Science Unit Plan
Robyn Byers
Overview
Grade Level: 6
Unit: Diversity of Life
Purpose of Unit: This unit serves as an introduction to the various life forms on earth. Students will be
introduced to the idea of classifying plants, animals, and microorganisms based on common features. An
important feature of this unit is recognizing and developing a system for classifying organisms. Through
this unit, students should gain an appreciation for the various life forms in both their local habitat and
throughout the world.
Fundamental Core: “Inquiry will be the focus of this unit with an emphasis on observation and
classification” (NB Curriculum Document). Students will learn that living things can be classified into four
major categories based on common features: Plants, Animals, Fungi, and Other (mostly microscopic).
Students will be expected to: describe the role of a common classification system for living things,
describe why results of similar investigations will differ and suggest possible explanations for variations,
and propose questions to investigate and practical problems to solve.
School Context: This middle school is located in a small sub-urban community of NB that consists of
families of varying socio-economic status, but mostly of average socio-economic status. The majority of
the student population is Caucasian but several minority groups are represented. The school has several
Asian and African-American students. Overall, the school has a very positive environment with
competent and supportive staff, teachers, and administrators.
Nature of Students: Most students have previously had experience investigating the needs and
characteristics of living things and explored the growth and changes of plants and animals from grades
1-3. The students in this class are mostly well-behaved and very capable academically. There are four
students on SEPs having mild learning disabilities and one student living in relative poverty.
Rationale/Personal Philosophy of Science Teaching
Although this is the first unit present in the Grade 6 NB Science curriculum, I have chosen to perform
this unit last, starting in April, and ending in June. This is due primarily to the weather, as spring allows
for more outdoor investigations and field trips. Also, in my opinion, Diversity of Life is the most exciting
unit and should be reserved for a time when students are more likely to be distracted by their upcoming
summer vacation. Furthermore, students will have the opportunity to continue to pursue their interest
and inquiry into the diversity of life by time spent outdoors throughout their summer vacation.
Performing this unit last does not concern me in regards to interrupting the conceptual flow of the units.
I believe that students will be fully capable of being successful in the other three units present in the
curriculum without first performing the Diversity of Life unit. Acquiring the skills and attitudes
associated with the Diversity of Life unit are not essential in order for students to be successful in the
Electricity, Space, and Flight units.
The planning of this unit has taken into consideration the curriculum’s guidelines for dividing up the four
units equally throughout the academic calendar. Assuming that school will be in session for ~35 weeks
of the year, nine weeks will be devoted to the Diversity of Life unit.
This unit contains many varied activities to meet the various learners in the classroom. It aims to engage
students through many different types of interactive activities distributed throughout the unit and
expose students to various life forms through field trips and the exploration of local habitats. Scientific
literacy, technology, laboratory skills, presentations, hands-on learning, research, drama, and music are
all included into this unit plan to form a creative unit plan that will hopefully engage students and
facilitate a love for Science.
Concept Map
Date / Reference
Key Lesson
Objectives /
Activities /
Approaches
April 19
Introduction to Diversity
of Life
OBJ: Students will gain a
general understanding of
“diversity” and will be
engaged by watching a
4min 40 sec youtube
video called “Dive into
Diversity”. “Dive Into
Diversity” has fun facts
for kids about all the
variety of life under the
sea and how animals rely
upon one another for
survival.
Ref: www.youtube.com
April 20
OBJ: Students will
consider their knowledge
and interests concerning
the Diversity of Life
ACT: K-W-L Chart in
Science duotang. A
master chart will be
created on chart paper by
the teacher and will serve
as a reference later on in
the unit.
APP: Students will
perform the K-W-L chart
using the
Think/Pair/Share method
which incorporates
individual and
collaborative thinking.
Introduction to
Classification Systems
OBJ: Students will learn
that objects can be
classified into groups
based on similar
characteristics by using a
dichotomous key
ACT: In groups of three,
students will use a
dichotomous key to
classify eight different
types of cereal.
Resources Issues
-lap top
-projector
-internet
connection
Assessments
/
Assignments
-Ensure
technology is
working
properly
before class
-K-W-L
template
-Chart Paper
-Students may
-Students will
require
scaffolding,
therefore the
teacher should
have some
visuals or key
words (birds,
reptiles etc)
available to
guide student
thinking
continue to add to
this chart
throughout the unit
and will receive a
mark at the end of
the unit for this
chart based on
effort and
completion.
