Download Stage 1: Identify Desired Results

Spring Upshaw
STAGE 1: IDENTIFY DESIRED RESULTS
Title: Classification
Unit Description: In this unit, students will develop skills that are used to classify
organisms. They will complete mini labs that will require them to make and
record observations, analyze results, and communicate their findings. Students
will use these skills to work in groups to classify and identify organisms found in
pond water located behind their school. Students will then present their findings
to their peers.
Enduring Understandings:
1. Organisms have systems of organization and classification.
2. Scientists have a universal method of classifying organisms.
Essential Questions
1. How do we classify the things around us?
2. How do scientists group organisms into kingdoms?
3. Describe a world without organization or classification.
4. How are scientists able to overcome their language differences and reach
a consensus when identifying a known organisms’ genus and species.
What students will know and be able to do:
1. The 7 levels of classification
2. List and identify the 6 kingdoms and characteristics that describe each
kingdom.
3. Carolus Linnaeus’ and binomial nomenclature
4. How to use and create a dichotomous key
5. Characteristics that are common among organisms in each of the 6
kingdoms.
What students typically misunderstand:
1.
2.
3.
4.
Many students believe all organisms are animals
Students believe that all organisms have a brain
Many students believe all microscopic organisms are bacteria
Students believe scientists name organisms in their language.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Title: What Lives There?
Goal: What is the goal of the performance?
To use a dichotomous key to identify and classify organisms found in pond water.
Role: What role does the student assume in the performance?
The students will be microbiologists.
Audience: What audience does the student address in his or her product,
presentation, etc.?
The students will be addressing community members in Moorestown, NJ.
Situation: What is the situation for the performance?
Twelve year old Lily Rosewater was playing softball with her friends around the
stream located behind Moorestown High School. While trying to catch a fly ball,
Lily accidentally slipped into the stream face first and swallowed a big gulp of
water. About 8 days later, Lily began to complain about diarrhea, greasy floating
stools, stomach cramps and nausea. When her doctor asked her what she had
eaten and whether or not she had done anything unusual, she told him about her
fall into the stream and her 3 day camping trip. Because of what happened to
Lily, Moorestown community members are concerned and do not want their
children to play near the stream until Lily finds out what has caused her illness.
This has affected sports teams from the high school and middle school that use
the fields. As a microbiologist, you must test the water for disease causing
organisms and present your findings to the community.
Product: What should be produced?
Students will create a newsletter and a lab report including their findings and
present them at the town meeting.
Standards: What are the standards for the product?
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Newsletter: should be a clearly written summary of research findings and
your conclusion to the situation with Lily Rosewater
Lab Report: should be a thorough presentation of experimental data and
conclusion
Problem: Issue that you are investigating
Hypothesis: Do you believe that the disease causing agent is in the
stream water? Why or why not?
Materials: List all of the materials that you used to do the experiment
Procedure: Write a detailed experiment that can be repeated by other
microbiologists
Data/Observations:
sketches of organism in stream water
taxonomic key that was used to identify the organisms
pictures/illustrations of organisms that you found in books, articles,
and/or the internet
stream observations including but not limited to temperature,
animals in and around the stream, and dimensions
photos of the stream
observation tables
graphs including but not limited to time and stream temperature
Conclusion:
Restate the problem
Restate your hypothesis
State your observations
Based on your observations, is the disease causing agent located
in the stream
Was your hypothesis correct or incorrect and why?
Information needs to be kept organized throughout the project
Students must present their findings clearly to their classmates
Preconception Assessment: Questions related to the enduring
understanding that provides information about where the students are at
the beginning of the unit.
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Are there organisms that are too small to be seen with a microscope living
in stream water?
How are organisms classified?
What types of organisms live in water?
Do communities exist in stream water?
How do you determine if organisms are related?
Do you believe some organisms are more closely related than others?
Why?
If you discovered and unknown organism, what criteria would you use to
classify it?
Quizzes, Tests, and Academic Prompts: Titles and nature of quizzes and
tests that will be used to assess understandings as students work through
and finish the unit.
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Mini-lab: Group It: Students will be given items in a “junk drawer” and they
will have to place each object into one of 3 groups based on how the
item’s features match the characteristics of the group. (Students will
name each group)
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Mini-lab: Taxonomic Key: Students will create a taxonomic key that could
help identify a piece of fruit as an apple, an orange, a strawberry, or a
banana.
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(3 day lab) Culturing Bacteria: Students may need to culture bacteria
during their performance assessment. To prepare they will culture
bacteria that is found in school. They will determine if disinfectants can
control bacterial growth. They will also prepare for their performance
assessment by writing a lab report based on the problem: Do
disinfectants control the growth of bacteria?
(2 day class activity) Imaginary Bacteria: Students will create an
imaginary bacterial cell which includes the following:
* kingdom (eubacteria or archaebacteria)
* cell shape and structure
* type of reproduction
* survival needs (obtaining food, respiration and endospore
formation)
* how it is helpful or harmful
(Students may not create new cell shapes, kingdoms of bacteria, types of
reproduction etc.) After students present their bacteria, as a class they
will use their knowledge of classification to group their organisms.
