF THE LAKE HOSPITAL | JUNE 2016-MAY 2017 (PRN)
· I transport patients from around the hospital to the imaging department of the hospital, and when the tests are complete I
bring the patients back to their rooms (MRI, CT, X-RAY, exc.).
CAMP COUNSELOR | CHILDREN’S EDITION CHILDCARE | SUMMER 2015 AND SUMMER 2016
· I taught a class of four-year-old children one summer, and I was a counselor for the elementary school children (6 to 10-
year old’s). As a positive role model, I instructed the children in numerous crafts and projects, and I was a mediator
between the children, their parents, and other staff members.
Morgan Story
12752 Farnham Drive, Baton Rouge, LA 70818 | (225)-315-5381 | mstory4@lsu.edu
Education
BACHELORS | DECEMBER 2019 | LOUISIANA STATE UNIVERSITY
· Major: Biological Sciences
· Concentration: Secondary Education
LEADERSHIP
· In high school I was a member of my youth group’s youth board, a group of individuals chosen to be
peer leaders. Here I worked with others my own age and several adults to plan fun and engaging youth
nights for other high school students. Once in college I continued to work with the youth board as a
college mentor to help guide the high school youth board members to grow and plan. Shortly after, I
took on the responsibility of creating and leading a young adult group at my church, in which I now play
an active role in interacting with other adults as a leader.
Experience
SALES ASSOCIATE | LUCY’S HEALTH FOODS | JANUARY 2017 - CURRENT
· At Lucy’s Health Foods, I work with several customers to help them find the foods and supplements
they are looking for. Many of our customers have serious or life-threatening conditions, and therefore I
many times provide not only customer service, but also emotional support to them. Working in a small
business has allowed me to form relationships with many of our customers, which has enhanced my
already developed communication skills.
The following Budget outlines all materials that will be needed for the completion of this
Project-based Instruction unit. Many of the materials, such as craft supplies and
students materials, will be able to be used for future projects. A detailed description of
each item, the amount required, the cost, the vendor, and the purpose can be found
below.
Itemized Budget
Materials for 1 per group $30 per $180 TBD This will allow a
each group (6 groups) group portion of funds to
be dedicated
directly to each
individual group
needs, as they are
allowed to design
their own
experiments.
(Possible
gardening supplies
and tools,gloves,
paper, miracle
grow fertilizer, soil
and gardening
pots)
Table cloths 1 per group $11.99 $71.94 Amazon The table cloths
(6 groups) https://ww will be used to
w.amazon protect tables in
.com/Gee- the event that
Moda-Rec students have any
tangle-Tab products that
lecloth-Re include plants or
ctangular/ soil.
dp/B017O
2ZM8Q/ref
=sr_1_5?s
=kitchen&i
e=UTF8&
qid=15432
64004&sr
=1-5&key
words=tab
le+cloths