I Do Formative Present cards of invertebrate drawings to small groups. Assessment Point out that one characteristic that can be used to Probe, Video separate the set of organisms into two groups is the clip, Teacher presence or absence of wings noting that these two large Demonstration groups still contain very different organisms (Neither an ant or an earthworm have wings). Present the and Kingdoms” table provided below “Domains or other source of similar information to review the domains and kingdoms and model how the information from the pictures can be used to classify all the invertebrates as animals. Engage We Do Labs, Have students create their own groupings of the Investigations, invertebrates. Students should note the members of larger DI groups (such as winged and wingless) and more narrow Opportunities groups. Their final classified organisms should resemble how the Linnaean system of classification goes from broad Domains to specific species. Provide students with a set of mystery organisms that the students will classify into kingdoms. A sample set is provided below. Explore Student Students will respond to the essential question based on products such their experiences in this lesson in the form of a as CER, DI Menus Students may select from a variety of creation/presentation styles to share their CERs such as a creating a poem/song, comic strip, poster, or RAFT written response. Explain You Do Research, Home Learning Extend/ Elaborate Exit Slip If a scientist discovers a new species how do you think they classify it? Given an organism of an unknown kingdom, members of which kingdom were the most difficult to classify? Why? Evaluate GRRM* Gradual Release of Responsibility Model KEY Kingdom Identification (Note that students only need to identify the kingdom, but the organisms have also need identified.) Anthrax - bacteria L.casei fungi – Kelp - protista
I Do Engage Formative Assessment Probe, Video clip, Teacher Demonstration Present cards of invertebrate drawings to small groups. Point out that one characteristic that can be used to separate the set of organisms into two groups is the presence or absence of wings noting that these two large groups still contain very different organisms (Neither an ant or an earthworm have wings). Present the “Domains and Kingdoms” table provided below or other source of similar information to review the domains and kingdoms and model how the information from the pictures can be used to classify all the invertebrates as animals. We Do Explore Labs, Investigations, DI Opportunities Have students create their own groupings of the invertebrates. Students should note the members of larger groups (such as winged and wingless) and more narrow groups. Their final classified organisms should resemble how the Linnaean system of classification goes from broad Domains to specific species. Provide students with a set of mystery organisms that the students will classify into kingdoms. A sample set is provided below. Explain Student products such as CER, DI Menus Students will respond to the essential question based on their experiences in this lesson in the form of a Students may select from a variety of creation/presentation styles to share their CERs such as a creating a poem/song, comic strip, poster, or RAFT written response. You Do Extend/ Elaborate Research, Home Learning Evaluate Exit Slip If a scientist discovers a new species how do you think they classify it? Given an organism of an unknown kingdom, members of which kingdom were the most difficult to classify? Why? GRRM* Gradual Release of Responsibility Model KEY Kingdom Identification (Note that students only need to identify the kingdom, but the organisms have also need identified.) Anthrax - bacteria L.casei – fungi Kelp - protista
MS%20Science%20Benchmark%20Resources%202014-15%20FINAL.docx