Community and Communication
Weeks: 3
Science
Lesson Plan
Teacher:
8th Grade Science Teacher
Grade:
8th Grade
Lesson Title:
Classifying the Colonies
STRANDS
Biodiversity and Change
Embedded Inquiry
LESSON OVERVIEW
Summary of the task, challenge, investigation, career-related scenario, problem, or community link.
In this unit students will be reading about classifications and adaptations of anything, generally, and of organisms specifically. The unit will start with a focus on
classification and using dichotomous keys. In science students will work on a project to help establish a school arboretum. During the culminating event students will
create a key to the 13 original colonies, present this information in the form of a commercial, and learn how the language of classification relates to mathematical
proofs. Students will have opportunities to investigate classifications and the history of classifications and use that information to further solidify their finding regarding
colonization in America. For the second part of this unit students will be learning about adaptations of organisms. Students will investigate specific adaptations in plants
and animals and how adaptations may occur. Students will learn specifically about endemic species that occurred in the 13 original colonies. They will present this
information in a mock newscast that will tie together proofs from math, presentation skills from language arts, and culminate the social studies unit on the 13 original
colonies.
MOTIVATOR
Hook for the week unit or supplemental resources used throughout the week. (PBL scenarios, video clips, websites, literature)
Day 1: “100 Greatest Scientific Discoveries: Classification”
The hook on day one will be a short video describing classification as one of the 100 greatest scientific discoveries. It discusses why classification is important and how it
has changed the face of modern science. Here is a link to the Classification Video.
Day 9: “Adaptations Doppelganger”
This will serve as the hook for the adaptations portion of the unit. The teacher will bring in any human tools that mimic animal adaptations such as swim fins, coats,
camo clothing, binoculars, etc. Students must brainstorm an animal that has the adaptation and why it may need that adaptation to survive.
DAY
Objectives
Differentiated
Instruction
Assessment
Essential Question(s):
Remediation:
1. How can I identify various criteria used to classify organisms into groups?
2. How can I use a simple classification key to identify a specific organism?
Heterogeneous
grouping
Formative
Assessment:
I can list the
eight levels of Blank Tree
classification. Diagram
Set: Put a picture of Spiderman, Batman, Superman, and Wolverine on the board.
Have students classify the superheroes. Have them list similarities and differences
of each superhero.
Paper and
Pencils
Teaching Strategy(s):
1. Start with a brief teacher led discussion of the definition of classification
and why classify? Eventually settle on one definition as a class.
2. Next, lead into a brief presentation on the history of different
classifications, branching diagrams, and the currently accepted
classification method including the 8 levels of classification. Introduce the
term taxonomy. Have students take notes on during the classification
presentation.
3. After showing students a branching diagram during the presentation, have
them create a branching diagram with the following animals: Fish, Frog,
Snake, Kangaroo, Rabbit, and Human.
Provide a
handout or
digital copy of
the notes
(I can….)
1
I can explain
why and how
organisms
are classified.
I can explain
scientific
names.
Materials &
Resources
Superhero
Images
Classification
Presentation
(See Appendix
B)
Instructional Procedures
Summarizing Strategy: Students will create a pneumonic to help remember the
different levels of classification. Re-show the slide from the presentation with the
8 levels of classification and have students create the pneumonic. Have student
pairs and share their creations. Have the class vote on a favorite.
Homework: Students will need to bring a picture of their pet or a favorite pet. The
picture can be digital, print or even hand drawn. The name of the pet should be on
the back.
Limit choices by
only giving
students frog,
kangaroo, and
human for the
branching
diagram
Enrichment:
Students can
also be given
Platypus and
Elephant during
the branching
diagram activity
Students can be
grouped as peer
tutors.
Branching Diagram
Pneumonic
Creation
In-class
questioning
Summative
Assessment:
End of unit
Assessment (See
Appendix A)
2
I can Identify
various
criteria used
to classify
organisms
into groups.
I can Use a
simple
classification
key to
identify an
unknown
organism.