-a ziplock bag
containing 8
different types
of cereal
-set rule: no
eating cereal!
-extra cereal
should be
available in
case any cereal
is crushed or
eaten
-Teacher will walk
around the room
and informally
observe and check
for understanding.
Students will
submit index card
with cereal and
correct name.
April 21
April 22
Ref: Classification Chart
examples
April 23
April 26
Ref: Atlantic Canada
Science Curriculum p. 26
APP: This is very much a
student-centered learning
activity where the teacher
acts as the facilitator
Local Habitat
Observation
OBJ: Students will be
expected to observe and
record a wide variety of
species that they see in a
local habitat
ACT: In partners, students
will survey a supervised
local habitat and sketch
and record the species that
they find.
APP: Students will be
exposed to hands on
learning and will find this
activity to be meaningful
and relevant to their own
lives as they are exploring
a local habitat.
Classification of Local
Habitat Organisms
OBJ: Students will
develop their own flow
chart and classification
system based on the
organisms they observed
in their local habitat
ACT: In partners, students
will develop a
classification chart on
paper and then present
their work to two other
pairs
APP: This is an inquiry
based lesson which
involves students posing
questions and developing
explanations for
phenomena
Earth Day-School-wide
Tree Planting Activity
for School’s front
courtyard
The Role of a Common
Classification Scheme
for Living Things
OBJ: Describe how
classifications may vary
and suggest possible
explanations for
variations.
Identify communication
-trail markers
to set
boundaries
-sketch books
and pencils
-students will
need set rules
and boundaries
before exiting
the school
-ensure
students are
properly
dressed for the
weather
-science
notebooks
-pencils
-stop watches,
questions
sheets, pencils
-Once students
have returned to the
classroom, they
must receive their
“ticket to go” by
showing their
sketches/diversity
list to the teacher
-Teacher will check
for understanding
by informally
monitoring the
students’ work and
presentations.
Students’
Classification
Systems will then
be collected for
assessment.
-students
may require
guidance and
scaffolding
when
performing
group work
-The teacher will be
formally assessing
the students by
observing their
effort and
participation during
the group work and
class discussion.
They will receive 2
April 27
Biology Essentials:
Worksheet p. 37
April 28
Ref: New Brunswick Field
Guide: Flora and Fauna
problems that arise from
the differences in
classification schemes for
living things and describe
the role of a common
classification system
ACT: Class will discuss
how their classification
systems differed and why.
Also, the class will
discuss problems that
arise by using different
classification systems.
APP: Students will be
given a series of questions
and work in groups to
develop answers before
the class discussion. Each
student will be given a
task in the group
(recorder, reader, leader,
time keeper).
Plant Characteristics
Review and Pictionary
Game
OBJ: Students will
identify the basic
characteristics and
components of plants.
ACT: Students will
complete the DARTS
worksheet on Plant
Characteristics and then
break into 3 teams to play
Plant Pictionary on the
Smartboard.
APP: The worksheet
involves active learning
and the Plant Pictionary
caters to the creative and
visual learners in the
class. The DARTS
worksheet promotes
scientific literacy.
Plant Classification
Exercise
OBJ: Students will
categorize flora based on
their characteristics
ACT: Students will
observe plant specimens
and categorize the flora in
their Science duotangs
based on their
characteristics. They will
then write an explanation
marks for full
engagement and
participation, 1
mark for adequate
engagement and
participation and
zero for not
participating.
-worksheets
-Smartboard an
smartboard
markers
-Plant
Pictionary
cards
-Ensure that
the
Smartboard is
working
before class
-Worksheets will
be passed in for
assessment
-12 plant
specimens
for each
student
-Classification
template
-ensure
students are
working
independently
-Students will be
assessed on the
completion and
accuracy of their
Classification.
They will also be
assessed on their
explanation.
April 29
Ref: http://www.
sheppardsoftware.com
April 30
Categories of Vertebrates:
mammals, birds, reptiles,
amphibians, and fish
May 3
for their decisions
underneath their
classification scheme.
APP: This exercise allows
students to use actual
plant specimens and
classify them
independently, holding
them accountable for their
own learning.
