Amanda Stodelle
EDTEP 587
Unit Plan
Amanda Stodelle
Classifying Living Things
7th Grade Life Science
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Amanda Stodelle
EDTEP 587
Unit Plan
II. A. Subject Area Description:
This topic will be taught to 7th grade life science students. The students in these
classes are predominately white. There are, however some different cultural backgrounds
and a few English Language Learner Students. Also, some of the students have
behavioral issues and learning disorders such as attention deficit disorder. This unit will
involve students looking at evolutionary relationships within and among Kingdoms
which will draw on students previously learned knowledge that species evolve over time
and scientists determine evolutionary relationships by looking at embryology, vestigial
organs, and homologous structures and by developing phylogeny trees. Since the unit is
about classifying living things, students will also recall what they learned about the
characteristics all living things have in common. Students will use their basic skills in
research during their culminating project. They will be familiar with group skills that
they will apply to the group work in this unit. Though students will not have had
extensive experience with inquiry, they will have basic skills in observation and
experimental design, and know the importance of controlled and manipulated variables in
experimental design.
II. B. Essential Questions: Essential Questions:
How do scientists organize the natural world?
To answer this question, students will learn through hands on activities the ideas that a
variety of living things can be grouped into a variety of ways, but the Linnaeus
classification system groups organisms according to evolutionary relationships. To show
mastery of this concept, students will develop their own classification system for leaves,
and identify organisms using a dichotomous key.
How are all living organisms interrelated?
In order to learn how organisms are interrelated, students will make observations about
characteristics of organisms and infer about evolutionary relationships based on similar
structures, developments, or functions. Students will then infer about relationships across
the kingdoms. Some activities that will show mastery of the question include developing
a phylogeny tree for an endangered species, its closest two relatives and zoo animals, as
well as identifying collected organisms using dichotomous keys.
How does changing an organism’s habitat affect the number and variety of organisms
present?
To answer this question, students will design an experiment that uses the five phases of
inquiry. Students will show mastery if this question if their investigation considers
controlled and manipulated variables, there question related to the focus question, their
revised models considered data and unexpected findings, and conclusions were made
using evidence. These phases of inquiry will be highly structured with worksheets. Also,
students will link what they observed in this experiment to what we have learned about
diversity in the classroom, including how humans affect species diversity.
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EDTEP 587
Unit Plan
What is the best way to design a zoo exhibit for an endangered animal?
Students will answer this question through a culminating assessment. This activity will
require students to apply knowledge about evolutionary relationships among organisms,
effects of human activity on species diversity, and species habitat. Student will also be
asked to develop an informed opinion of whether or not an endangered species should be
saved.
II C. Learning Goals and Related Objectives:
1)EALR Component 1.1 Properties: Understand how properties are used to identify,
describe, and categorize substances, materials, and objects and how characteristics are
used to categorize living things.
1.1 (GLE 1.1.6 ) Students will understand how to classify organisms by their external
and internal structures.
1.2 Students will understand that a great variety of kinds of living things can be sorted
into groups in many ways (Atlas of Scientific literacy 5A/1)
1.3 Students will understand how similarities among organisms are found in internal
anatomical features and patterns of development, which can be used to infer the
degree of relatedness among organisms. (Atlas of Scientific Literacy) 5A/3
1.4 Students will know that a dichotomous key can be used to identify and name
organisms by examining characteristics of the organism.
2) EALR
Component 1.3 Changes: Understand how interactions within and among
systems cause changes in matter and energy.
2.1 (GLE 1.3.9) Students will understand how the theory of biological evolution
accounts for species diversity, adaptation, natural selection, extinction, and change
in species over time.
2.2 Students will understand that life on Earth is thought to have begun as simple, onecelled organisms about 4 billion years go…once cells with nuclei developed about
a million years ago, increasingly complex multi-cellular organisms evolved. (Atlas
of Scientific Literacy 5f/8)
3) EALR
Component 1.3 Changes: Understand how interactions within and among
systems cause changes in matter and energy.
3.1 (GLE 1.3.10) Students will understand how organisms in ecosystems interact
with and respond to their environment and other organisms.
3.3 Students will understand that evolution builds on what already exists, so the more
the variety there is, the more there can be in the future (Atlas of Scientific Literacy
5F9)
3.4 (GLE 3.2.4) Students will analyze how human societies’ use of natural resources
affects the quality of life and the health of ecosystems.