Pictures of
Students’ pets
(or some
teacher
examples)
“What Tree is
that”
publication or
online tree key
Dichotomous
Key
Presentation
Tree leaves and
branches
Simplified
Dichotomous
Key Activity
(See Appendix
C)
Essential Question(s):
Intervention:
1. How can I identify various criteria used to classify organisms into groups?
2. How can I use a simple classification key to identify a specific organism?
Students can be
given a copy of
the notes on the
Dichotomous
Keys.
Set: Students should have pictures of pets with the name of the pet on the back.
Ask the students how we can identify which pet is yours? (Answers will vary but
should include color, size, type of animal, etc). Tell students they are going to
create a key to identify their pet.
Teaching Strategy(s):
1. Start the lesson with a short presentation on how to use and create a
dichotomous key. Students should take notes during the presentation.
2. Students will then participate in a hands-on identification activity be
identifying trees from around the school property.
a. First demonstrate how to use the key by keying an example.
b. Then have the students identify trees from around the property of
the school. Be sure they are distinct (such as a pine, maple, ginko,
or holly). Have them identify the tree form the print key or online
key. (Students should have prior knowledge of plant key
terminology. If this is not possible, use a key to something more
familiar, such as mammals.)
3. Students will then work to create a key to the pets. Put all the pictures up
on the board. Have them create a list of characteristics for each of the
pets (color, size, type, etc) and relate this back to the hook. The key must
ask questions where there are 2 possible answers. All the pets should fit in
one of these two groups. The goal is to create a key so that any pet can be
identified.
Summarizing Strategy: Once all students are done creating a key, students will
trade keys and take turns identifying a pet. The goal should be to match a name
with a pet. This can be checked because the names will be on the back of the
pictures.
Students will be
grouped to
allow peer
tutoring and
collaboration.
Students can be
given a
simplified key
activity if leaves
are difficult or
students are
allergic. (See
Appendix C)
Enrichment:
Formative
Assessment:
Identification of
trees
Dichotomous key
to pets
Closure activity to
Pet key
Performance
Assessment:
Observations of
students
demonstrating how
to use a
dichotomous key.
Summative
Assessment:
End of unit
assessment (See
Appendix A)
Students can be Commercial Project
given more
difficult leaves
to key, such as
Ash, Buckeye, or
2 different Oaks.
3
I can explain
how
classification
developed as
greater
numbers of
organisms
became
known.
I can describe
the three
domains.
I can describe
the four
kingdoms in
the domain
Eukarya.
Hook Pictures
Essential Question(s):
Intervention:
Domains and
Kingdoms
Presentation
1. How can I identify various criteria used to classify organisms into groups?
2. How can I use a simple classification key to identify a specific organism?
Students can be
paired with a
peer tutor for
the research
project.
Internet access
Set: Put on a board a picture of a person, a redwood, a euglena, and a Mushroom.
Ask the students how all these things are related.
iPad or Laptop
Teaching Strategy(s):
Mind Map app,
Microsoft word,
or Prezi
Classification
Project
Handout
Classification
Project
Evaluation
(See Appendix
D)
1. Have all students brainstorm a list of every organism they can think of.
After 1 minute of individual brainstorming, have students begin to name
organisms. Start placing them into different categories according to the
three domains of Archaea, Bacteria, and Eukarya and the four main
kingdoms under Eukarya of Protista, Fungi, Plantae, and Animalia.
2. This activity will lead into a short presentation on the 3 domains and the 4
Kingdoms under Eukarya. The presentation includes characteristics of
each group and why or how they are different.
3. Students will next work on an individual research project. They will all
select one organism, find a picture of the organism, find the complete
classification of the organism from Domain down to Species, and then
they will create a mind map depicting this information about the
organism. For details about the project refer to the project handout under
materials and resources.
Summarizing Strategy: Digital Gallery Walk. Each student will display his or her
mind map creation. They will then walk around the room and choose two other
presentations to peer evaluate using the evaluation sheet in the materials.
