Lesson: Activity 76: People, Birds, and Bats
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Teacher: |
Kaylan Duthie |
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Unit Theme/Course: |
SEPUP Ecology |
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Date: |
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Timing: |
1 Day |
Challenge Question:
What kinds of evidence can you use to classify vertebrates?
Overview:
Students will take on the role of a taxonomist as they apply characteristics of the five major vertebrate classes to a set of mystery organisms. Students will review a classification chart working from kingdom down to class, specifically outlining characteristics of the major vertebrate classes. They will then read a series of letters from travelers addressed to a zookeeper and identify which class the animal belongs to. They will discuss with a group, and then write down individual answers
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Learning
Objectives [cognitive,
academic, language, socio-cultural] |
Assessment
Criteria |
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Students communicate scientific procedures and explanations about classification systems |
Students will work as groups of 4 to discuss the set of animals and where they fit into the classification system, as well as writing down personal explanations |
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Students develop descriptions, explanations, predictions, and models using evidence about classification |
Using the evidence from the travel letters and the class descriptions, students will assign the mystery animals to a class, providing their evidence |
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Scientists formulate and test their explanations of nature using observations |
Students use their observations and information from the travel letters as evidence for why an animal should fit into a particular class. |
Standard/EALR:
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6-8 SYSA |
Any system may be
thought of as containing subsystems and as being a subsystem of
a larger system. |
Given a system,
identify subsystems and a larger encompassing system (e.g., the
heart is a system made up of tissues and cells, and is part of the
larger circulatory system). |
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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. |
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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. |
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6-8 LS3G |
Evidence for evolution includes similarities among
anatomical and cell structures, and patterns of development make it
possible to infer degree of relatedness among organisms. |
Infer the degree of relatedness of two species,
given diagrams of anatomical features of the two species (e.g.,
chicken wing, whale flipper, human hand, bee leg). |
| people_birds_and_bats.pdf |