Animal Characteristics
review
OBJ: Students will be
expected to compare the
characteristics of
mammals, birds, reptiles,
amphibians
ACT: Students will go to
the computer lab to play
the Kid’s Corner Animal
Characteristics Game
APP: This is a fun,
interactive game that
allows students to
incorporate the use of
technology
Animal Classification
Exercise
OBJ: Students will be able
to classify mammals,
birds, reptiles,
amphibians, and fish
based on their
characteristics
ACT: The class will make
categories of the different
vertebrates together on the
board. In small groups,
students will categorize
the various models and
pictures based on their
characteristics.
APP: This is a hands-on
lesson that involves
collaborative learning and
the teacher as the
facilitator.
Tantramar Wetlands
Field Trip
OBJ: Students will be
given the opportunity to
experience the diversity of
wetlands first hand with a
tour of the wetlands from
a wildlife biologist
ACT: After the tour, the
-Grade 6 team
laptop set
-Monitor
students to
ensure they are
not “surfing
the net”
-models of
vertebrates
-magazine cutouts of various
vertebrates
-The teacher will
informally assess
the students’
understanding
during the class
classification
-ensure
students stay
with the group
at all times,
they pack a
lunch, and all
students have
returned their
permission
-Take home Journal
exercise: One page
summary of what
they learned about
the different
species at the
Tantramar
Wetland.
May 4
Ref: www.ehow.com
How to create a class book
May 5
students will have the
opportunity to test their
wetland species
identification in the
Wetland Center
APP: Students will
experience the real life
application of Science by
being exposed to these
wetlands and the diversity
of its species.
Species Diversity at
Tantramar Wetlands
Class Book
OBJ: Students will
develop further awareness
of species diversity
present at Tantramar
Wetlands
ACT: Students will
perform peer editing with
the journal writing
exercise performed for
homework and complete a
good copy of their
composition.
APP: The use of peer
editing will help all
students to develop their
scientific literacy skills
through exposure to
various scientific writing
pieces.
Species Diversity at
Tantramar Wetlands
Class Book
OBJ: Students will
develop further awareness
of species diversity
present at Tantramar
Wetlands
ACT: Students will create
an accompanying
illustration to their one
page summary of their
experience at the
Tantramar Wetlands
APP: This activity caters
to the more visual and
creative learners in the
class and will give them
the opportunity to portray
their talents.
forms
-paper
-pencils
-art supplies
-ensure
students have
at least two
students edit
their work
-Students will be
assessed on their
final written piece
and illustration.
May 6
Ref: Song lyrics at:
www.schoolscience.rice/edu
May 7
May 10
Ref: Video
Biology Essentials:
Arthropod Diversity
May 11
Ref: Skit of “Freddie the
Fungus” is available on
www.teachernet.org
May 12
Vertebrates vs
Invertebrates
OBJ: Students will be able
to differentiate between
vertebrates and
invertebrates based on
their characteristics
ACT: Students will learn
the Vertebrates and
Invertebrates
Classification song to the
tune of “Lazy Mary, will
you get up?” and then
classify the pond
organisms as being
vertebrates or
invertebrates
APP: Students will
increase their memory and
scientific literacy by
learning scientific
vocabulary to music
Provincial Subject
Council Day
Arthropod
Investigation
OBJ: Students will learn
that arthropods are a type
of invertebrates and will
become familiar with
arthropod diversity
ACT: Students will watch
a video on arthropod
diversity and respond to
questions in their Science
Journals following the
video
Fungi
OBJ: Students will learn
the characteristics of fungi
ACT: Students will be
divided into groups to
practice and perform the
skit “Freddie the Fungus”
APP: This activity is
catered toward auditory
and kinesthetic learners
Mini-Quiz
OBJ: Students will
reinforce their knowledge
of Animal, Plant, and
Fungus Characteristics.
ACT: Students will be
given the first part of the
-pond paper
cut out
organisms
-shoeboxes to
place
organisms into
correct
category
-copies of
lyrics
-video
-tv and dvd
-Science
Journals
-monitor that
students are
paying
attention
throughout the
video
-students may
require
guidance when
responding to
the questions
-students will pass
in their science
journals for
assessment
-copies of
“Freddie the
Fungus”
-students may
need
encouragement
to step out of
their comfort
zone and act
-students will be
awarded
participation marks
for this activity
-ensure desks
are separated
-The quiz will be
marked and
recorded for
assessment
practices
May 13
Ref:
Inspiration Software User’s
Manual
May 14
May 17
May 18
May 19
class to prepare for the
quiz.
APP: Quizzes provide
preparation for bigger unit
tests.
