9-10.B.1.1.1 Explain the Monday: Pictures of various Students are beginning with No formative animals, grouped into sets close to home concepts: assessment since this Frontloading: in scientific meaning of “What’s a Name?” of 20. One set of 20 per thinking about personal names day is all for system, order, and Discussion group of 3 students. and how music is classified. frontloading. organization. Students keep track of They are challenged to think of Classification of Music their method of connections between the organization by writing organizational system for music distinguishing and the need for meaning in the Group classification of animals according to characteristics on paper (as way that living organisms are similarities they choose in: animals with fur, organized. animals with wings, etc) Students move to classifying animals according to characteristics they can visually identify, and they will hopefully discover the need to have one organizational system rather than many. Tuesday: Article the history of previewing: students try Y 6-12 CCSS Reading for classification and modern to put the taxonomy levels in Students will turn in Literacy in Science 1. Read classification: Vocab preview correct order using background their closely to determine what /animal/animal_1.htm knowledge about the terms highlighted/marked the text says explicitly and History of classification up articles before “kingdom” “class” “family” to make logical inferences reading etc. leaving. I will check from it; cite specific textual “species” for student progress evidence when writing or Read through text once, speaking to support and note the conclusions drawn from the highlighting main idea of each questions they have text. paragraph, circling the vocab after the first terms that were previewed, and reading. writing questions/comments in margins. Wednesday: Partners review vocab terms Y 6-12 CCSS Reading for from yesterday: they must Students will turn in Literacy in Science 1. Read Vocab review each say each word aloud, their responses to closely to determine what Text dependent question along with an example of the the text-dependent the text says explicitly and handout.
Monday: Frontloading: “What’s in a Name?” Discussion Classification of Music Group classification of animals according to similarities they choose Pictures of various animals, grouped into sets of 20. One set of 20 per group of 3 students. Students keep track of their method of organization by writing distinguishing characteristics on paper (as in: animals with fur, animals with wings, etc) Students are beginning with close to home concepts: thinking about personal names and how music is classified. They are challenged to think of connections between the organizational system for music and the need for meaning in the way that living organisms are organized. Students move to classifying animals according to characteristics they can visually identify, and they will hopefully discover the need to have one organizational system rather than many. 9-10.B.1.1.1 Explain the scientific meaning of system, order, and organization. No formative assessment since this day is all for frontloading. Tuesday: Vocab preview History of classification reading Article the history of classification and modern classification: /animal/animal_1.htm previewing: students try to put the taxonomy levels in correct order using background knowledge about the terms “kingdom” “class” “family” “species” etc. Read through text once, highlighting main idea of each paragraph, circling the vocab terms that were previewed, and writing questions/comments in margins. 6-12 CCSS Reading for Literacy in Science 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Y Students will turn in their highlighted/marked up articles before leaving. I will check for student progress and note the questions they have after the first reading. Wednesday: Vocab review Text dependent question handout. Partners review vocab terms from yesterday: they must each say each word aloud, along with an example of the 6-12 CCSS Reading for Literacy in Science 1. Read closely to determine what the text says explicitly and Y Students will turn in their responses to the text-dependent
Classification-of-Life-Unit-Plan.docx