4)
EALR Component 2.1 Investigating Systems: Develop the knowledge and skills
necessary to do scientific inquiry.
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Amanda Stodelle
EDTEP 587
Unit Plan
4.1 (GLE 2.1.1) Students will understand how to generate a question that can be
answered through scientific investigation.
4.2 (GLE 2.2.4 Students will understand how to make the results of scientific
investigations reliable and how to make the method of investigation valid.
4.3 (GLE 2.1.3) Students will apply understanding of how to construct a scientific
explanation using evidence and inferential logic.
4.4 (GLE 2.1.4) Students will analyze how models are used to investigate objects,
events, systems, and processes.
5) Students will think critically about issues in science.
5.1 Students will develop informed opinions about issues in science.
5.2 Students will justify a position on an environmental issue.
5.3 Students will understand how issues in science relate to their lives.
6) Students will understand how scientists work together to share ideas and offer
constructive criticism.
6.1 Students will develop teamwork skills in working with other students.
6.2 Students will learn to share scientific resources.
6.3 Students will practice giving and receiving constructive feedback.
III. Unit Matrix
For all lessons, students will be working on learning objectives 5.3, 6.1, 6.2, & 6.3
Day 1, Tuesday April 25th Eliciting Ideas and Exploring Classification
Essential Question Addressed: How do scientists organize the natural world?
1. What students are doing
When students walk into class, a picture of a variety of moths, dragonflies,
butterflies and beetles (labeled by letters) will be displayed on the screen.
Underneath the pictures will be directions asking the students to do the following:
1) Observe the organisms on the screen 2) notice the features that distinguish one
group of organisms from the others 3) Make a list of these distinguishing features
4) Divide the organisms into two groups based on one feature 5) Continue to
divide the groups using different features until all of the organisms have been
separated. Write in your journal the different groups you made and what features
you looked at for each division. After students have had time to do the entry task,
they will have time to share with members in their groups about what they came up
with and the features they looked at. Finally, students will discuss what they
noticed about the ways everyone classified the insects (that there were many
different ways to classify the insects)
I will explain to students that what they just did was classify, or group base on
similarities, the organisms. Students will be asked to share some instances in their
lives where they classify things and how the way the classify might differ from
another persons way. (Possible instances offered include sorting laundry,
organizing the fridge, grouping school work)
Next, students will be given a bag of leaves all labeled with the types of trees they
came from. In groups of three or four, students will follow the same procedure as
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Amanda Stodelle
EDTEP 587
Unit Plan
the entry task for the bag of leaves. This time, students will make a branching
flowchart (identified by names of the leaves) of what they group together in each
division. Each division will be identified by the characteristic they considered for
the division. The final products of the flowchart will be drawn pictures of the
leaves and the leaf names.
2. Objectives (no more than two,
numbered for example as 1.2, 3.1, etc.
from list on previous page )
3. Reasons for content and
instructional strategy
4. Evidence of understanding
5. Cultural Responsiveness
5. Resources
Closing Activity: Students will be asked to write in their journals their personal
response to the following question: We classify people in many ways; for example,
by race, religion, physical appearance, ethnic origin, profession, life style, and so
on. In which ways can classification of human beings be helpful? In which ways
can it be harmful?
1.1 (GLE 1.1.6 ) Students will understand how to classify organisms by their
external and internal structures.
1.2 Students will understand that a great variety of kinds of living things can be
sorted into groups in many ways (Atlas of Scientific literacy 5A/1)
The opening activity is intended to get students on task right away, peek their
interest in the task, and elicit ideas about classification. The classifying leaves
activity gives students more practice in classifying and will be a common
experience that we will build on in the next day’s lesson. Through the activities,
students will work on objectives 1.1 and 1.2. Other than the word classify, no new
vocabulary is introduced so that students can learn using their own words.
The insects that are displayed on the screen are all organisms that most students
should be familiar with. I will know that students understand by what ideas they
are sharing, reading their journals, visiting them with probing questions during
group work and looking at their posters.
Students are given time to work independently on the power point assignment and
then share with classmates to appeal to independent and group learners. This class
also appeals to a variety of learning styles in that it provides tactile, verbal, and
visual activities. Having students share in groups and then nominating one group
member to share ideas to the class as opposed to students simply raising their
hands ensures that all students get a chance to share their ideas, which are recapped
to the class by the reporter. Students from all economic opportunities will be able
to relate to the activities. This lesson challenges the traditional pedagogy in that it
is very student centered and builds on student ideas.
