Intel® Teach Program
Essentials Course
Unit Plan: Plant Diverstiy
Unit Author
First and Last Name
Debra Garcia
School District
N/A
School Name
Fredericksburg Academy
School City, State
Fredericksburg, VA
Unit Overview
Unit Title
Plant Diversity
Unit Summary
This unit will enhance student appreciation for and gain a deeper understanding of the diversity of
the Plant Kingdom. Plants are a diverse group of organisms that have changed over time. Often
students see plants as boring organisms to investigate. Students will begin the unit by reflecting on
what they already know about plants through blog self-reflection, group collaboration and class
discussion−three core components that will continue throughout the unit. Prior to project
implementation, students will build foundational knowledge about plant diversity (nonvascular,
seedless vascular and seed plants) through lab investigation and research. The will then apply their
understanding by finding evidence of plant diversity using digital photography and then collaborate
with others to produce a multimedia presentation.
Subject Area
General Biology
Grade Level
9
Approximate Time Needed
Three weeks minimum
Unit Foundation
Targeted Content Standards and Benchmarks
National Education Science Standards (Life Science Content Standard C 9-12)

The great diversity of organisms is the result of more than 3.5 billion years of evolution that has filled every
available niche with life forms.

Natural selection and its evolutionary consequences provide a scientific explanation for the fossil record of
ancient life forms, as well as for the striking molecular similarities observed among the diverse species of
living organisms.

Biological classifications are based on how organisms are related. Organisms are classified into a hierarchy
of groups and subgroups based on similarities which reflect their evolutionary relationships. Species is the
most fundamental unit of classification.

Plant cells contain chloroplasts, the site of photosynthesis. Plants and many microorganisms use solar
energy to combine molecules of carbon dioxide and water into complex, energy rich organic compounds and
release oxygen to the environment. This process of photosynthesis provides a vital connection between the
sun and the energy needs of living systems.
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Intel® Teach Program
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Student Objectives/Learning Outcomes
The student will:
1. Monitor one's understanding of the unit and learning process through self-reflection blogs
2. Compare and contrast adaptations that characterize the major plant divisions.
3. Provide examples of organisms within the major plant divisions.
4. Observe and describe adaptations of common living plants using appropriate tools and
senses.
5. Apply concepts to digitally photograph evidence of plant diversity and adaptations.
6. Collaborate with others to analyze, select and integrate quality digital photographs that
exhibit plant diversity and adaptations to create a multimedia presentation.
7. Understand copyright laws when posting or using images online.
8. Act on the creative process to make useful contributions to the group multimedia project.
9. Utilize time efficiently and manage workload to complete project tasks without direct
oversight
10. Exercise flexibility and willingness to be helpful in making necessary compromises to
accomplish a common goal
Curriculum-Framing Questions
Essential
How is life beautiful?
Question
Unit
What evidence can you find that plants are unique?
Questions
Content
Questions
What characteristics differentiate plants from other categories of organisms?
How do adaptations vary among the major groupings of plants?
Assessment Plan
Assessment Timeline
Before project work begins
 Blog Reflection
Preassessment
 Group
Whiteboard
brainstorm
 Class
Discussion
 Plant diversity
activity
 Plant Diversity
Project
Guidelines and
Rubric
 Anecdotal Notes
Students work on projects
and complete tasks
 Plant Diversity
Project
Guidelines and
Rubric
 Class
Discussion
 Groupdesigned
project plan &
guidelines for
photography
 Blog reflections
of personal
progress
 Plant Diversity
Graphic
Organizer
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 Online selfcheck quiz
 Group Progress
meetings
 Anecdotal
Notes
After project work is
completed
 Plant Diversity
Multimedia
Project Rubric
 Group
Whiteboard
reflection and
revision
 Plant Diversity
Graphic
Organizer
review and
revision
 Blog Reflection
on meeting CFQs
 Peer Assessment
Rubric
 Group Task
rubric
 Selfmanagement
Assessment
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Intel® Teach Program
Essentials Course
Assessment Summary

Blog reflections allow students to monitor their learning throughout the unit. The initial preassessments gauges the student's individual needs. Blogging during the project allows students
to describe their journey during the unit. The final reflection revisits the pre-assessment post as
students determine if they have me the CFQs. The blog reflections also provides opportunities for
students to have time to describe their feelings about what they are learning without interruption
and provide or receive supportive feedback to and from others.

Group brainstorm activity on whiteboards gives student the opportunity to work together to
gauges prior knowledge needs regarding content. This is used as a pre and post assessment
activity monitor prior knowledge and development of concepts.