Homework: Complete the Individual Classification Project if there is not time in
class to complete the activity.
Students can be
given a printed
or digital copy
of the notes.
Formative
Assessment:
Gallery Walk
Organism
brainstorming
Organism project
Performance
Assessment:
Enrichment:
Observations
during researching
Students can
serve as a peer
tutor.
Summative
Assessment:
Students can be
assigned an
organism that
would be more
difficult to
classify, such as
Archae or
Bacteria.
End of unit
assessment (See
Appendix A)
4
I explain
what an
arboretum is
and why it is
important to
a community.
iPads or
computer
I can identify
certain
criteria used
to classify
organisms.
Arboretum
Project
Description
I can collect
samples and
document
pertinent
information
in a lab
notebook.
Apple TV
Arboretum
Presentation
Essential Question(s):
Intervention:
1. How can I use appropriate tools to gather and organize data?
2. How can I identify various criteria used to classify organisms into groups?
3. How can I use a simple classification key to identify a specific organism?
Students can be
given a copy of
the
presentation.
½ Project Day – See Unit Plan
Colonial Commercial Project – Planning
Set: What is an arboretum? Post the website for a local arboretum and have
students explore and answer the question.
Collections bags
(grocery bags)
Teaching Strategy(s):
Pruners
Gardening
gloves
(optional)
(See Appendix
E)
1. Introduce the School Arboretum project. The project information can be
found in the materials and resources.
2. This lesson will serve as an introduction to an arboretum. Start the lesson
by having students share what they discovered from the hook. This can
lead into a brief presentation about an arboretum. It would be good to
highlight a local arboretum.
3. Students will then travel outside to explore the trees located on the
school property. Divide the students into groups of 2. Each group will be
responsible for collecting a sample from at least 2 different trees.
Students will also note the location of the tree, the habitat, and the
growth habit of the entire tree. Students will only collect and store the
samples for the first day.
Summarizing Strategy: Have students take a guess as to what the tree they
collected might be. Have each group pair with another group and share about the
tree they collected including where it was found and how it grows. Have them
share their best guess as to the type of tree.
Students can be
grouped to
utilize peer
tutors
Students can be
assigned trees
that will be
easier to
identify in
future lessons
(tulip poplar or
evergreens).
Enrichment:
Students can
identify more
than the
required 2
trees.
Students can be
assigned trees
that will be
more difficult to
identify (Oaks,
Formative
Assessment:
What is an
Arboretum
research
Observations
during closure
sharing time
Lab notebook
observations
Summative
Assessment:
End of unit
assessment (See
Appendix A)
Maples).
Students can be
grouped and
used as peer
tutors.
5
I can identify
an unknown
organism
using a
classification
key
iPads or
computer
Apple TV
“What Tree is
That” print or
I can research online version
and find
Arboretum
reliable
Project
information.
Description
I can use
appropriate
tools to
gather and
organize
data.
Plant samples
collected from
previous day.
Arboretum
Application
(See Appendix
F)
Essential Question(s):
Intervention:
1. How can I use appropriate tools to gather and organize data?
2. How can I identify various criteria used to classify organisms into groups?
3. How can I use a simple classification key to identify a specific organism?
Students can be
given a copy of
the
presentation.
Set: Display some pictures of different arboretums located throughout the state.
Ask students to make a list of things they like and don’t like about the different
arboretums.
Teaching Strategy(s): Students will continue with the Arboretum project.
1. Today will serve as the identification day. Students will begin to key out
the tree samples they collected from the previous day. During this time
the teacher will circulate around the room to provide assistance and to
evaluate student performance with a dichotomous key.
2. Once students have identified the tree, they must then research some
information about the given species. They are going to design an
interpretive sign that will be places in front of the tree. It must include the
common name and scientific name. It can also include leaf shape, fun
facts, range maps, or any other useful information.
