Download Unit 1 Classification

Greensburg Salem Lesson Planning Template
Andrea Redinger
COURSE: Plant and Animal Biology
UNIT/LESSON TITLE: Unit 1 - Classification
NAME:
Stage 1 Desired Results
What is this unit/lesson about?
In this unit, students are reintroduced to the
universal system of classification used in the
study of life (Biology). Students both use and
create taxonomic keys in order to classify
items. Students collect and/or view scientific
data and evidence such as homologous
structures, biochemistry, embryological
development, phylogeny and fossils in order
to both use and create cladograms and
phylogenetic trees. This unit is the stepping
stone to outline the coursework tracing both
plants and animals across an evolutionary
timeline.
What are the standards for learning
addressed, assessed, and evaluated in this
unit/lesson?
3.1.B.C3. CONSTANCY AND CHANGE
Interpret data from fossil records, anatomy
and physiology, and DNA studies relevant to
the theory of evolution.
Transfer Goals / Big Ideas
Why do all students need to learn and develop the skills associated with this unit/lesson?
Big Idea #10: Evolution is the result of many random processes selecting for the survival and
reproduction of a population.
Learning Targets / Understandings
Students will understand these concepts:
Meaning
ESSENTIAL QUESTIONS / I CAN STATEMENTS
Interpret evidence supporting the theory of
evolution (i.e., fossil, anatomical,
physiological, embryological, biochemical,
and universal genetic code) and use tools of
taxonomists (i.e., dichotomous keys) to
classify organisms.
How do taxonomists classify living organisms
that have already been discovered?
I can use and create a taxonomic key. When
given the divisions of classification, I can
identify the scientific name of an organism.
How do taxonomists classify newly discovered
organisms?
I can use data and evidence from homologous
structures, biochemistry, embryological
development, phylogeny and fossils in order
to both use and create cladograms and
phylogenetic trees.
Acquisition
ALL Students will know (include key
vocabulary)
Domains (Archaebacteria, Eubacteria,
Eukarya), kingdoms (animals, plants, fungi,
protists), Aristotle, Linnaeus, phylum, class,
order, family, genus, species, binomial
nomenclature (scientific name), taxonomy,
taxa/taxon, biodiversity, hybrid, prokaryotic,
eukaryotic, unicellular, multicellular,
autotrophic, heterotrophic, dichotomous
key, morphology, homologous structures,
phylogeny, evolution, natural selection,
phylogenetic tree cladogram, shared derived
characteristics
Students will be skilled at (able to do)…
Making observations and drawing
conclusions using a taxonomic key.
Designing and creating a taxonomic key.
Designing and creating both a cladogram and
phylogenic tree using evolutionary evidence
and data.
Analyzing amino acid sequences to connect
evolutionary history patterns of animals.
Prioritized skills for students with
complex/exceptional instructional needs
Prioritized knowledge and ideas for students
with complex/exceptional instructional
needs:
Learning support
Learning Support
Gifted – Research and share findings on an
organism that was recently discovered noting
methods used to classify.
Gifted
Retrieve a “jar” organism from Mrs. Red and
attempt to classify it using methods learned
in class.
Stage 2 – Evidence
Evaluative Criteria
What evidence will be used to evaluate how student meet the
learning targets?
Assessment Evidence
What assessments and feedback will be used to determine students
are making progress toward learning the key knowledge in this
unit/lesson?
Making observations and drawing conclusions using a taxonomic key
(Quozzes Activity).
Individualized Classification Station Review
Designing and creating a taxonomic key using beans and rice.
Exam - Unit 1 Classification
Designing and creating both a cladogram and phylogenic tree of cars
and trucks.
Analyzing amino acid sequences to connect evolutionary history
patterns of animals.
NAME:
Course:
Unit/Title:
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
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NAME:
Course:
Unit/Title:
Individualized Student Planning
Student Name
Standards Aligned IEP/GIEP
Goals
Student-Specific IEP/GIEP
Student-specific supports,
accommodations, or
modifications