Classifying Living Things The curricular sequence was adjusted to begin with the idea of what makes something living and how all living things are organized. Then students will move into the interaction between living and non-living aspects of ecosystems. Standards Assessment / Resources Differentiation Student Evidence Additional Support Extensions LS1A Picture Read show students a Skill Sheet 3.2 Learning Targets Graphic – All organisms Organizer for are composed of cells picture of a barnacle and I can use/create a dichotomous key to Dichotomous ask, “Is – which carry on the student text it living? Why or identify and classify organisms Keys – why not?” many functions Types of Living Guide p. 30) (Teacher’s needed to sustain life Things pg. Key Vocabulary: CPO Teachers Guide LS2D Ecosystems are Is it Living? formative Multiple standards are listed as this is Species Note: – continuously changing. assessment probe an introductory section. Students are not Classification Causes of these Classifying changes include expected to develop understanding at this Dichotomous Shoes – factors such as Characteristics of Living Things point. It is easy to go into too much depth in Key (Chapter the amount of light, -reading (student text p. this section. strategy range of temperatures, Activity p. 56) 28-30) Reading Strategy: and availability of Consider using water, as well as living Spring Board factors such as the Understanding & Using CPO Investigations disappearance of Word Maps Dichotomous Keys (student text Emphasize writing questions Note: different species p. 50) Rather than using shoes, students can Note: through disease, classify their binders, pasta or anything predation, habitat Classification Activity-Motivate similar Guide p. 40) Investigation 3B may require modeling Note: (Teacher’s to help students understand the thought INQA Scientific inquiry involves asking and Investigation 3B process behind dichotomous keys. – answering questions and Dichotomous Keys comparing the answers with what scientists already know about the world Picture Read Is it Living? Modeling Dichotomous keys Plan Ahead: Aquatic plants for Investigation 4A
Classifying Living Things The curricular sequence was adjusted to begin with the idea of what makes something living and how all living things are organized. Then students will move into the interaction between living and non-living aspects of ecosystems. Standards Assessment / Student Evidence Resources Differentiation Additional Support Extensions LS1A All organisms are composed of cells which carry on the many functions needed to sustain life LS2D Ecosystems are continuously changing. Causes of these changes include factors such as the amount of light, range of temperatures, and availability of water, as well as living factors such as the disappearance of different species through disease, predation, habitat Picture Read – show students a picture of a barnacle and ask, “Is it living? Why or why not?” (Teacher’s Guide p. 30) Is it Living? – formative assessment probe Characteristics of Living Things -reading strategy (student text p. 28-30) Understanding & Using Dichotomous Keys (student text p. 50) Classification Activity-Motivate (Teacher’s Guide p. 40) Investigation 3B – Dichotomous Keys Learning Targets I can use/create a dichotomous key to identify and classify organisms CPO Teachers Guide Note: Multiple standards are listed as this is an introductory section. Students are not expected to develop understanding at this point. It is easy to go into too much depth in this section. CPO Investigations Note: Emphasize writing questions Note: Rather than using shoes, students can classify their binders, pasta or anything similar Note: Investigation 3B may require modeling to help students understand the thought process behind dichotomous keys. Picture Read Is it Living? Modeling Dichotomous keys Plan Ahead: Aquatic plants for Investigation 4A Skill Sheet 3.2 – Dichotomous Keys Key Vocabulary: Species Classification Dichotomous Key Reading Strategy: Consider using Spring Board Word Maps Graphic Organizer for student text – Types of Living Things pg. Classifying Shoes – (Chapter Activity p. 56) INQA Scientific inquiry involves asking and answering questions and comparing the answers with what scientists already know about the world