Inspiration Software
OBJ: Students will
develop their
technological skills and
will create a diagram that
shows a method for
classification
ACT: Students will use
Inspiration Software to
create a graphic organizer
classification system of
the Animal Kingdom.
APP: This lesson
incorporates technological
skills essential to today’s
world.
Day 2 of Inspiration
Software
-Students will continue on
the previous day’s
activity.
Create Your Own
Species
OBJ: Students will
continue to develop their
skills and knowledge on
classification
ACT: Students will create
their own unique species.
They will name the
species and identify its 3
main characteristics and
create a classification
scheme and a sketch of
their species.
APP: This is a creative
activity that should appeal
to artistic and creative
students. It also serves as
a great review activity as
they receive practice
creating classification
schemes.
Continuation of Create
Your Own Species
Activity
Update KWL Chart
OBJ: Students will review
concepts learned thus far
in the unit
ACT: Students will
-Grade 6 Team
laptops
-Science
duotangs to
use as a
reference guide
in creating
their
Classification
Scheme
-some students
who are less
experienced
using
technology
may struggle
with this
activity
-Students will print
their Classification
Scheme and pass it
in to be marked.
-sketchbook
-Science
duotang
-Students will pass
in their
classification
system, sketch, and
3 main
characteristics of
their species for
assessment.
-existing KWL
chart in
students’
Science
-Students will
submit their
Science duotangs to
the teacher to be
perform the
Think/Pair/Share method
while adding to the “L”
section of the KWL chart
APP: Students are being
given the opportunity for
success by having this
review activity and are
building upon prior
knowledge.
May 20
Partner-generate
quiz questions
Duotangs
-Master KWL
chart
marked. Marks will
be awarded to
students who have
made at least 5
additions to their
KWL chart.
-paper, pencils
OBJ: Students will
become more confident
with the concepts learned
thus far in the unit
ACT: Students will be
placed in groups of three
to generate potential
questions (complete with
answers) for tomorrow’s
quiz.
APP: Students will feel
involved with their
learning if they know their
questions may appear on
the quiz
May 21
May 24
May 25
May 26
May 27
May 28
NBTA Annual
General Meeting
Victoria Day
Bring your
Grandparents to
School Day
Quiz on
Classification
Schemes
Flex Day-Planet
Earth Series
Intro to Microrganisms
OBJ: Students will learn
the characteristics of
microorganisms and will
become familiar with
various species
ACT: Students will
listen/watch the teacher
perform an engaging
powerpoint presentation
on microorganisms
APP: Students need
background information
on microorganisms before
-powerpoint
presentation
-smartboard
-ensure
students are
engaged by
asking
questions to
various
students
thereby
holding the
students
accountable
for their
learning
May 31
June 1
June 2
any activities can take
place
Microorganism Trip to
High School
OBJ: Students will
observe microscopic
slides of microorganisms
and learn about
microscope care and
function
ACT: Students will travel
to the local high school
where their Biology class
will put on a
microorganism workshop
for the grade 6 students
APP: Students will gain
exposure to Science at a
high school level which
will hopefully motivate
them to continue with
Science in the future.
Microorganisms cont...
OBJ: Students will review
the concepts they learned
at yesterday’s
microorganism workshop
ACT: In groups students
will make lists of facts
and microscope care and
will then create a class list
APP: Students need
reinforcement when
learning new concepts and
skills.
Microorganisms Slides
OBJ: Students will
identify and use correctly
appropriate tools to
examine and describe
living things that cannot
be seen with the eye
ACT: The class will
connect the microscope
video cam to smartboard
to show the whole class
microorganisms. Hard
lenses and mini
microscopes will be used
to view microscopic
characteristics.
APP: Students will
continue to see the
practical use of
microscopes and will also
continue to develop their
-students
should bring
their notebooks
and writing
utensils
-ensure that
trip is fully
organized in
advance
-school’s set of
microscopes
and hand
lenses
-ensure
students are
handling
equipment
with care
June 3
Ref: various books and
websites put on display
by the librarian
June 4
June 7
June 8
scientific skills.
Library PeriodMicroorganisms
research
OBJ: Students will
provide examples of how
science and technology
have been involved in
identifying and
controlling the growth of
microorganisms. Students
will describe products and
techniques that can be
used at home to protect
against unwanted
microorganism growth.
ACT: Students will be
divided into research
teams and will be given
various questions to
investigate on
microorganisms. Students
will become “experts”
with certain questions and
will then share their
information with the
“non-experts”.
APP: Students will
develop researching skills
and will experience
collaborative learning.
Microorganism
Research cont..
Adaptation and Natural
Selection Lab Activity
OBJ: Propose questions
about the relationship
between the structural
features of organisms and
their environment
ACT: Complete DART
worksheet while
investigating lab stations
of models and display
information on various
organisms
APP: Hands on learning
and the incorporation of
scientific literacy
Adaptation and Natural
Selection Lab Activity
Day 2
OBJ: Compare the
adaptations of closely
related animals living in
-notebooks and
writing utensils
-students may
require
assistance with
their research
-ensure
students are on
task at the
library
-research questions
will eventually be
passed in for
assessment
-National
Geographic
Index Cards,
biology models
-DART worksheet
will be passed in
for assessment
-National
Geographic
Index Cards,
biology models
-DART worksheet
will be passed in
for assessment
June 9
June 10
Ref: www.ifdn.com
June 11
June 14
June 15
different parts of the
world and discuss reasons
for any differences
ACT: Complete DART
worksheet while
investigating lab stations
of models and display
information on various
organisms
APP: Hands on learning
and the incorporation of
scientific literacy
Palaeontologist Guest
Speaker
OBJ: Students will
identify palaeontologists
as people who study
fossils, and describe
examples of
improvements to some of
their techniques and tools
that have resulted in a
better understanding of
fossil discoveries
ACT: Students will be
actively engaged in the
interactive presentation
APP: Students will
respond well to having a
different instructor for the
day
Irving Nature Park
Guided Tour
OBJ: Students will be
exposed to a vast diversity
of life forms at the Nature
Park
ACT: Students will go on
a 2 hour guided tour of the
Park. They will be given 1
hour to gather information
on 5 different organisms
(Structural features,
classification, sketch).
APP: Hands on learning,
exposure to nature and
various life forms
Work Period for Irving
Nature Park Projects
Work Period for Irving
Nature Park Projects
Presentations for Irving
Nature Park Projects
OBJ: To give students
practice their oral
-ensure
students are
behaving
appropriately
for the guest
speaker
-sketchbooks,
notebooks,
writing utensils
-ensure
students bring
in permission
forms and that
they have a
packed lunch
and
appropriate
clothing
-Students’ projects
will be passed in
for assessment
-peer
evaluation
forms and
-remind
students at the
beginning of
-peer assessment
will be conducted
in an informal
June 16
June 17
June 18
June 21
June 22
June 23
communication skills with
scientific information
ACT: In partners, students
will give 3 min
presentations to the class
about their organisms
from the Irving Nature
Park
APP: Presentations
enhance the learning of
the entire audience and
will develop skills of self
assessment through peer
assessment
Update KWL Chart
OBJ: Students will review
concepts learned thus far
in the unit
ACT: Students will
perform the
Think/Pair/Share method
while adding to the “L”
section of the KWL chart
APP: Students are being
given the opportunity for
success by having this
review activity and are
building upon prior
knowledge.
Smartboard Jeopardy
Review Session
OBJ: Students will review
concepts of Diversity of
Life
ACT: Students will divide
into teams and play
Jeopardy on the
smartboard by answering
questions on the Diversity
of Life
APP: This is a fun review
session that incorporates
technology and celebrates
the Diversity of Life!
Diversity of Life Unit
Test
Flex Day- Planet Earth
Series
Flex Day- Planet Earth
Series
Grade 6 Field Trip to
Cherry Brook Zoo to
Celebrate the Diversity
of Life
project
materials
class to give
the presenters
their full
attention and
respect
-existing KWL
chart in
students’
Science
Duotangs
-Master KWL
chart
-scoreboard
manner
-Students will
submit their
Science duotangs to
the teacher to be
marked. Marks will
be awarded to
students who have
made at least 5
additions to their
KWL chart.
-ensure
technology is
working
effectively
June 24
School Concert
June 25
Clean out desks/Report
Cards
Lesson Plan #1
Course/Class: Science
Name: Robyn Byers
Date: April 19, 2010
Topic: Introduction to Diversity of Life Unit: Diversity of Life
Grade: 6
A. Intents/Objectives/Purpose
(New Brunswick Gr.6 Science Curriculum Guide)
Knowledge: Students will:
-describe the role of a common classification system for living things
-develop an understanding of diversity
Skills: Students will be expected to:
-propose questions to investigate and practical problems to solve
Students will gain a general understanding of “diversity” and will be engaged by watching
a ~5 min youtube video called “Dive into Diversity”. Students will then perform a KWL chart to
determine prior knowledge and set learning goals for the unit.
