Teacher(s): Ms. Mann/Hemphill
Week of: January 11, 2016
Grade/Subject: 7th Grade Life Science
Unit : Animal Classification
Dates: January 4 –
January 13, 2016
Florida Standard(s): SC.6.L.14.1 Describe and identify patterns in the hierarchical organization of organisms
Benchmarks,
from atoms to molecules and cells to tissues to organs to organ systems to organisms.
descriptions, DOK levels,
standards unpacked
SC.6.L.15.1 Analyze and describe how and why organisms are classified according to
(know/do) highlighted
shared characteristics with emphasis on the Linnaean system combined with the concept
of Domains.
Learning Goal:
Students will be able to identify the hierarchical organization of animals as it relates to
classification with focus on the domains.
Essential Question What characteristics do all animals share?
How are animals classified?
What are the characteristics of invertebrates?
How do the invertebrate phyla differ?
What are the characteristics of all chordates?
Wht are the chracteristics of all verterates?
How do the classes of verterates differ?
Assessments
Pre Assessment: Animal Classification Pretest/Kahoot
Formative Assessment: Lesson Quizzes. Thinking Maps with summaries.
Summative Assessment: Unit Test, Unit End Product.
Progress Monitoring/ Detailed feedback from pretests, quizzes, assignments and tests throughout the unit as well as on
Feedback Loop the final day of unit. Also, review as needed throughout the year through bell ringers, tickets out
and floating questions into subsequent unit tests of the most missed questions.
Compare and Contrast the characteristics between invertebrates and vertebrates.
Higher Order
Question(s)
Key Vocabulary Vertebrate, invertebrate, radial symmetry, bilateral symmetry, asymmetry, exoskeleton,
appendage, chordate, notochord
Monday
Daily Objective
BELL RINGER
( 5 minutes)
I DO:
WE DO:
YOU DO:
Homework
EXIT TICKET:


Unit : Animal Classification
Daily Agenda
Students will understand the Vertebrate Animals.
What are the characteristics of all vertebrate animals?
Rigor Level 1-2
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Provide instructions
Discuss vertebrate animal characteristics.
Fodable pg. 426 Characteristics of the five groups of vertebrates.
Finish foldable
How do the classes of vertebrates differ?
(5 minutes)
Tuesday
Daily
Objective
BELL RINGER
( 5 Minutes)
I DO:
WE DO:
YOU DO:
Homework
EXIT TICKET:
(5 minutes)

Unit : Animal Classification
Daily Agenda
Students will review Ch. 11 for test on Wednesday.

What characteristic is found in all animals?
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Kahoot review and instructions
Kahoot
Chapter review pgs. 432 - 440
Study for Ch. 11 test
How are animals different from plants?
Wednesday
Daily Objective
BELL RINGER
( 5 Minutes)
I DO:
WE DO:
YOU DO:
Homework
EXIT TICKET:
(5 minutes)
Rigor Level 1


Unit: Animal Classification
Daily Agenda
Students will test on Ch. 11 concepts.
How are invertebrates different from vertebrates?

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Provide instructions
Discuss bellringer and questions, Go over answers for Ch. review
Ch. 11 test
None
Turn in test


Unit: Animal Classification
Daily Agenda
Students will prepare for the Semester Exam
What is a hypothesis?
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Instructions
Discuss bellringer
Work on Semester Exam Study Guide - pairs
Work on Study Guide
What are the steps of the Scientific Method?
Thursday
Daily Objective
BELL RINGER
(5 Minutes)
I DO:
WE DO:
YOU DO:
Homework
EXIT TICKET:
(5 minutes)
Rigor Level 2
Friday
Daily Objective 
BELL RINGER 
( 5 Minutes)
I DO: 
Unit: Animal Classification
Daily Agenda
Students will prepare for the Semester Exam
What are the characteristics of organisms?
Instructions
Rigor Level 2
Rigor Level 2
WE DO:
You DO:
Homework
EXIT TICKET:
(5 minutes)




Discuss bellringer
Work on Semester Exam Study Guide – pairs will quiz each other on questions #1-25
Work on Study Guide
What is the Cell Theory?
Learning Scales and Accommodations:
Animal Classification
Grade 7
Score 4.0
In addition to score 3.0 performance, students can analyze and describe how and why organisms are
classified according to shared characteristics with emphasis on the Linnaean System combined with the
concept of Domains as it relates to animals.
Score 3.0
In addition to 2.0, the student will:
Be able to describe how and why groups of animals are classified according to shared characteristics.
Score 2.0
The student will be able to explain how and why organisms are classified.
Score 1.0
With help, partial success of student being able to describe how and why organisms are classified.
Score 0.0
Even with help, no success of student being able to explain how and why organisms are classified.
WICR Strategies used during each unit.
Writing
Writing activities that help
students understand the
content
Inquiry
Questioning strategies
that help students
understand the content
Writing-to-Learn
• summaries
Process writing
• using a rubric as evaluation
On-demand/Timed writing
• writing that is completed in
class within a set amount of
time
• grade is evaluated using a
rubric
Cornell Notes
• taking notes on the most
important information
• summarizing
• using the notes to study
Reflective writing
• students write about what
they have learned and what
they still need
Higher level questioning
in classes
• Costa’s Level 1: Students
find the answers right there
in the text.
Collaboration
Working together with a
partner or in a group of
students to understand, to
problem solve, or to
complete a task/project
Think Pair Share
Sharing ideas with a
partner or in a group
Carousel/Gallery Walk
• Costa’s Level 2: Students
must figure out the answer
from information in the
text.
• Costa’s Level 3: Students
apply what they have
learned or use what they
have learned to evaluate or
create.
Problem solving in groups
Reading
Any strategies in reading
that help students
understand
Before reading activities
• vocabulary activities
• accessing prior knowledge
• making predictions
During reading activities
• marking the text
• Cornell notes
• graphic organizers
Projects in groups
After reading strategies
• summarizing
• group projects
Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students
 Read directions for the
student
 Check for understanding
 Allow to leave class for
assistance
 Extra time for exams
 Daily agenda
 Allow student time to step
out to de-escalate
 Testing in small groups
 Use of a planner/binder for
organization
 English Language Dictionary
 Extended time on
assignments =1 day
 Preferential seating
 Written direction given
 Break directions into
chunks
 Read Aloud to Students
 Visual manipulatives
 Cooperative Learning,
 Vocabulary, Description,
Introduction,
.