AGENDAS FOR THE WEEK:
October 20th October 24th
No School Friday- Teacher Planning Day
MONDAY
WEDNESDAY
THURSDAY
Objective(s): SWBAT
*construct a cladogram using a
diagram
*discuss/argue their answers
with another group
*classifying organisms based
on similar structures
Objective(s): SWBAT
*state the mnemonic for
characteristics of life
*complete a study guide to help them
study for their upcoming test
*discuss the definition of vocabulary
from the chapter
SC.6. L.15.1
NGSSS:
NGSSS:
SC.6. L.15.1
SC.6. L.15.1
Engage
(5 minutes)
The teacher will ask who can
tell me an example of an
archaea bacteria? to see how
many examples the students
were able to find in their search
Thursday.
Engage
(10 minutes)
What is a dichotomous key?
Can someone tell me how it
works? (I will use the
classification PowerPoint with
the dichotomous key and ask
them to walk me through
figuring out what fruit I have.)
Engage
(3 minutes)
The teacher will ask how
many of you know what a
family tree is? What
relationship does it explain?
Engage
(5 minutes)
The teacher will ask: Who can tell
me what the Mnemonic for the
Characteristics of life is?
Explore
(20 minutes)
There will be a continuation of
the Kingdom activity from
Thursday.
The students will be given time
(in the computer lab) to
research information on the 6
Kingdoms. They have specific
questions to answer about each
Kingdom: Does this Kingdom
consist of prokaryotes,
Eukaryotes, both? Does it
consist of unicellular or
multicellular organisms? Do
Explore
(25 minutes)
The students will be given a
Wacky People Dichotomous
Key. They will be handed a
sheet with heads of Wacky
people and they must figure out
the names of each creature using
the dichotomous key provided.
They will work in groups (table
partner) and at the end of their
findings I will have them discuss
their results with another nearby
group for 2 minutes.
Explore
(25 minutes)
The students will be given the
diagram of the cladogram
(without the pictures of the
organisms). The organism
pictures will be given
separately with characteristics
that they should place at points
in the cladogram.
Objective(s): SWBAT
*Find an example of an
organism in each Kingdom
*Find out information on each
Kingdom such as: method of
energy intake and type of cell
*Define autotrophs and
heterotrophs
NGSSS:
TUESDAY
Objective(s): SWBAT
*Use a Dichotomous key to
figure out objects names
*Argue/share results with other
members of their group and
other groups
FRIDAY
Objective(s):
SWBAT
*
*
*
NGSSS:
NGSSS:
SC.6. L.15.1- ANALYZE AND
DESCRIBE HOW AND WHY
ORGANISMS ARE CLASSIFIED
ACCORDING TO SHARED
CHARACTERISTICS WITH
EMPHASIS ON LINNAEAN
SYSTEM COMBINES WITH
THE CONCEPT OF DOMAIN.
P
L
A
Engage
My mother eats grapes after lunch
And runs regularly
They will work with their table
partner and then share their
results with another table
(group) seating nearby.
Explore
(35 minutes)
The students will be given a study
guide which will help them prepare
for their test next week Tuesday.
I will instruct them to use their books
and work with their table partner.
As they are working I will come
around and speak with every student,
ask questions, and correct any
misconceptions they might have. I
will also answer any questions about
the vocabulary used in the study
Explore
Explain
Elaborate
they move? Are they
heterotrophs or autotrophs?
Aside from these 4 questions
for each kingdom, they will
also find an example of each
kingdom and write one fact
about that organism.
Explain
(15 minutes)
The teacher will use this time
to have a couple of students
share what they have found for
each kingdom, figure out if
there are any disagreements
and discuss what the answers
should have been using what
the students present.
If there are any
misunderstanding about the
vocabulary they will be
addressed before the start of
the exploration by asking the
students the definitions.
Elaborate
(5 minutes)
The teacher will
Evaluate and Summary
(5 minutes)
Think-pair-share
The students will be told that
there used to be 5 Kingdoms
instead of 6. They will
explained that Eubacteria and
Archaea bacteria used to be
considered the same. They will
be asked Looking at your
charts why do you think that
they are now separate
kingdoms?
Before starting the activity I
used the Engagement as an
example of how to use
dichotomous keys. Using the
prior knowledge they have of
dichotomous keys and how they
work, they should be able to
figure this out.
Explain
(10 minutes)
The teacher will ask each group
to demonstrate how they got to
one organism. Each table should
at least go once and show the
class how they got to their
organism name. If there is a
disagreement then the teacher
will correct any misconceptions
and as a group the class will find
which name of the organism is
correct.
Elaborate
(5 minutes)
How do you think scientists
crate a dichotomous key? What
would be the first step?
guide.
The point is to have the
students learn to characterize
organisms based on their
structural relationships.
Explain
(10 minutes)
The teacher will explain that
cladograms do not just classify
by physical structures but also
by the evolutionary
relationship they have.
They will as a class construct
the cladogram and argue what
should be where.
Explain
(10 minutes)
The explanation part of this lesson
will include correcting any
misconceptions the students have
about classification and
characteristics of life as I walk
around the classroom.
I will also ask the students questions
to check their understanding of the
characteristics of life such as; What
kind of movement do we refer to
when we talk about the
characteristics of life?
Elaborate
(5 minutes)
The teacher will refer back to
the tree diagram about our
family history and discuss the
similarity between a family
tree and cladograms in terms
of a longer period of time.
Elaborate
No elaboration
Evaluate and Summary
(2 minutes)
The teacher will take a survey
(by having them raise their
hands):
Who found this activity
difficult?" And then she will
ask for some of those students
to explain why
Evaluate and Summary
No evaluation
Classify everything into 2
groups
Evaluate and Summary
No evaluation, I will use the
wacky people worksheet as a
sense of whether they grasped
the use of dichotomous keys. I
will also ask them questions as
they are working to assess their
confusion on the usage of
dichotomous keys.
Evaluate and
Summary
Resources:
Kingdom chart
Computer cart/lab
Wacky People Dichotomous Key
and wacky people pictures
Cladogram diagram:
[Link]
worksheets/[Link]#.V
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Construction paper
Markers
Tape or glue
Study Guide