(2 day class activity) Imaginary Viruses Students will create their own virus
which includes the following:
* shape, size, and structure
* mode of multiplication (hidden or active)
* host
(Students will compare their bacteria and viruses and determine if they are
both living)
(10 day at home project) Infections Disease Project: Students will choose
from a variety of infectious diseases caused by various agents and create
a poster. This will prepare them for the performance assessment by
allowing them to know that different types of organisms (or viruses) can
cause illnesses.
Because many of the assessments are collaborative, traditional unit tests
and periodic quizzes will assess each student’s basic/factual knowledge.
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Lab Report: What Lives There
Teacher Name: S Upshaw
Student Name:
CATEGORY
Question/Purpose
________________________________________
4
3
2
1
The purpose of the
lab or the question
to be answered
during the lab is
clearly identified
and stated.
The purpose of the
lab or the question
to be answered
during the lab is
erroneous or
irrelevant.
The purpose of the
lab or the question
to be answered
during the lab is
identified, but is
stated in a
somewhat unclear
manner.
The purpose of the
lab or the question
to be answered
during the lab is
partially identified,
and is stated in a
somewhat unclear
manner.
Experimental Hypothesis Hypothesized
relationship
between the
variables and the
predicted results is
clear and reasonable
based on what has
been studied.
Hypothesized
relationship
between the
variables and the
predicted results is
reasonable based on
general knowledge
and observations.
Hypothesized
No hypothesis has
relationship
been stated.
between the
variables and the
predicted results
has been stated, but
appears to be based
on flawed logic.
Materials
All materials and
setup used in the
experiment are
clearly and
accurately
described.
Almost all materials
and the setups used
in the experiment
are clearly and
accurately
described.
Most of the
materials and the
setup used in the
experiment are
accurately
described.
Many materials are
described
inaccurately OR are
not described at all.
Procedures
Procedures are
listed in clear steps.
Each step is
numbered and is a
complete sentence.
Procedures are
listed in a logical
order, but steps are
not numbered
and/or are not in
complete sentences.
Procedures are
listed but are not in
a logical order or
are difficult to
follow.
Procedures do not
accurately list the
steps of the
experiment.
Drawings/Diagrams
Clear, accurate
diagrams are
included and make
the experiment
easier to
understand.
Diagrams are
labeled neatly and
accurately.
Diagrams are
included and are
labeled neatly and
accurately.
Diagrams are
included and are
labeled.
Needed diagrams
are missing OR are
missing important
labels.
Background Sources
Several reputable
background sources
were used and cited
correctly. Material
is translated into
student's own
words.
A few reputable
background sources
are used and cited
correctly. Material
is translated into
student's own
words.
A few background
sources are used
and cited correctly,
but some are not
reputable sources.
Material is
translated into
student's own
words.
Material is directly
copied rather than
put into students
own words and/or
background sources
are cited
incorrectly.
Calculations
All calculations are
shown and the
results are correct
and labeled
appropriately.
Some calculations
are shown and the
results are correct
and labeled
appropriately.
Some calculations
are shown and the
results labeled
appropriately.
No calculations are
shown OR results
are inaccurate or
mislabeled.
Analysis
The relationship
between the
variables is
discussed and
trends/patterns
logically analyzed.
Predictions are
made about what
might happen if part
of the lab were
changed or how the
experimental design
could be changed.
The relationship
between the
variables is
discussed and
trends/patterns
logically analyzed.
The relationship
between the
variables is
discussed but no
patterns, trends or
predictions are
made based on the
data.
The relationship
between the
variables is not
discussed.
Appearance/Organization Lab report is typed
and uses headings
and subheadings to
visually organize
the material.
Lab report is neatly
handwritten and
uses headings and
subheadings to
visually organize
the material.
Lab report is neatly
written or typed,
but formatting does
not help visually
organize the
material.
Lab report is
handwritten and
looks sloppy with
cross-outs, multiple
erasures and/or
tears and creases.
Graphs
Graphs have a title
and the x and y axis
are properly
labeled. The graph
appropriately
reflects
experimental results
The graph
appropriately
reflects
experimental results
There is no title and
the x and y axis are
not labeled.
The graph has a
title and the x and y
axes are labeled.
The graph does not
appropriately
reflect experimental
results
Graph does not
appropriately
reflect
experimental
results. Graph is
partially labeled
Conclusion
Conclusion includes
whether the
findings supported
the hypothesis,
possible sources of
error, and what was
learned from the
experiment.
Conclusion includes
whether the
findings supported
the hypothesis and
what was learned
from the
experiment.
Conclusion
includes what was
learned from the
experiment.
No conclusion was
included in the
report OR shows
little effort and
reflection.
Letter-Writing: What Lives There Newsletter
Teacher Name: S Upshaw
Student Name:
CATEGORY
4
________________________________________
3
2
Salutation and
closing have 1-2
errors in
capitalization and
punctuation.
Salutation and
closing have 3 or
more errors in
capitalization and
punctuation.
1
Salutation and
Closing
Salutation and
closing have no
errors in
capitalization and
punctuation.
Salutation and/or
closing are missing.
Content Accuracy
The letter contains at The letter contains 3- The letter contains 1- The letter contains
least 5 accurate facts 4 accurate facts
2 accurate facts
no accurate facts
about the topic.
about the topic.
about the topic.
about the topic.
Research Findings
Summary of
experimental
findings is clear and
direct. It includes a
brief description of
organisms found and
states whether they
could have caused
Lily Rose Water's
illness.
Summary is lengthy
and difficult to
follow. It gives a
description of
organisms found and
states whether they
could have caused
Lily Rose Water's
illness.
Only states whether
the discovered
organisms could
have caused Lily
Rose Water's illness.
Organisms
discovered are given,
but no mention of
whether or not they
caused Lily
Rosewater's illness.
Neatness
Letter is typed,
clean, not wrinkled,
and is easy to read
with no distracting
error corrections. It
was done with pride.
Letter is neatly handwritten, clean, not
wrinkled, and is easy
to read with no
distracting error
corrections. It was
done with care.
Letter is typed and is
crumpled or slightly
stained. It may have
1-2 distracting error
corrections. It was
done with some care.
Letter is typed and
looks like it had
been shoved in a
pocket or locker. It
may have several
distracting error
corrections. It looks
like it was done in a
hurry or stored
improperly.
Format
Complies with all
Complies with
the requirements for almost all the
a friendly letter.
requirements for a
friendly letter.
Complies with
several of the
requirements for a
friendly letter.
Complies with less
than 75% of the
requirements for a
friendly letter.
Oral Presentation Rubric: Newsletter Presentation
Teacher Name: S Upshaw
Student Name:
CATEGORY
4
________________________________________
3
2
1
Content
Shows a full
Shows a good
Shows a good
understanding of the understanding of the understanding of
topic.
topic.
parts of the topic.
Does not seem to
understand the topic
very well.
Stays on Topic
Stays on topic all
(100%) of the time.
Stays on topic most
(99-90%) of the
time.
Stays on topic some
(89%-75%) of the
time.
It was hard to tell
what the topic was.
Preparedness
Student is
completely prepared
and has obviously
rehearsed.
Student seems pretty
prepared but might
have needed a
couple more
rehearsals.
The student is
Student does not
somewhat prepared, seem at all prepared
but it is clear that
to present.
rehearsal was
lacking.
Collaboration with
Peers
Almost always
listens to, shares
with, and supports
the efforts of others
in the group. Tries to
keep people working
well together.
Usually listens to,
shares with, and
supports the efforts
of others in the
group. Does not
cause "waves" in the
group.
Often listens to,
shares with, and
supports the efforts
of others in the
group but sometimes
is not a good team
member.
Rarely listens to,
shares with, and
supports the efforts
of others in the
group. Often is not a
good team member.
Speaks Clearly
Speaks clearly and
distinctly all (10095%) the time, and
mispronounces no
words.
Speaks clearly and
distinctly all (10095%) the time, but
mispronounces one
word.
Speaks clearly and
distinctly most ( 9485%) of the time.
Mispronounces no
more than one word.
Often mumbles or
can not be
understood OR
mispronounces more
than one word.
STAGE 3: PLAN LEARNING EXPERIENCES, Instruction, and Resources
W: a) Why are students studying your unit
b) Uncover what the preconceptions are.
Goals
a) *Teacher will use the LCD projector to introduce the situation for the
performance assessment.
 Teacher will use the LCD projector to introduce the lessons that will
enable them to discover a solution to problem
 Essential questions will be posted in the classroom and discussed
throughout the unit.
b) Students will be given preconception questions to complete for homework
on the first day of the unit. Students will discuss their responses to the
preconception questions at the beginning of the next class.3
H: Hooking and Holding Students
Experiment- predict outcome
The teacher will take the students to the stream that they will be
investigating. Students will observe the stream and predict what
organisms they will find.
E: Equipping Students for Their Final Performance
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Experiential and Inductive Learning
Students will create a dichotomous key to classify various fruits.
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Homework and other out of class experiences
- over a period of 3 days students will record and describe systems
of classification that they have come in contact with outside of
school
- A new “furry lobster like” creature known as Kiwa hirsuta was
discovered. Why was a new family created?
Students will be able to use
http://mclibrary.nhmccd.edu/taxonomy/taxonomy.html to research
their answer. Students will be able to view the organism at
http://www.cnn.com/2006/TECH/science/03/08/furry.lobster.ap/inde
x.html
R: Reflect/Rethink
Teacher will instruct students to revisit their responses to the
preconception questions. The will explain how their initial thoughts about the
preconception questions have changed after gaining knowledge throughout the
unit.
E: Evaluate
Teacher will display various living and preserved organisms in stations
around the classroom. They will:
a) Record observations and create a dichotomous key to prove to which of
the 6 kingdoms the organisms belong.
b) Use a dichotomous key to identify each organisms’ genus and species
Students will be assessed on:
a) Their ability to record detailed observations to create a dichotomous key
b) Their knowledge of the characteristics that distinguish each kingdom
c) Their ability to use a dichotomous key to identify organisms genus and
species