Lesson:
Activity 75: Classifying Animals
Teacher: |
Kaylan Duthie |
Unit Theme/Course: |
Sepup Ecology |
Date: |
Feb 16th and 17th |
Timing: |
1.5 class periods |
Challenge Question:
What are some similarities and differences between animals?
Overview:
Students will complete a short reading about classification systems: 3 domains vs. 5 kingdoms. They will be given a set of animal cards and asked to group the cards together based on information written on the cards as well as pictures. Students will explain why they grouped the organisms in that particular way. Students will then receive a set of phylum cards with information about key characteristics. They will re-group the animal cards based on the new phylum cards.
Learning
Objectives [cognitive,
academic, language, socio-cultural] |
Assessment
Criteria |
Students communicate scientific procedures and explanations about classification systems |
Students are able to explain to a different group how they came up with their classification system and what their groupings are |
Students develop descriptions, explanations, predictions, and models using evidence about classification |
Students create a classification system based on the pictures and descriptions of the organisms |
Scientists formulate and test their explanations of nature using observation |
Students discuss that when new evidence is given (phylum cards), changes to scientific observations (classification systems) and theories may change. |
In areas of active research it is normal for scientists to differ with one another about the interpretation of the evidence or theory being considered |
Students talk about disagreements and differences of opinions that they might have had in their groups |
Standard/EALR:
6-8 INQC Investigate |
Collecting, analyzing, and
displaying data are essential aspects of all investigations. |
Communicate results using pictures, tables, charts, diagrams,
graphic displays, and text that are clear, accurate, and informative. *a Recognize and interpret patterns
– as well as variations from previously learned or observed patterns
– in data, diagrams, symbols, and words. |
6-8 APPE |
Scientists and engineers
often work together to generate creative solutions to problems
and decide which ones are most promising. |
Collaborate with other
students to generate creative solutions to a problem, and apply
methods for making trade-offs to choose the best solution.* |
6-8 LS1E |
In classifying organisms,
scientists consider both internal and external structures and behaviors. |
Use a classification key to
identify organisms, noting use of both internal and external structures
as well as behaviors |
classifying_animals.pdf | |
File Size: | 266 kb |
File Type: |
common_characteristics.pdf | |
File Size: | 44 kb |
File Type: |
classifying_animals_flipchart.pdf | |
File Size: | 107 kb |
File Type: |
classifying_animals_flipchart_day2.pdf | |
File Size: | 56 kb |
File Type: |