3. Students must also place the tree they identified on a map of the school
grounds. There will be one map displayed in the room and students will
place a mark where their tree is located. They must also number the mark
so they know which tree is theirs.
Summarizing Strategy: Display the Application to become certified as an
arboretum on the board. Students should read through the steps and identify
Students can be
grouped to
utilize peer
tutors.
Students can be
assigned trees
that will be
easier to
identify in
future lessons
(tulip poplar or
evergreens).
Enrichment:
Students can
identify more
than the
Formative
Assessment:
Arboretum
evaluations
Arboretum
application analysis
Research
Performance
Assessment:
Dichotomous key
use
Summative
Assessment:
End of unit
assessment (See
Appendix A)
Arboretum Plaques
what needs to still be done to become a certified arboretum.
required 2
trees.
Students can be
assigned trees
that will be
more difficult to
identify (oaks or
maples).
Students can be
grouped and
used as peer
tutors.
6
I can
effectively
translate
classification
information
to common
language.
I can use
appropriate
tools to
gather and
organize
data.
iPads or
computer
Apple TV
Design App or
graph paper
and colored
pencils
Arboretum
Project
Description
Plant samples
collected from
previous day.
Arboretum map
Essential Question(s):
1. How can I use appropriate tools to gather and organize data?
2. How can I identify various criteria used to classify organisms into
groups?
3. How can I use a simple classification key to identify a specific organism?
Set: Show the students several interpretive sign designs. Similar to the previous
day, have them create a list of likes and dislikes. This will be used later in the
lesson when they create their own interpretive signs. (Do a Google images search
for interpretive signs and scroll through the images)
Teaching Strategy(s):
1. Students will finish all classification activities and add their plants to a
master species list. The species list will include an assigned number for
each tree, genus, species, and common name.
2. Students will also design a plaque that will be placed in front of their
tree(s). The plaque must include the common name, the scientific name, 2
interesting facts about the tree, an outline drawing of the fruits, flowers,
and leaves and a habitat map.
Intervention:
Students can be
given a list of
websites
relating to STEM
or be asked to
find less than 5
Students can be
grouped to
utilize peer
tutors
Students can be
given a copy of
the
presentation
Formative
Assessment:
Likes and Dislikes
hook
Master species list
Observation and
questioning during
activity
Performance
Assessment:
Arboretum Tour
Summative
Assessment:
End of unit
assessment (See
(See Appendix
F)
3. Students will also help to design a brochure for the arboretum. The
brochure will include the map creates in class the previous day as well as
general information about the arboretum and any trees of particular note.
Summarizing Strategy: As a closure for the Arboretum activity, students will take
a tour of the arboretum. If time permits students can also give tours to other
students at the school.
Homework: Complete all materials for the arboretum project that are not already
finished.
Enrichment:
Appendix A)
Students can
locate more
than 5 sites and
they can
actually begin
collecting data
from the most
reliable sites.
Plaque Design
Formative
Assessment:
Brochure
7
Project Day – See Unit Plan
Colonial Commercial Project – Script Writing and Building
8
Project Day – See Unit Plan
Colonial Commercial Project – Filming
9
I can Explain
biological
adaptation
and why it is
necessary for
survival
I can infer
Cups
Essential Question(s):
Intervention:
Tools – binder
clips, tweezers,
chopsticks,
spoon, scissors,
fork
How can I analyze structural, behavioral, and physiological adaptations to
predict which populations are likely to survive in a particular environment?
Peer tutors in
grouping
½ Project Day – See Unit Plan
Enrichment:
Students can
In class observation
Battle of the Beaks
activity
adaptations
an organism
might need in
specific
environments
Food – cereal,
cracker,
skittles,
peanuts,
popcorn
Adaptations
presentation
Battle of the
Beaks Handout
Designer
Organism
Activity
(See Appendix
G)
Colonial News Network – Planning
Set: The teacher will bring in any human tools that mimic animal adaptations such
as swim fins, coats, camo clothing, binoculars, etc. Students must brainstorm an
animal that has the adaptation and why it may need that adaptation to survive.
