History of classification term or the definition. questions. . I will to make logical inferences from it; cite specific textual reading grade for evidence when writing or Read through text again, correctness. speaking to support answering text-dependent conclusions drawn from the questions. text. Student responses to text- Return students text- Thursday: Y 6-12 CCSS Reading for dependent questions from dependent questions and go Students will turn in Literacy in Science 7. History of classification yesterday. over correct answers to correct the names of the 7 Integrate and evaluate review misconceptions before going on leaves they identified content presented in to dichotomous key lab. using the diverse media and formats, Dichotomous key lab: Dichotomous key of 7 dichotomous key. I including visually and identify leaves using leaves with images to Begin dichotomous key lab with will check to make quantitatively, as well as in words. dichotomous keys identify them. whole group activity on board sure students were to analyze simple dichotomous following the key 9-10.B.1.8.1 Analyze keys. correctly. technical writing, graphs, charts, and diagrams. Move to partners using longer dichotomous keys to identify organisms. Friday: Images of several lizards to Students observe several types N 6-12 CCSS Reading for project on the board. of lizards on the board and Formative Literacy in Science 7. write 3 observations of each Dichotomous key lab: assessment Integrate and evaluate construct a dichotomous lizard. partners construct content presented in key keys on Monday. diverse media and formats, Using the student observations, including visually and we as a class construct a quantitatively, as well as in words. dichotomous key to sort the lizards. Week 2:
History of classification reading term or the definition. Read through text again, answering text-dependent questions. to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. questions. . I will grade for correctness. Thursday: History of classification review Dichotomous key lab: identify leaves using dichotomous keys Student responses to text- dependent questions from yesterday. Dichotomous key of 7 leaves with images to identify them. Return students text- dependent questions and go over correct answers to correct misconceptions before going on to dichotomous key lab. Begin dichotomous key lab with whole group activity on board to analyze simple dichotomous keys. Move to partners using longer dichotomous keys to identify organisms. 6-12 CCSS Reading for Literacy in Science 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 9-10.B.1.8.1 Analyze technical writing, graphs, charts, and diagrams. Y Students will turn in the names of the 7 leaves they identified using the dichotomous key. I will check to make sure students were following the key correctly. Friday: Dichotomous key lab: construct a dichotomous key Images of several lizards to project on the board. Students observe several types of lizards on the board and write 3 observations of each lizard. Using the student observations, we as a class construct a dichotomous key to sort the lizards. 6-12 CCSS Reading for Literacy in Science 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. N Formative assessment partners construct keys on Monday. Week 2:
Classification-of-Life-Unit-Plan.docx