B. Activities
Administration/Homework
-Take attendance
-Distribute projects from previous unit on Electricity
1. Introduction/Set/Advanced Organizers
-Introduce that today you will be starting a new unit called
“Diversity of Life”
Resources
-Subject
binder
containing
attendance
sheets
-Projects
-laptop
-projector
Students
are.....
-Listening
quietly in
their seats
Time
-accessing
prior
knowledge
and building
vocabulary
10 min
-Ask: “What is diversity?”
-Diversity is variation (or many different things).
When we talk about all the different living things in an
ecosystem or on the planet we call it “Biodiversity”
- Engage students by asking them to name different life forms
on the planet.
-Name additional species and life forms (be sure to include
plants and fungi).
-accessing
prior
knowledge
-visually
stimulated
2 min
-Show different life form images from powerpoint
-Explain that all species fall into different categories depending
on certain characteristics they have or where they live. “In this
unit we will learn how scientists classify organisms based on
their features”
Generate a class discussion about “features”:
Ask: What “features” do humans have?
What “features” do dogs have?
-actively
thinking and
creating
comparison
s
2. Clarifying/Creating-Understanding/ConceptDevelopment
Engage the students by watching a ~5min youtube video called “Dive
into Diversity”. “Dive Into Diversity” has fun facts for kids about the
variety of life under the sea and explains how animals rely upon one
another for survival. The video also touches on the classification of
various sea creatures.
6 min
-computer
-projector
-engaged
and
watching
the video
3. Coaches/Guided-Practice/Seatwork
-KWL Chart Activity using theThink/Pair/Share method
-Most students will be familiar with KWL charts but just in case,
ask: “Who knows what the letters KWL stand for?” (Know, Want
to Know, and Learned).
-Explain that you will be using the KWL chart to track your
learning throughout the unit.
-Distribute KWL charts and have students place them in their
Science duotangs
-Explain that today the students will be filling out the first two
columns using the “Think/Pair/Share” method
18 min
-Review “Think/Pair/Share” method with students
-Give students 3 min to write down what they know about
biodiversity independently
-Give students 3 min to collaborate with their partner sitting
next to them to add to their list
-Generate a class discussion about what the students already
know about biodiversity. The teacher will create a master KWL
chart at the front of the class and record students’ answers.
-Repeat process for “Want to Know” column
4. Closure/Summary
4 min
Review key concepts of today’s lesson
-Ask: “What is diversity?”
“What is “biodiversity?”
“How do scientists classify different life forms on earth?”
5. Homework
6. Review/Assessment
-Students will pass in their Science duotangs and their KWL
charts will be marked for completion.
-Actively
participating
in the class
discussion
Lesson Plan #2
Course/Class: Science
Name: Robyn Byers
Date: April 20, 2010
Topic: Introduction to Classification
Unit: Diversity of Life
Grade: 6
A. Intents/Objectives/Purpose
(New Brunswick Gr.6 Science Curriculum Guide)
Knowledge: Students will:
-describe the role of a common classification system for living things
Skills: Students will be expected to:
-propose questions to investigate and practical problems to solve
Nature of Science and Technology: Students will be expected to:
-demonstrate the importance of using the languages of science and technology to
compare and communicate ideas, processes, and results
Students will learn that objects can be classified into groups based on similar characteristics. In
groups of three, students will develop a classification scheme for eight different types of cereal.
This is very much a student-centered learning activity where the teacher acts as the facilitator.
B. Activities
Administration/Homework
-Take attendance
-Distribute Science duotangs with marked KWL charts
Resources
-Subject
binder
containing
attendance
sheets
-Science
duotangs
Students
are.....
-Listening
quietly in
their seats
Time
-listening
quietly and
observing
the
examples
present on
the
smartboard
6 min
2 min
7. Introduction/Set/Advanced Organizers
-Students will be introduced to dichotomous keys and will be
shown various models for classifying different organisms.
-As the teacher explains how dichotomous keys work, a model
of a key will be placed on the smartboard that acts as a visual
reference.
