Monday: Frontloading: “What’s in a Name?” Discussion Classification of Music Group classification of animals according to similarities they choose Pictures of various animals, grouped into sets of 20. One set of 20 per group of 3 students. Students keep track of their method of organization by writing distinguishing characteristics on paper (as in: animals with fur, animals with wings, etc) Students are beginning with close to home concepts: thinking about personal names and how music is classified. They are challenged to think of connections between the organizational system for music and the need for meaning in the way that living organisms are organized. Students move to classifying animals according to characteristics they can visually identify, and they will hopefully discover the need to have one organizational system rather than many. 9-10.B.1.1.1 Explain the scientific meaning of system, order, and organization. No formative assessment since this day is all for frontloading. Tuesday: Vocab preview History of classification reading Article the history of classification and modern classification: /animal/animal_1.htm previewing: students try to put the taxonomy levels in correct order using background knowledge about the terms “kingdom” “class” “family” “species” etc. Read through text once, highlighting main idea of each paragraph, circling the vocab terms that were previewed, and writing questions/comments in margins. 6-12 CCSS Reading for Literacy in Science 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Y Students will turn in their highlighted/marked up articles before leaving. I will check for student progress and note the questions they have after the first reading. Wednesday: Vocab review Text dependent question handout. Partners review vocab terms from yesterday: they must each say each word aloud, along with an example of the 6-12 CCSS Reading for Literacy in Science 1. Read closely to determine what the text says explicitly and Y Students will turn in their responses to the text-dependent
History of classification reading term or the definition. Read through text again, answering text-dependent questions. to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. questions. . I will grade for correctness. Thursday: History of classification review Dichotomous key lab: identify leaves using dichotomous keys Student responses to text- dependent questions from yesterday. Dichotomous key of 7 leaves with images to identify them. Return students text- dependent questions and go over correct answers to correct misconceptions before going on to dichotomous key lab. Begin dichotomous key lab with whole group activity on board to analyze simple dichotomous keys. Move to partners using longer dichotomous keys to identify organisms. 6-12 CCSS Reading for Literacy in Science 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 9-10.B.1.8.1 Analyze technical writing, graphs, charts, and diagrams. Y Students will turn in the names of the 7 leaves they identified using the dichotomous key. I will check to make sure students were following the key correctly. Friday: Dichotomous key lab: construct a dichotomous key Images of several lizards to project on the board. Students observe several types of lizards on the board and write 3 observations of each lizard. Using the student observations, we as a class construct a dichotomous key to sort the lizards. 6-12 CCSS Reading for Literacy in Science 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. N Formative assessment partners construct keys on Monday. Week 2:
Activity/Strategy Texts & Resources Scaffolding Options Idaho Core Standards Connection (Content Standards if applicable) FORMATIVE ASSESSMENT Y/N Monday: Dichotomous Key Lab Images of several snakes to pass out to student pairs. Students work in partners to construct their own dichotomous key with a new set of images of several species of snakes. 6-12 CCSS Reading for Literacy in Science 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Y Students will turn in their dichotomous keys and I will grade for correct form. Tuesday: 6 Kingdoms reading Images of organisms in the 6 kingdoms to project on the board. Handout: graphic organizer note catcher. Begin with viewing images of organisms in the 6 kingdoms and observing differences. Students then fill out graphic organizer note catcher as they read about the 6 kingdoms. 6-12 CCSS Reading for Literacy in Science 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Y Exit Slip: 3-2-1 strategy about the 6 kingdoms Wednesday: 6 kingdoms reading Handout with brief descriptions and/or images of organisms from each kingdom. After completing the reading and graphic organizer, students work in pairs to identify the kingdom when given a brief description of an organism or an image. 6-12 CCSS Reading for Literacy in Science 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the Y Graphic Organizers will be formative assessment. Partner work on identifying the kingdom that individual organisms belong to.
text. Thursday: Final Project Student-researched articles I model to students how to research the information they need. Students write a personal goal for the work to complete on day 1 and the work to complete on day 2. 6-12 CCSS Reading for Literacy in Science 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 6-12 CCSS Writing in Science 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. 6-12 CCSS Writing in Science 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. 6-12 CCSS Reading for Literacy in Science 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches At the end of the period, students complete a progress report indicating what work they have completed and work is left to do.