Teacher(s):Ms. JohnsonGrade/Subject:7th Grade Life Science

Week of: September 19, 2016 / Unit: Levels of Classification / Dates: 9/15-10/03
Florida Standard(s):
Benchmarks, descriptions, DOK levels, standards unpacked (know/do) highlighted / SC.6.L.15.1(AA)Analyze and describehow and why organisms are classified according to shared characteristics with emphasis on the Linnaean System combined with the conceptof Domains.
DOK 2
Learning Goal: /
Students will be able to do:
Name the levels of classification including domain
Differentiate between the three domains
Differentiate between the four Kingdoms
Explain Binomial Nomenclature and how it is derived
Explain Carolus Linnaeus’ contribution to science
Why organisms are classified according to shared characteristics
Essential Question / What is unique about each of the six Kingdoms?
How does classification help to distinquish between organisms?
Assessments /
Progress Monitoring/Feedback Loop / Detailed feedback from pretests, quizzes, assignments and tests throughout the unit as well as on the final day of unit. Also, review as needed throughout the year through bell ringers, tickets out and floating questions into subsequent unit tests of the most missed questions.
Higher Order Question(s) / Why are organisms classified?
How can you remember and recite the Linnaeus’ Levels of Classification?
How are the three Domains different?
Why was the level of domain added later to the Linnaean System?
What is Binomial Nomenclature, why is it important and how is it derived?
How can you find information about an organism’s level of classification?
Key Vocabulary / Domain, Kingdom, Phylum, Class, Order, Family, Genus and Species
Monday 9/19 / Unit:Nature of Science / Rigor Level2
Daily Agenda
Daily Objective /
  • Students will work with classification using a tree map and do a classification activity.

BELL RINGER
( 5 minutes) /
  • Name the levels of classification including domain.

I DO: /
  • Directions

WE DO: /
  • Discussion

YOU DO: /
  • The group will do a classification activity and each student will do a tree map of classification.

Homework /
  • Finish tree map and summary

EXIT TICKET:
(5 minutes) /
  • How did classifying objects help you to understand the characteritics that they share?

Tuesday 9/20 / Unit: Nature of Science / Rigor Level 2
Daily Agenda
Daily Objective /
  • Students will do a classification activity in lab.

BELL RINGER
( 5 Minutes) /
  • What is Binomial Nomenclature, why is it important and how is it derived?

I DO: /
  • Directions

WE DO: /
  • Discussion and questions

YOU DO: /
  • Work with the group to name objects found on the dichotomous key.

Homework /
  • none

EXIT TICKET:
(5 minutes) /
  • How can you find information about an organism’s level of classification?

Wednesday 9/21 / Unit:Nature of Science / Rigor Level 2
Daily Agenda
Daily Objective /
  • Students will work with classification using a foldable to differentiate the six kingdoms and their characteristics.

BELL RINGER
( 5 Minutes) /
  • What characteristics distinquish the difference between the three domains?

I DO: /
  • Directions

WE DO: /
  • Discussion

YOU DO: /
  • Prepare and use the foldable to do the activity

Homework /
  • Finish foldable

EXIT TICKET:
(5 minutes) /
  • What differences make the six kingdoms separate and distinct?

Thursday 9/22 / Unit:Nature of Science / Rigor Level 2
Daily Agenda
Daily Objective /
  • Students will view a PowerPoint on classification with worksheet practice

BELL RINGER
(5 Minutes) /
  • How do scientists use classification to understand a common organism in different parts of the world?

I DO: /
  • Powerpoint

WE DO: /
  • Discussion

YOU DO: /
  • Student worksheet activity

Homework /
  • none

EXIT TICKET:
(5 minutes) /
  • When does classification of an organism change?

Friday 9/23 / Unit:Nature of Science / Rigor Level 2
Daily Agenda
Daily Objective /
  • Students will understand classification of organisms by PowerPoint and an activity.

BELL RINGER
( 5 Minutes) /
  • Carol Linnaeus discovered classification using which tool of the Scientific Method?

I DO: /
  • PowerPoint and directions

WE DO: /
  • Disscussion

You DO: /
  • Work on activity

Homework /
  • Finish activity

EXIT TICKET:
(5 minutes) /
  • What resources can be used to classify an unknown organism?

Learning Scales and Accommodations:

Nature of Science
Lab Safety
Grade 7
Score 4.0 / In addition to score 3.0, I can analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean System combined with the concept of Domains.
Score 3.0 / I can describe how and why organisms are classified.
Score 2.0 / I I can explain how and why organisms are classified.
Score 1.0 / With help, I can explain how and why organisms are classified.
Score 0.0 / Even with help, I cannot explain how and why organisms are classified.
WICR Strategies used during each unit.
Writing
Writing activities that help
students understand the
content / Inquiry
Questioning strategies
that help students
understand the content / Collaboration
Working together with a
partner or in a group of
students to understand, to
problem solve, or to
complete a task/project / Reading
Any strategies in reading
that help students
understand
Writing-to-Learn
• summaries
Process writing
• using a rubric as evaluation
On-demand/Timed writing
• writing that is completed in class within a set amount of time
• grade is evaluated using a rubric
Cornell Notes
• taking notes on the most important information
• summarizing
• using the notes to study
Reflective writing
• students write about what they have learned and what they still need / Higher level questioning
in classes
• Costa’s Level 1: Students
find the answers right there
in the text.
• Costa’s Level 2: Students
must figure out the answer
from information in the
text.
• Costa’s Level 3: Students
apply what they have
learned or use what they
have learned to evaluate or
create. / Think Pair Share
Sharing ideas with a
partner or in a group
Carousel/Gallery Walk
Problem solving in groups
Projects in groups / Before reading activities
• vocabulary activities
• accessing prior knowledge
• making predictions
During reading activities
• marking the text
• Cornell notes
• graphic organizers
After reading strategies
• summarizing
• group projects
Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students
  • Read directions for the student
  • Check for understanding
  • Allow to leave class for assistance
  • Extra time for exams
  • Daily agenda
/
  • Allow student time to step out to de-escalate
  • Testing in small groups
  • Use of a planner/binder for organization
  • English Language Dictionary
/
  • Extended time on assignments =1 day
  • Preferential seating
  • Written direction given
  • Break directions into chunks
/
  • Read Aloud to Students
  • Visual manipulatives
  • Cooperative Learning,
  • Vocabulary, Description, Introduction,
.