-“A dichotomous key is a device that can be used to easily
identify an unknown organism. The word dichotomous comes
dichotomou
s key
models
-smartboard
from two Greek words that together mean, "divided in two
parts". A dichotomous key consists of a series of two part
statements that describe characteristic of organisms. At each
step of a dichotomous key the user is presented with two
choices. As the user makes a choice about a particular
characteristic of an organism they are led to a new branch of
the key. Eventually the user will be led to the name of the
organism that they are trying to identify.”
8. Clarifying/Creating-Understanding/ConceptDevelopment
-The teacher will model for the class how to classify three
different types of beans by using a specific dichotomous key for
beans.
-The teacher will go through the rules for using a dichotomous
key.
1.
2.
3.
4.
5.
6.
-Read both choices in a couplet carefully. Although
the first description may seem to fit your sample,
the second may apply even better.
Keep notes telling what sequence of identification
steps you took. This will allow you to double-check
your work later and indicate sources of mistakes, if
they have been made.
If you are unsure of which choice to make in a
couplet, follow both forks (one at a time). After
working through a couple of more couplets, it may
become apparent that one fork does not fit your
sample at all.
Work with more than one sample if at all possible.
This will allow you to tell whether the one you are
looking at is typical or atypical. This is especially
true when working with plants – examine more than
one leaf, branch, cone, seed, flower,…etc.
When you have keyed out an organism, do not take
your effort as the final result. Double check your
identification scheme, using your notes. Find a type
specimen (if available) and compare your unknown
to the type specimen. If a type specimen is
unavailable, find a good description of the indicated
taxonomic group and see if your unknown reflects
this description.
When reading a couplet, make sure you understand
6 min
-listening to
the teacher
and
observing
the teacher
model the
activity
7.
all of the terms used. The best keys will have a
glossary of technical terms used in the key. If a
glossary is unavailable, find a good reference work
for the field (textbook, biological dictionary,…etc.) to
help you understand the term.
When a measurement is indicated, make sure that
you take the measurement using a calibrated scale.
Do not “eyeball” it or take a guess.
9. Coaches/Guided-Practice/Seatwork
-“Today you will get to use a dichotomous key to classify eight
different types of cereal. In groups of three, you will work
together to look at the different characteristics of the cereal
and properly identify the cereal using the dichotomous key.”
-Distribute a dichotomous key to each student.
dichotomou
s key
30 min
-listening to
instruction
-index cards
-glue
-pencils
-Divide the students into groups of three
-State rules: Everyone should be participating, and absolutely
no eating the cereal (they are full of microorganisms- we will
learn about microorganisms later on in the unit)!
-ziplock
bags of
cereal
-“Once your group classifies the cereal using the key, come to
the front of the class to receive your eight index cards. You will
glue your cereal piece onto the card and write the name of the
cereal (show model that you have created). You have about 25
min to complete this activity.”
-Distribute cereal in ziplock bags.
-Teacher will walk around and assist when required.
-actively
engaged in
the
interactive
activity
10. Closure/Summary
5 min
-Review the correct classification for the cereal using the
dichotomous key as a model.
-Remind them to bring permission forms for tomorrow’s field
trip, to bring a lunch, and to dress appropriately.
11. Homework
-Reflecting
on their
own
understandi
ng
Lesson Plan #3
Course/Class: Science
Topic: Local Habitat Observation
Name: Robyn Byers
Unit: Diversity of Life
Date: April 21, 2010
Grade: 6
A. Intents/Objectives/Purpose
(New Brunswick Gr.6 Science Curriculum Guide)
Knowledge: Students will: examine and describe living things
: compare the characteristics of different life forms
Skills: Students will be expected to: classify living things in their local habitat
: record observations using a single work, notes in point form, sentences and
simple diagrams and charts
Students will be expected to observe and record a wide variety of species that they see in a
local habitat. In partners, students will survey a supervised local habitat and sketch and record
the species that they find. Students will be exposed to hands on learning and will find this
activity to be meaningful and relevant to their own lives as they are exploring a local habitat.
B. Activities
Administration/Homework
-Take attendance
- Collect permission forms
-Check to see that students have lunches and are dressed
appropriately
Resources
Students
are.....
3 min
-Subject
binder
containing
attendance
sheets
10 min
12. Introduction/Set/Advanced Organizers
-“Today you will get to be young field biologists! We are
going to walk along the KV Trail and stop at the
shoreline to observe some of the organisms living in our
own local habitat.”
-Ask: “What do you expect to see?” Record on board.
-Place students in partners.
