Classification of Systems
Subject: Science (Life Science – Classifying Living Things)
Date: 12/10
Instructor: Bartolai
Unit Concept:
Life Science
- Classification of Systems
- Key Details
- Vocabulary
- Note Taking Skills
- Compare and Contrast
- Observations
- Analyze data gathered in hands on activities
CCSS:
RI-5.2
RI-5.3
RI-5.4
Know:
Students will know:
- Observation
- Classifying
- Cell
- Kingdom
- Vascular
- Nonvascular
- Invertebrate
- Species
- Vertebrate
- Characteristics
- Physical
How do systems interact in our environment interact with each other and how to they function?
?
How do scientists classify living things?
Materials: National Geographic Series
Understand:
- Students will understand that scientists classify living things in order to learn and study more about the kingdoms.
- Scientists classify organisms in many ways and using different criteria.
- Scientists classify and observe in order to form hypothesis and inquiry
Assessment:
Test from the book on classification
Create your own Dichotonous Dichotomous chart for writing utensils in order for students to follow. (Creative)
Classification Web Project- students choose one plant and one animal in order to research and classify using the criteria studied. (Creative / Critical Thinking / Communication) (Why not use the animal they created before; and have them argue either in writing or in a speech as to how it should be classified? I.E. The platypus or the echidna-their classification has been debated for years. See / Other Evidence:
Vocabulary checks
Exit Slips Questions pertaining to the section read
Notes students take in order to create their study guide.
Vocabulary notebook of the specific vocabulary set up in science notebook with picture, examples and non-examples, definition, and sentence
Daily Do:
Day 1
Explain New Science Program (set up folder/ notebook)
Introduce Entire Life Science Concepts
- What is Life Science?
- Discussion questions from book
- In notebook – two vocabulary words observe/ classify
- As a whole class students will create vocabulary page for observe and classify (this will serve as a model for the upcoming vocabulary words)
Day 2 How do Scientists Classify Living Things
Purpose -scientists have a lot to classify
- Read pages 6-9 – whole class
- Have class generate a list of living things (on board)
- In groups (group the living things) – According to their own group created classification system? (Collaboration, Critical Thinking)
- Discuss examples in class
- Read page 10 as a whole class –discuss
- Begin note-taking process with handout (created note-taking form)
- Review notes
- Read page 11 Cells as a whole class (discuss)
- Continuing to model note-taking sheets (as a whole class) fill in an have students find their missing notes
Students draw cell in their vocabulary notebooks
Day 4 Kingdom
- Review notes
- Read p. 12-13 as a whole class
- Discuss as a whole class
- In groups begin to take notes in group (if students are confused as a whole class)
- Teachers asks discussion questions
Day 5 (observation)
Classification Activity
Review notes
What is classification?
What are the kingdoms?
As a whole class model the tree from their explore books)
What is the name of the tree?
In their groups tables 1,3,5,7, work on Tree classification
IN their groups tables 2,4,6,8, work on Animal classification charts
When students are finished students will answer the discussion questions
Whole class will then review the answers and discoveries.
Day 6
Classification System
- How are words arranged in a dictionary? Discuss
- Read pp 14-15 (whole class)
- Discuss the system
- Students in groups take notes on the pages
- Review the notes
- Students answer exit slip questions
- HOMEWORK- DRAW AN ANIMAL FIND RESEARCH ON THE CLASSISCATION AND CLASSIFICATION OF THAT ANIMAL
- Overview quiz (quick check)
- YOUTUBE VIDEO ON CLASSIFCATION
Day 8 -9
Brainstorm various types of plants discuss characteristics they have in common
- Read p 16-17
- Notes ( students work in groups)
- Non-vascular and vascular – notes on the activity
- Xylem and phloem
- How are mosses different from the other plants?
- NB –vascular and non-vascular chart
- Research
- Ask how do plants differ? Name flowers you see in the picture
- Read p.18-19
- Answer the notes on sheet for various plants
- Students will answer the questions on page 19
- Draw a two column chart on board describe characteristics
- Read pp. 20-23
- Students will take notes on the various invertebrates in their groups
- Students take notes on invertebrates
- Students watch Bill Nye video on invertebrates 8min
-Students in pairs create your own dichotomous chart
-Explain to students
-Create a rough draft in class
-Homework is to complete the dichotomous chart
Day 14
-Students answer questions on invertebrates p.27
-Begin Vertebrates discussion – brainstorm large animal
-Read p.28-30
-Students take notes on discussion read in their groups
Day 15
Explain the Performance Task- to students (students can work on their performance task at home.)
Day 16-17-
Students will (in groups of 8) observe the cells for direct inquiry.
Students will flip stations
When they are finished students may work in groups in order to complete the Direct inquiry questions
Day 18- Study Day (Play Zapper Game)
Day 19 Test from Unit Test
Day 20 – Read Review of the animals p.44-51 Write a summary of the chapter they have completed p.52
Accommodation/ Modifications
- Allow students to work on projects during (AM, or Recess times)
- Collaborate with Ms. Bagri :IEP requirements
- Re-evaluate students grouping weekly based on mini questions from section and class observations and questions
Adapted from Jay McTighe and Grant Wiggins UbD model 2004