Power point with a slide of the various insects, tables arranged in groups, journals
(can be made from lined paper stapled together), bags of labeled leaves (1 for each
group of students),construction paper, marker, colors
Day 2, Wednesday April 26th Concept Building and Guided Exploration
Essential Question Addressed: How do scientists organize the natural world?
1. What students are doing
Entry Task: Students will answer the following question in their journals. Why do
you think that it is important for scientists to agree on a classification system for
living organisms? Students will share what ideas they have to the class. Then
students will take notes on brief instruction via power point that discusses the
evolution of the classification system, how the current Linnaeus classification of all
living things groups organisms into six kingdoms based on evolutionary
relationships and then subdivides them into Phylum, class, order, genus, species
based on similar characteristics, and how dichotomous keys use these divisions to
identify and name species. Included in their notes will be an example of a section
of a dichotomous key which we will go through as a class to identify some mites
and ticks based on labeled pictures. It will be pointed out that the name that
identifies the tick or mite is developed by the genus and species.
Students will learn how to make Latinized name tags using their first and last
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Amanda Stodelle
EDTEP 587
Unit Plan
names. Then students will develop an analogy for the subdivisions and Linnaeus
naming system by writing underneath about where they live: Planet (Kingdom),
country (phylum), state (class),city(order),neighborhood (genus), and #address
(species). Students do not have to use their real address for these and can be
creative.
Next, students will get into their base groups and revisit the flow charts they made
the day before of the leaves. They will be asked to first, identify as many
subdivisions as they can. Then, they will be asked to make a dichotomous key
based on their flow chart that someone else could use and get the same final
products. Groups will later switch and try to key out each others leaves.
2. Objectives (no more than two,
numbered for example as 1.2, 3.1, etc.
from list on previous page )
3. Reasons for content and
instructional strategy
4. Evidence of understanding
5. Cultural Responsiveness
6. Resources
Homework: Students will identify native cats using a short dichotomous key and
then answer thinking questions based on the activity.
1.3 Students will understand how similarities among organisms are found in
internal anatomical features and patterns of development, which can be used to
infer the degree of relatedness among organisms. (Atlas of Scientific Literacy)
5A/3
1.4 Students will know that a dichotomous key can be used to identify and name
organisms by examining characteristics of the organism.
In the entry task, I ask a question that will get the students thinking about things
that we will talk about in the lesson. I move to direct instruction at this point
because students are at the point where they need a little concept building. This
instruction is kept brief so that students learn more through hands on, group
activities. Students revisit the common experience we had the day before of
classifying leaves to apply their newly learned knowledge. Students also apply the
skills of naming organisms and subdividing their address to build an analogy for
the divisions of the classification system. The skills that students learned today of
understanding the groupings of organisms, understanding the Linnaeus naming
system, and using dichotomous keys will be revisited in their inquiry project and
culminating project.
I will check student understanding through reading journals, visiting group work,
examining posters, and checking homework.
This lesson appeals to all three learning channels and has group and independent
activities. This activity is related to students’ lives by building the address analogy
for the kingdoms. To make sure that all students are having equal opportunities to
participate, I will monitor the room. This lesson critiques traditional pedagogy in
that it is very student centered and they are the authors of their own knowledge.
Posters from previous day, markers, identical leaves, pen, paper, nametags,
overhead transparency of dichotomous key to ticks,
Day 3, Thursday, April 27th Examining Evolutionary Relationships
Essential Question: How are all living organisms interrelated?
1. What students are doing
Entry Task (Journal Writing): What are the characteristics of living things?
Students will recall what the characteristics of living things are.
Students will learn about how all living things are organized into six kingdoms by
examining evolutionary relationships among organisms for each kingdom.
Students will be asked to recall what characteristics scientists look at in
understanding evolution and a student will write the shared answers on the board.
For this task, each student in the group (there will be six groups) will be given a
labeled picture with a brief description of the organism that includes information
such as its development, habitat, methods of movement and reproduction. Students
in each group will compare organisms based on what they see in the pictures,
similar structures, similar development etc. that they think place them together in
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Amanda Stodelle
EDTEP 587
Unit Plan
the same kingdom. Students will make a poster with at least 3 descriptions of the
relationships noticed and the pictures given. Students will then teach each other
what they learned about the relationships among the organisms within a kingdom.
