Justin Hernandez

5/22/2016
Instructional Planning Grid
1.) TEKS Reporting Category 3: Biological Evolution and Classification: The student
will demonstrate an understanding of the theory of biological evolution and the
hierarchical classification of organisms.
(B.8): The student knows that taxonomy is a branching classification based on the
shared characteristics of organisms and can change as new discoveries are made.
2.) Big Understandings: The scientific community uses a universal hierarchical
classification system to organize biological organisms.
3.) Assessment evidence: The student will know how a use a hierarchical
classification system (dichotomous key) to identify insects. The student will
distinguish between a true bug from other insects by comparing and contrasting
morphological features.
4.) Opening Hook: The kissing bug is invading Texas and the Southern U.S. from
Central America. It is infamously known to spread the dreaded Chagas Disease.
How do we distinguish the kissing bug from the hundreds of thousands of insect
species in Texas?
5.) Instructional Strategies: (a) Use the KWL chart for assessing prior knowledge and
potential misconceptions about insects and "bugs." (b) distribute graphic
organizers (flow chart; modified dichotomous key); (c) Have students identify
insects using a dichotomous key.
6.) Materials and Resources: Preserved insects, pictures of insects, dichotomous
key, flow chart worksheet
7.) Grouping Pattern: Heterogeneously group individuals in fours.
8.) Ending Summary/Reflection: Have students draw a beetle and a true bug.
Identify the morphological features of each insect and contrast between them.
Discuss what emerging medical danger kissing bugs can pose. Open discussion on
why only using common names for insects may cause more confusion around the
world.