Class discussions allows students to exchange ideas and information they gleaned from the
whiteboard activity, plant diversity activity and the group research graphic organizer. Discussions
also aid to monitor student understanding.

Plant Diversity Activity acts as an introductory investigation prior to the project so that
students think about plant adaptations and work on observational and writing skills.

Plant Diversity Project Guidelines/Rubric provides students with the means to produce a
quality project yet allows for creativity and flexibility with the final product. The final product is
assessed using the project rubric.

Plant Diversity Graphic Organizer helps students to organize and learn content as well as with
a foundation for the development of their project.

Online Self-check Quiz permits individual group members to do a self check of their
understanding of the concepts needed to meet the standards and objectives.

Anecdotal Notes are used throughout to informally assess student understanding progress.

Group Project Plan and Photography Checklist is a student developed plan and checklist for
effectively managing and completing the project.

Group Progress Meetings gauge group and individual understanding of the concepts and
monitors group progress.

Peer Assessment Rubric provides feedback from their classmates about their final
presentations.

Group Task Rubric is used by individual students to assess group progress and performance s
well as the individual's role.

Self-management Assessment is used by the individual student as a psot -assess
Unit Details
Prerequisite Skills
Technical Skills:
Blogging
Experience creating multimedia presentations, wikis, google docs or other presentation program.
Photography with digital editing & knowledge of copyright laws for posting images
Conceptual Knowledge:
adaptations, cell structure and function, classification systems, binomial nomenclature
Instructional Procedures
Introducing the Unit:
1. Introduce the Essential and Unit Questions to gauge student understanding of Plant diversity and
classification. Post the questions in the room and on the class webpage. Have the students think
about these questions and respond to them in their blogs. Allow students time to think, write, and
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Intel® Teach Program
Essentials Course
review their posts and then read and comment on the blog posts of others. Be sure to read, review
and comment on their posts as well.
2. Post the content questions in the room/class web page in the same location as the Essential and
Unit questions. Form groups consisting of 3-4 students each. Provide each group with 1 large
whiteboard (or chart paper), markers and erasers. Have groups brainstorm their ideas about the unit
and content questions. Circulate around the room and listen to their ideas. Have them organize their
ideas on the white board and then list questions they have about plant diversity and classification.
3. Once all groups have finished, rotate the groups to read the brainstorming boards of the other
groups. Using a different colored marker than what was used on the board, tell other groups to place
a √ next to items they agreed with and a ? next to ideas that were unclear or confused them. Do not
erase the boards because they will be used for a post-assessment activity.
4. Discuss as a class, the results of the brainstorming session using the unit and content questions as
guides to the discussion. To facilitate the discussion, use a soft stress ball or other soft object to
select students and ensure that all students participate. The first student selected to start the
discussion will get the ball first, provide an answer, and then toss it to the next person who would
like to answer and so on, until all students have responded in the discussion. Students may respond
a second time only if all students have had the chance to participate.
Building Foundational Knowledge
1. Plant adaptations activity: Collect a variety of plants or parts of plants (branches, flowers, etc.)
from different groupings (mosses, ferns, conifers, angiosperms). Set up stations with microscopes,
rulers, and other observational instruments in advance. Split the class up into groups of 2-3, explain
the goals/procedures of the activity and begin working. Remind students to use make quality
observations and descriptions. Circulate among groups, ask questions about their observations, and
have students explain their thinking. Wrap up the activity with a class discussion about their
observations. Have each student describe at least one adaptation and one question they had about
the plants they observed. Use the ball toss method used previously to select students. (Optional, if
desired, have take the students outside to do a similar activity.)
Note: Prior to this activity, determine if some students have allergies to plants and pollen.
2. Provide students with the Plant Diversity Multimedia Project Guidelines and rubric and explain the
project. Form student project groups and have group devise a plan for the project using the
guidelines and rubric. Explain that they will first need to research the characteristics of the plant
kingdom and its diversity first before photographing plants or designing the multimedia project.
3. Have students use the graphic organizer to facilitate their research which may take several class
days. Students should work together using their texts and a variety of web resources and work on all
sections of research to ensure that they agree on the concepts. Circulate among groups and observe
the group process, noting how well groups and individuals are working. Meet with groups to gauge
their understanding and to provide them with an opportunity to ask questions and clarify research. In
addition provide students with the self-direction and group management checklist during this time.