Time
-Making
predictions
-Listening
-“Today you and your partner will be responsible for
finding, observing, sketching, and recording information
about the organism. Does anyone have any questions?”
-Make sure students have their sketch books.
-sketch
books,
pencils,
lunches
-Line students up at the door and have them quietly
exit the school.
13. Clarifying/Creating-Understanding/ConceptDevelopment
5 min
-Once outside, make sure the chaperones are equally
distributed among the pairs of students.
-walking,
listening to
instructions
-Together, walk 2 min westward until you hit the trail marker.
-At the trail head, stop and remind students of their task. “You
are to observe and sketch as many organisms as possible. Later
on we will be classifying these organisms.”
-Remind students to stay in their partners and stick to the trail.
14. Coaches/Guided-Practice/Seatwork
-researching,
taking notes,
making
sketches
-As students are observing organisms, walk around and assist
with their organism descriptions. Encourage them to write in
point form and to make accurate representations of the
organisms.
1 hour
30 min
-Complete the 1km trail by arriving to the shoreline.
-Allow 15 min for observations on the beach
-Have lunch as a class on the beach.
-Walk back to school.
15. Closure/Summary
15 min
-thinking,
analyzing
-Quietly return to classroom.
-As a class, go through the predictions they made at the
-chart with
beginning of class. Did their predictions come true?
predictions
-Record other organisms they observed.
-Let the students know that tomorrow they will be
classifying the organisms they observed today.
-Students will gain their “ticket to leave” when they
show the teacher their sketch books with diagrams and
notes from the local habitat observation.
16. Homework
17. Review/Assessment
-demonstrating
their work
Name: Robyn Byers__________________
Date: February 23_______
Self-Assessment Cover Sheet
Unit Plan Item
Overview (“Your overview is essentially the context and
overall plan. It could include grade level, nature of students,
purpose of unit, concept map, school context, fundamental core
that must be taught and so on.”)
Student Comment:
The grade level, nature of students, purpose of unit,
concept map, school context, and fundamental core
sections have all been completed.
Rationale (“Your rationale is intended to explain your choices
and sequencing – why the unit is the way it is.”)
Student Comment:
I spent a lot of time planning the timing and sequencing
of lessons according to the context of the school and the
nature of the students.
Unit Tabular Format (Objectives, activities, approaches,
resources, issues and assessments)
Student Comment:
Yes, I have a binder and all the sections are tabbed. A
table of contents section is included to facilitate
organization.
Evident Philosophy of Science Teaching (choices are
guided by a personal philosophy of science teaching ex. Inquiry,
constructivist, hands-on, etc.)
Student Comment:
This unit contains many varied activities to meet the various
learners in the classroom. It aims to engage students
Instructor Comment
through many different types of interactive activities
distributed throughout the unit and expose students to
various life forms through field trips and the exploration of
local habitats. Scientific literacy, technology, laboratory
skills, presentations, hands-on learning, research, drama,
and music are all included into this unit plan to form a
creative unit plan that will hopefully engage students and
facilitate a love for Science.
Effectively Integrates Technology
Student Comment:
Yes: youtube videos, Planet Earth, Smartboard jeopardy,
Smartboard Pictionary
Unit Plan is Appropriate for the Described Context
Student Comment:
Yes. Resources are all available and activities are
challenging but within the students’ zone of proximal
development. One element I really tried to focus on is
timing. During my practicum, I have been guilty of
trying to rush through too many concepts. In this unit, I
tried to allow adequate learning time for the different
objectives.
Resources and Assessment
The KWL chart will be assessed out of 10. The students are responsible for filling out 5 sentences for
each of the first two categories. It is based on completion.
KWL Chart
Name:
Date:
TOPIC:
K
W
L
What I Know
What I Want To Learn
What I Have Learned
Youtube link for “Dive into Diversity” video: http://www.youtube.com/watch?v=DF8YQ6f1SuY
Dichotomous Key:
Numeric key with couplets presented together. The major advantage of this
method of presentation is that both characteristics in a couple can be evaluated and
compared very easily.
1a. Bean round
1b. Bean elliptical or oblong
Garbanzo bean
Go to 2
2a. Bean white
2b. Bean has dark pigments
White northern
Go to 3
3a. Bean evenly pigmented
3b. Bean pigmentation mottled
Go to 4
Pinto bean
4a. Bean black
4b. Bean reddish-brown
Black bean
Kidney bean
Images to demonstrate various life forms: