SUBJECT: Biology

GRADE: High School

TECHNOLOGY: Internet, Word Processing

BY: Braden Gardner, Jennifer Snyder, Veronica Salcedo, David Fox

LIFE FORM REPORT

Target Grade/Subject

Twenty-five students make up a tenth grade Biology class. These students are mainly fifteen and sixteen year-olds, in the transition from adolescence to adulthood. Using the Internet is more interesting than traditional forms of research. They are in the concrete developmental stage, many times in order to easily learn information the students must have some activity that incorporates the material to be learned. A project like the following caters to those individuals who prefer not to perform in front of their peers. It allows those students who do not speak up in class to be involved.

Objectives

This project incorporates the targeted Standards of Learning in Biology (BIO-5) “The students will investigate and understand life functions of monerans, protists, fungi, plants, and animals, including humans.”

Students will choose a life form or a habitat from http://www.vims.edu/bridge/biology.html and write a report including description of their topic and one of the following: how their topic affects the environment or how the environment affects the selected topic.

Materials

Computer: Used so that the students may increase their skills in a computer program. It is optimal to make a neat copy of the report.

Microsoft Word: Software to be used to compose a research paper.

Internet: It allows the student to research information quickly.

Lesson Description

Provide a general explanation of the paper

-Students will be given a handout including: the website and the required criteria for the report.

-They will be given time to review what is expected and ask questions.

They will go to the computer lab, find the web page, and select a topic.

They will use the page and other associated links to conduct their research.

After completing the research, they will be expected to write a 2 page report, including at least two pictures and/or diagrams associated with their topic, to be handed in the following class period.

Evaluation Procedure

Students will be graded for their adequate description of their topic, their description of how the topic affects the environment (or how the environment affects the topic), cohesiveness and clarity, whether it is logical, the two pictures or diagrams, and the length of the paper.

This project will count as 5% of their test grades.

See attached rubric for assessment:

Rubric

Adequate Description of Topic 30 pts	Identify topic in detail: physical properties, colors, size, shape, geographical location. 30-16 pts	Inadequate description of topic. Lacks more than one detail: physical properties, colors, size, shape, geographical location. 15-0 pts
Adequate Description of how the topic affects the environment or how the environment affects the topic 30 pts	Identifies at least three positive and negative effects caused by chosen organism or habitat. Or Identifies at least three positive and negative effects the environment may have on organisms or habitat. 30-16 pts	Identifies fewer than three positive and negative effects caused by chosen organism or habitat. Or Identifies fewer than three positive and negative effects the environment may have on organisms or habitat. 15-0 pts
Use of pictures or diagrams 10 pts	The pictures correspond to the paper topic. Includes at least two pictures or diagrams. 10-6 pts	Lacks relevant pictures or diagrams. Has fewer than two pictures or diagrams. 5-0pts
Length of paper 10 pts	Paper is at least two pages long, not including pictures or diagrams. 10-6 pts	Paper is less than two pages long, not including pictures or diagrams. 5-0 pts
Well Written Paper 10pts	Paper is cohesive and clearly written. Proper use of grammar and sentence structure. 10-6 pts	Paper is disorganized and has improper use of grammar and sentence structure. 5-0 pts