Teaching Strategy(s):
1. To demonstrate how different adaptations allow a species to survive in a
particular environment, students will examine the example of bird beaks.
Students will try to eat different types of “food” using different types of
“beaks”.
2. Begin the lesson by having four “stomachs” (small plastic cups) in the
middle of the table. In the cup place several pieces of “food” (pieces of
cereal). Each table should also have four different types of beaks. Choose
beaks based on birds found in the instructor’s particular area. Spoons,
tweezers, chopsticks, and tongs were used.
3. The first round students will use different beaks but the food will all be
the same. Students will have 30 seconds to collect as much food as
possible. When time is called, allow students 1 minute to discuss at the
table challenges and observations and record this information on the
“Battle of the Beaks” handout.
4. Next, change the food to have several different sources. Students will
again have 30 seconds to collect as much food as possible. Again, allow
students time to discuss observations and challenges. Finally, allow
students time to record these observations on the activity handout. If
time permits, students can attempt this again with a different “beak”.
5. End the activity by showing students pictures of different birds with
distinct beaks. As each bird image is shown, have students hypothesize
and discuss what they think this bird may eat.
6. End the lesson with a presentation on Adaptations that includes the main
types of adaptations, physical and behavioral.
Summarizing Strategy: Students will create an imaginary organism to fit a
particular environment. The environments, or different plants, are on the designer
organism handout. The instructions for the assignment are on the handout.
Homework: Students are to complete their imaginary organism, including all
requirements, for homework.
explore “what
if” scenarios
such as an
asteroid striking
the planet and
limiting food or
an ecosystem
being polluted.
Closure activity of
life on another
planet
Summative
Assessment:
End of unit
assessment (See
Appendix A)
Adapted from: Ruppel, Whitney. (2010). Adaptation and Evolution. Retrieved from:
http://ci.coastal.edu/research/gk-12/09/home#middle-school-lesson-plans (2013).
10
I can explain
natural
selection –
how certain
individuals
survived and
passed on
their genetic
information.
I can relate
natural
selection to
current
happenings
(antibiotic
resistance,
endangered
species).
One piece of
patterned
fabric
60 dots of
paper (hole
punched from
construction
paper) in 3
different colors
– 20 of each
color
Essential Question(s):
Intervention:
How can I explain why variation within a population can enhance the chances
for group survival?
Students can be
grouped to
utilize peer
tutors.
½ Project Day – See Unit Plan
Colonial News Network – Filming
Set: Put the term natural selection on the board. Ask Students to write what
natural selection means to them.
Teaching Strategy(s):
Extra paper
dots of each
color
Colored pencils
similar to the
color of the
paper dots
Data Collection
Handout
iPad OR Graph
paper & Stop
watch
(See Appendix
H)
1. Begin the lesson with a discussion on Natural Selection. Allow students to
share ideas. Write all ideas down in one location, such as on a whiteboard
or on chart paper. Once a set discussion time has passed, summarize the
student definitions into one central definition. Also share the actual
definition of Natural Selection.
2. Students will then participate in a lab to simulate natural selection. Before
the class period begins, set each table with one sheet of fabric and a bag
of 60 color dots in three different colors. At least one color should blend
with the fabric and one should stand out.
3. Ask students to set out the fabric and to sprinkle the dots evenly spaced
on the fabric. Allow students time to review the instructions and data
collection sheet.
4. One “hunter” will then have 30 seconds to collect as many dots as they
can. Instructions are important here! Tell them to pick the first ones they
see, not the closest dots.
5. Once time is called, record data and repopulate. Each dot will make one
new dot of that color.
6. Collect a second time and record data.
7. Repopulate and collect a third time.
8. Students will then be given time to analyze the data and create a graph
outlining the results.
Summarizing Strategy and Homework: Students will create a brief video to
Students will be
given typed out
directions for
activity.
