Subject/Grade or Course: Life Science
Unit Name: Exploring and Classifying Life
Focus State Standards for the Unit:
 EXAMPLE--USHI.1.1.1: Compare and contrast the
different cultural and social influences that emerged in the
North American colonies.
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Pacing:
Focus CCSS for Literacy in History/Social Studies/Science/Tech
 EXAMPLE--RH9-10.9: Compare and contrast treatments of
the same topic in several primary and secondary sources
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Subject/Grade or Course: Life Science
Unit Name: Exploring and Classifying Life
Pacing:
State Standard: Site specific state content standard # from above:
 1.1 Understand systems, order and organization
 1.2 Understand Concepts and processes of Evidence, Models,
and Explanations.
 1.3 Understand consistency, change and measurement
 1.6 Understand Scientific Inquiry and develop critical thinking
skills
CCSS Reference: Site specific standard # from above:
 CCRST.6-8 1,2,5 These comprehensive science and reading
Overarching Understanding(s):
 Scientific Method (controls and variables)
 5 characteristics of living things, 2 needs of all living things
 Lab Safety
 Laws and Theories
 Classification (binomial nomenclature & dichotomous keys)
Approximate Time-Frame:
1st Semester – Quarter 1 – 4+ Weeks
Essential Vocabulary:
Explicit:
_____ Binomial Nomenclature
_____
_____ Biogenesis
_____
_____ Cell
_____
_____ Control
_____
_____ Genus
_____
_____ Homeostasis
_____ Hypothesis
_____
_____ Kingdom
_____
Essential Questions
 Why should the steps of the scientific method be performed in a
specific order?
 Why would it be important to use and follow lab safety rules?
 How are objects classified as living or non-living?
 What is the difference between a law and a theory?
 How are binomial nomenclature and dichotomous keys used in
classification?
Introductory:
_____ Domain
_____ Dichotomous Key
_____ Data
_____ Conclusion
Law
Organism
Phylogeny
Scientific Method
Spontaneous
Generation
Theory
Variable
_____ Taxonomy
_____ Levels of Classification
_____ Observation
_____ Prediction
standards are inclusive and should be used liberally and at any
point in the curriculum.
1-Cite specific textual evidence to support analysis of science and
technical texts.
2- Determine the central ideas or conclusions of a text; provide an
accurate summary of the text distinct from prior knowledge or
opinions.
5- Analyze the structure an author uses to organize a text, including
how the major sections contribute to the whole and to an
understanding of the topic.
Subject/Grade or Course: Life Science
Knowledge,
Reasoning, or Skill
Targets
“What I need to
know.”
“What I can do with
what I know.”
“What I can
demonstrate.”
Performance Targets
“What I can make to
show my learning.”
Materials/Resources
Teacher Notes
Unit Name: Exploring and Classifying Life
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STUDENT-FRIENDLY LEARNING TARGET STATEMENTS
I know the definitions of the key vocabulary for exploring and classifying life
I can identify the steps of the scientific method, in order, and can apply them to an experiment.
I can compare and contrast the characteristics of a law and a theory.
I can evaluate if an object is living or non-living by applying the 5 characteristics of living things.
I can identify a specific organism by using a dichotomous key.
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Using various materials, I can design and create a dichotomous key that others can follow.
I can write a lab report which uses the steps of the scientific method.
Pacing: