-subspecies -taxonomy -variety Concept 3: -domain -cladistics -cladogram -derived character -phylogenic tree -systematics KUD’s (know—understand—do) RR Framework Concepts—nouns: Skills—verbs: (What do students need to (What do students need to be able to do? In which quadrant do the skills belong?) know/understand?) *see page 19 of SAP Learning Environment guide* Classify and identify organisms using a Create a phylogenetic tree based on fossil 1. what a species is 2. levels of classification dichotomous key and field guides evience 3. characters of 6 kingdom system 4. types of evidence used to classify organisms (anatomy, biomolecules, D fossil record) C A B Define characteristics of each kingdom interpret phylogenetic trees and cladograms Unit Assessment Plan Common Summative Activities/Performance Tasks/Assessments (from assessment bank): Taxonomy Project students complete a leaf collection or – Common Assessment
-subspecies -taxonomy -variety Concept 3: -domain -cladistics -cladogram -derived character -phylogenic tree -systematics KUD’s (know—understand—do) Concepts—nouns: (What do students need to know/understand?) RR Framework Skills—verbs: (What do students need to be able to do? In which quadrant do the skills belong?) *see page 19 of SAP Learning Environment guide* 1. what a species is 2. levels of classification 3. characters of 6 kingdom system 4. types of evidence used to classify organisms (anatomy, biomolecules, fossil record) Classify and identify organisms using a dichotomous key and field guides C Create a phylogenetic tree based on fossil evience D A Define characteristics of each kingdom B interpret phylogenetic trees and cladograms Unit Assessment Plan Common Summative Activities/Performance Tasks/Assessments (from assessment bank): Taxonomy Project – students complete a leaf collection or Common Assessment