4. Once research is complete and groups have discussed their work, proceed with a class discussion
about plant diversity. If needed, use the Plant Divisions power point (see facilitation materials)
Students may need to add information or have concepts clarified to them.
5. Use an online quiz about plant diversity such as Quia: Rags to Riches Plant Classification Online
Quiz Game so that individual students can assess their understanding.
Applying Foundational Knowledge
1. Allow groups to plan out and devise the contents of the written content of their projects before
allowing them to move on to the photography element of the project. This also includes citations for
the written work. Have them follow the guidelines and rubric which explains what required written
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Intel® Teach Program
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elements are necessary.
2. Remind students that they will need to bring their digital cameras to school on the day of the
outdoor field trip. (Note: students are not limited to photographs from school. They may take
pictures at home or some other area outside.) If they do not have a camera, they may borrow one
or use the camera that their group has.
3. Explain that they will need to create a photography checklist for the outdoor photography session.
The checklist will ensure that they obtained enough photographs of plants from different groupings to
use in their presentation. This allows students to create a plan to use their time wisely for the activity
4. Select an appropriate day for students to go outside to take photographs of plant adaptations
using the checklist they developed. Allow at least one class period the following day for students to
analyze and select photos for their projects. Remind students of copyright laws involving their
pictures.
5. Allow students to collaborate on the rest of their presentation for the next 2 to 3 days and present
their projects to the class. Invite administrators and other members of the school community to see
the projects as well. Evaluate the projects using the project rubric and provide peer feedback using
the peer assessment rubric.
6. Ask each group to select one photo that they believe would best represent both the Essential and
Unit questions and provide an explanation for their reasoning with the picture. Have them submit the
photo and explanation to an online resource such as a course wiki. Then use an online survey such
as SurveyMonkey in which the school community can not only appreciate the work but also vote for
the best picture and explanation.
Reflecting on Knowledge and the Process
1. Along with the first blog post about the essential questions, have students blog about their
knowledge and development of content, their self-management and the group process throughout
the unit and commenting on the posts of others.
3. Reorganize groups to look over their original whiteboard brainstorming session. Have them revise
and reorganize their answers to the unit and content questions. Have them determine if they
answered their own questions and list any new questions they have. Have groups review each others'
boards as had been done previously. Discuss the results of the whiteboard review.
4. Have students review their graphic organizer about plant diversity and make any final revisions
and changes. Collect the graphic organizers from each individual.
5. Have students review their first blog post concerning the unit and essential and unit questions.
Have them respond to these questions again and discuss how their ideas may have changed or
expanded.
Accommodations for Differentiated Instruction
Special Needs
Students
N/A
Nonnative
Speakers
N/A
Gifted/Talented
Students
This unit was designed for students who are considered gifted and talented.
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Intel® Teach Program
Essentials Course
Materials and Resources Required For Unit
Technology – Hardware (Click boxes of all equipment needed)
Camera
Laser Disk
VCR
Computer(s)
Printer
Video Camera (optional)
Digital Camera
Projection System
Video Conferencing Equip.
DVD Player
Scanner
Other Cell phone w/camera (optional)
Internet Connection
Television
Technology – Software (Click boxes of all software needed.)
Database/Spreadsheet
Image Processing
Web Page Development
Desktop Publishing
Internet Web Browser
Word Processing
E-mail Software
Multimedia
Other
Encyclopedia on CD-ROM
Printed Materials
Biology Textbook: Biology (2009), Glencoe Science, The McGraw-Hill Co.

A variety of plants for students to photograph. This may be an outdoor
area on school grounds or other outside location, plants in the classroom
area for investigative field work. If unavailable or if students are having
producing enough photographs, consider using image search engines
with creative commons to find images with appropriate usage rights.

Microscopes (compound and/or dissecting) or hand lens

Rulers, scissors, forceps, probes and other tools to observe plants

Student Blog site (Student sample is from: www.fablogs.org/dgarcia) or
https://www.blogger.com/start

Plant Kingdom starter websites for internet research:
Supplies
Plant Kingdom Learning Activity
Plant Kingdom References
Introduction to Plantae
Natural Perspective: the Plant Kingdom
Internet Resources
Other Resources
Quia: Rags to Riches Plant Classification Online Quiz Game
Google

Multimedia collaboration sites: www.wikispaces.com or docs.google.com
(presentation)

Photo Sharing if necessary for plant photos: Flickr http://www.flickr.com/

Social Bookmarking for research: Diigo www.diigo.com/

Citations: EasyBib http://www.easybib.com/

Student sample Wiki images: www.biopix.com

Survey monkey: http://www.surveymonkey.com/

Outdoor area to photograph a variety of plants that could provide
evidence for the multimedia presentation.
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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