Modified
shorter writing
assignment or
allow ipad to be
used to type
writing
assignment
Enrichment:
Students can
research
alternative
theories to
Natural
Selection and
present these to
the class.
Students can
design a real-life
Formative
Assessment:
In class observation
Battle of the Beaks
activity
Closure activity of
life on another
planet
Summative
Assessment:
End of unit
assessment (See
Appendix A)
answer the question: “What does Natural Selection mean to you?” The video must
include an introduction outlining the definition of Natural Selection, an example of
Natural Selection, and one reason why this theory is important to understanding
the earth.
experiment to
test natural
selection.
Adapted from: Bowling, Bethany V. Investigating Natural Selection. NSF GK-12 Fellows Program: Coastal Carolina
University. Retrieved from: http://ci.coastal.edu/research/gk-12/09/home#middle-school-lesson-plans (2013).
11
I can analyze
structural,
behavioral,
and
physiological
adaptations
to predict
which
populations
are likely to
survive in a
particular
environment
iPad of
computer
Presentation
apps such as
Doceri, or
iMovie
Essential Question(s):
Intervention:
How can I analyze structural, behavioral, and physiological adaptations to
predict which populations are likely to survive in a particular environment?
Students can be
given assistance
in locating
reliable
websites.
½ Project Day – See Unit Plan
Colonial News Network – Filming
Apple TV
List of Unique
Animals
Set: Put a picture of a camel on the board. Have students brainstorm different
adaptations the camel has. List them as structural, behavioral, or physiological.
Teaching Strategy(s):
Adaptation
Project
Handout
(See Appendix
I)
1. Begin by introducing the animal adaptations project. Students will be
presented with a list of 25 different unique animals. Scroll through the list
of 25 animals giving the students a brief look at what is available.
2. Students must then select one animal that interests them. They will then
research this animal to create a list of adaptations this animal has to live
in its own unique environment.
3. Pass out the requirements for the project. The handout includes what
students must create and the required information on the poster. Review
these requirements with the students and answer any questions.
The project can
be modified to
locate less
information.
Students can be
grouped to
utilize peer
tutors.
Students can be
given a handout
with the
instructions.
Enrichment:
Summarizing Strategy: Students will share the animal and adaptations with the
rest of the class. If presenting a movie or other presentation with voice over, the
presentation can be displayed over airplay.
Students can
decide on an
animal not
found on the list
Formative
Assessment:
In class observation
and questioning
Camel brainstorm
activity
Presentations
Summative
Assessment:
End of unit
assessment (See
Appendix A)
Presentations
Homework: Complete the posters if they are not yet completed.
Adapted from: Egan, Kyle. (16 November 2012). Adaptations Project. Retrieved from:
http://prezi.com/ckvkrxyxfuij/adaptations-project/ (April 2013)
12
I can analyze
structural,
behavioral,
and
physiological
adaptations
to predict
which
populations
are likely to
survive in a
particular
environment
iPad of
computer
Presentation
apps such as
Doceri,
Glogster or
iMovie
Apple TV
List of Unique
Plants
Adaptation
Project
Handout
(See Appendix
J)
of 25.
Students can
create an
organism to
survive in a
particular
environment,
such as a planet
with little light.
Essential Question(s)
Intervention:
How can I analyze structural, behavioral, and physiological adaptations to
predict which populations are likely to survive in a particular environment?
Students can be
given assistance
in locating
reliable
websites.
½ Project Day – See Unit Plan
Colonial News Network – Filming
Set: Put a picture of a Rose on the board. Have students brainstorm different
adaptations the Rose has. List them as structural, behavioral, or physiological.
Teaching Strategy(s):
1. Begin by introducing the animal adaptations project. Students will be
presented with a list of different unique plants. Scroll through the list of
plants giving the students a brief look at what is available.
2. Students must then select one plant that interests them. They will then
research this plant to create a list of adaptations this plant has to live in its
own unique environment.
3. Pass out the requirements for the project. The handout includes what
students must create and the required information on the poster. Review
these requirements with the students and answer any questions.
