E X P E R I E N C E
O V E R V I E W
Name of Project:
Operation Discovery
Subject/Course:
Science
Other Subject Areas:
Social Studies, Language arts
Unit Goal for Student:
Summary of the issue,
challenge, investigation,
scenario, or problem:
In this project, students will use critical thinking, scientific reasoning, and problem solving skills to discover, breed, or improve
upon an organism that must help supply the earth with resources that can be sustained and replenished in the future. To
achieve this, students will investigate all of the characteristics of organisms, how existing organisms can be beneficial to
mankind, and apply their knowledge to ensure they create an organism that will help society in the future, as the Earth’s current
resources become scarce.
Enduring
Understanding(s)
Understand that all organisms effect all living and nonliving parts of the earth.
Essential Question(s)
How do characteristics of all organisms effect their world around them?
Duration:
Teacher(s): Bellman
3 Weeks
Grade Level: 6th
Curriculum Standards Bundle (Stage 1)
Content and Process
Standards (TEKS) to be
taught and assessed:
Highlight those targeted for
depth.
The student will:
6.12A - Understand that all organisms are composed of one or more cells.
6.12B - Recognize the presence of a nucleus determines whether a cell is prokaryotic or eukaryotic.
6.12C - Recognize that the broadest taxonomic classification of living organisms is divided into currently
recognized domains.
6.12D - Identify the basic characteristics of organisms, including prokaryotic or eukaryotic, unicellular or
multicellular, autotrophic or heterotrophic, and mode of reproduction, that further classify them in the
currently recognized kingdoms.
6.12E - Describe biotic and abiotic parts of an ecosystem in which the organisms interact.
6.12F - Diagram the levels of organization within an ecosystem, including organism, population, community,
and ecosystem.
Other Required Standards CCRS Science Standards:
to be taught and assessed:
(i.e. CCRS, Graduate
III- Foundation Skills: Scientific Applications of Communication - A(1), B(3), C(1)
Expectations, Local
VI- Biology- A(1-6)
Objectives, etc.)
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Authentic Learning
Elements to be integrated:
Check all that are targeted
in this unit.
Provide authentic context that
reflects the way the knowledge will
be used in real-life
x
Provide multiple roles and
perspectives
Provide authentic activities
x
Support collaborative construction of
knowledge
Promote reflection
Provide access to expert
performances and the modeling of
processes
21st Century Skills/NETS
to be taught and assessed:
Major Products &
Performances
Promote articulation
x
x
Provide coaching and scaffolding
x
x
Provide for authentic assessment of
learning within the tasks
x
Creativity and Innovation (NETS 1)
x
Information, Media, or ICT Literacy (NETS 3)
x
Communication and Collaboration (NETS 2)
x
Life and Career Skills
x
Critical Thinking/Problem Solving (NETS 4)
x
Digital Citizenship, Technology Operations and
Concepts (NETS 5and 6)
x
Group:



Students are also required to type and submit a Microsoft Excel (or similar)
chart, listing all required characteristics of the organism.
Students will also provide pictures, drawings, and/or models of their
organisms, and provide a two page typed and illustrated report.
Students are required to present information to the class in digital format such
as Power Point, Slide Rocket, Prezi, etc.
Individual:
This is a group project.
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A S S E S S M E N T
Entry Event to
launch inquiry,
engage students:
Assessments
Students will be provided with the chance to experience a Google “hangout” with scientists from the “Jason Project” team, which will
allow them to discuss different types of organisms they have been discovered over the years, and how they have helped society.
Formative
Assessments
(During Project)
Summative
Assessments
(End of Project)
Students will be provided with a “team plan.” This plan will allow students groups to plan ahead, and to
make their own outline of when certain parts of their project should be completed. This will help them
be accountable to the timeline of the project.
Group presentation describing the newly discovered organism, the organism’s characteristics, and what
resource it will provide to help mankind in the future.
Resources Needed Materials:
Project Packet, Grading Rubrics, computers for online presentations. Internet and internet camera
access for Google “hangout”, examples of project components.
A Google account for the Google “hangout” with scientists.
Resources:
Reflection
Methods
(Individual,
Group, and/or
Whole Class)
Whole-Class Discussion
Survey
Region 10 ESC
(STAGE 2)
x
Focus Group
Fishbowl Discussion
x
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L E A R N I N G
E X P E R I E N C E S ( S T A G E 3 )
STAGE 1: Students will be introduced to the project through a "Google hangout" with a local biologist or medical doctor, who can speak to the importance of
discovering how living organisms can provide products to help people.
STAGE 2: Students will be provided with knowledge about organism traits and ecosystem surroundings prior to the project. Students will then be given the
project direction packet, which contains the project outline, project details, and project rubrics for students to use during the project. They will also be given an
Organism Project Excel Chart, which will be completed by the student, and will contain documented information about the organism. During Stage 2,
students will have multiple formative assessment checkpoints, including a typed report, a detailed excel chart, and an electronic presentation. The instruction
for each assessment is detailed in the Organism Project Directions packet. Stage 2 of the group project will also teach students how to collaborate in a
cooperative manner, how to communicate information to a group, and how to create and meet deadlines that apply to their future in the real world.
STAGE 3: Students will present their project to their peers for evaluation. Teacher can also arrange a "Board" or "Committee" of either student peers or
teachers, or bring in a professional from the community to be the "judge" on which organism(s) should be approved. Student presentations will include all
information about their newly designed, newly bred, or improved upon organism and how they will benefit society in the future. Students will receive
constructive feedback, and a decision on which organism that will be "approved" for use in the future will be made.
Overall learning experience:
 Students will be provided with all knowledge about organism traits and ecosystem surroundings prior to the project.
 Students will learn how to make professional power point presentations.
 Students will learn how to make detailed and professional excel charts that organize important information.
 Students will learn to collaborate in a cooperative manner with group members.
 Students will learn how to communicate information to a group.
 Students will learn how to create and meet deadlines important for projects as the same way adults do every day in the real world.
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