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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 Day Objective: Instructional Activities: Assessments: Materials & Resources: Barriers to Learning: Day Objective: Instructional Activities: Assessments: Materials & Resources: Barriers to Learning: Day Objective: Instructional Activities: Assessments: Materials & Resources: Barriers to Learning: Day Objective: Instructional Activities: Assessments: Materials & Resources: Barriers to Learning: Day Objective: Instructional Activities: Assessments: Materials & Resources: Barriers to Learning: Day Objective: Instructional Activities: Assessments: Materials & Resources: Barriers to Learning: Day Objective: Instructional Activities: Assessments: Materials & Resources: Barriers to Learning: NAME: Course: Unit/Title: Individualized Student Planning Student Name Standards Aligned IEP/GIEP Goals Student-Specific IEP/GIEP Student-specific supports, accommodations, or modifications