The project can
be modified to
locate less
information.
Students can be
grouped to
utilize peer
tutors.
Students can be
given a handout
with the
instructions.
Formative
Assessment:
In class observation
and questioning
Rose brainstorm
activity
Presentations
Summative
Assessment:
End of unit
assessment (See
Appendix A)
Presentations
Summarizing Strategy: Students will share the plant and adaptations with the
rest of the class. If presenting a movie or other presentation with voice over, the
presentation can be displayed over airplay.
Homework: Complete the posters if they were not completed in class.
Adapted from: Egan, Kyle. (16 November 2012). Adaptations Project. Retrieved from:
http://prezi.com/ckvkrxyxfuij/adaptations-project/ (April 2013)
Enrichment:
Students can
decide on a
plant not found
on the list of
unique plants.
Students can
create an
organism to
survive in a
particular
environment,
such as a planet
with little light.
13
I can analyze
structural,
behavioral,
and
physiological
adaptations
to predict
which
populations
are likely to
survive in a
particular
environment
I can define
the term
endemic and
Rare Organisms
Database
iPad or Laptop
Endemic and
Rare
Presentation
Project
requirements
from Unit Plan
Essential Question(s):
Intervention:
How can I analyze data on levels of variation within a population to make
predictions about survival under particular environmental conditions?
Students can be
grouped to
utilize peer
tutors.
½ Project Day – See Unit Plan
Colonial News Network – Filming and Editing
Set: Can you think of any animals or plants that only live in the United States?
What about Tennessee? How about Kingsport?
Teaching Strategy(s): Start the lesson with a brief presentation on endemics and
what it means to be endemic.
1. Students have all been assigned a colony for the culminating event. Have
each student research and find an animal or plant that is either endemic
to his or her colony, an important animal to his or her colony, or is an
organism that is uniquely adapted for life in their colony.
Students can be
given a copy of
the
presentation
Assistance can
be given to
students to help
in locating an
organism.
Formative
Assessment:
In class observation
and questioning
during research
Sharing of
organisms
Summative
Assessment:
End of unit
assessment (See
Appendix A)
News Broadcast
interpret why
a species has
specialized
adaptations
for a
particular
habitat.
2. Students will collect the information and begin to decide on how best to
present this information during the newscast. Students have two choices.
They can present the information as a human interest or special interest
story OR they can present the information as a breaking science news
story. Students must include certain criteria in the broadcast. This
information can be found in the unit plan.
Summarizing Strategy – Students will have the opportunity to briefly share the
organism they found and one interesting fact about the organism.
Enrichment:
Students can
locate both a
plant and
animal that are
endemic.
Students can
also locate an
organisms of
economical
importance to
the colony.
14
Project Day – See Unit Plan
Colonial News Network – Editing and Exporting
15
Project Day – See Unit Plan
Colonial News Network – Screening
STANDARDS
Identify what you want to teach. Reference State, Common Core, ACT
College Readiness Standards and/or State Competencies.
GLE 0807.5.1
Identify various criteria used to classify organisms into groups.
GLE 0807.5.2
Use a simple classification key to identify a specific organism.
GLE 0807.5.3
Analyze how structural, behavioral, and physiological adaptations within a population enable it to survive in a given environment.
GLE 0807.5.4
Explain why variation within a population can enhance the chances for group survival.
GLE 0807.Inq.5 Communicate scientific understanding using descriptions, explanations, and models.
SPI 0807.5.1
Use a simple classification key to identify an unknown organism.
SPI 0807.5.1
Use a simple classification key to identify an unknown organism.
SPI 0807.5.2
Analyze structural, behavioral, and physiological adaptations to predict which populations are likely to survive in a particular environment
SPI 0807.5.2
Analyze structural, behavioral, and physiological adaptations to predict which populations are likely to survive in a particular environment
SPI 0807.5.3
Analyze data on levels of variation within a population to make predictions about survival under particular environmental conditions.