2. Objectives (no more than two,
numbered for example as 1.2, 3.1, etc.
from list on previous page )
1.3 Students will understand how similarities among organisms are found in
internal anatomical features and patterns of development, which can be used to
infer the degree of relatedness among organisms. (Atlas of Scientific Literacy)
5A/3
2.1 (GLE 1.3.9) Students will understand how the theory of biological evolution
accounts for species diversity, adaptation, natural selection, extinction, and
change in species over time.
3. Reasons for content and
instructional strategy
Before students start learning more about how living things are classified, I think
that it is important that they recall what criteria all living things have. This is done
through a simple entry task. In addition, since students will be looking for
evolutionary relationships among pictures, I have them recall what scientists look
at in determining evolutionary relationships. By having students examine
evolutionary relationships among pictures and descriptions from each kingdom, I
am having students focus more on relationships in kingdoms rather than “going
through” the kingdoms. The pictures provide a very practical way to do this.
Students then teach each other about the relationships they saw among the
organisms and what they deem is important for other students to know.
4. Evidence of understanding
I will check student understanding by listening to the ideas they share, checking
their journals, monitoring progress, and watching the presentations.
This lesson empowers students by making them responsible for what they learn
about the six kingdoms. This lesson challenges traditional pedagogy in that the
students become the teachers and teach each other about relationships hey
observed. Students are working with each other to form an inclusive community.
This lesson does not address material from other cultures.
Poster board, markers, labeled pictures with short descriptions of organisms from
each kingdom, desks arranged in groups,
5. Cultural Responsiveness
6. Resources
Day 4, Friday, April 28th Examining Evolutionary Relationships Continued.
Introduction to Biodiversity.
Essential Question: How are all living organisms interrelated?
1. What students are doing
Entry Task:
Student Posters will on organisms in each kingdom will be displayed around the
room. Students’ entry task will ask them to examine the posters and note in their
journals at least three relationships they notice either between kingdoms or among
kingdoms.
After students have had time to examine the posters, students will share their ideas.
Then, I will ask them to consider the idea that scientists believe that complex,
multi-cellular organisms developed from simple, one celled organism. With that
idea, I will ask students what the order of kingdoms might be in terms of what
existed first and developed into what. After students have come up with some of
their own ideas, I will draw a phylogeny tree to illustrate how scientists believe the
kingdoms evolved.
For the rest of the period, students will watch and take notes on Biodiversity by
Bill Nye the science guy.
2. Objectives (no more than two,
numbered for example as 1.2, 3.1, etc.
2.3 Students will understand that life on Earth is thought to have begun as
simple, one- celled organisms about 4 billion years go…once cells with
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Amanda Stodelle
from list on previous page )
EDTEP 587
Unit Plan
nuclei developed about a million years ago, increasingly complex multicellular organisms evolved. (Atlas
of Scientific Literacy 5f/8)
1.3 Students will understand how similarities among organisms are found in
internal anatomical features and patterns of development, which can be used to
infer the degree of relatedness among organisms. (Atlas of Scientific Literacy)
5A/3
3. Reasons for content and
instructional strategy
4. Evidence of understanding
5. Cultural Responsiveness
6. Resources
The goal for the first activities of the day is to examine, using their own created
material, relationships among kingdoms and hypothesize a possible order of the
kingdoms. Students will be given the guidance that scientists believe multicellular, more complex organisms evolved from unicellular, simpler organisms.
After students have hypothesized about relationships based on their observations, I
will help them understand what scientists believe through drawing a phylogeny
tree—a skill that will be revisited in the culminating assessment.
The Bill Nye video is a great way to introduce students to the topic of Biodiversity.
His videos include all cultures and make the material relate to students lives, in a
creative way.
I will check student understanding through their journal entries, what they share in
class, and notes on Bill Nye.
This lesson relates to the students by using student made work to learn more about
the relationships among kingdoms. This also gives students the responsibility of
critically thinking about the relationships before explaining to them the order that
scientists believe the kingdoms evolved—this makes the students authors of their
own knowledge. The Bill Nye video on biodiversity appeals to all learning styles,
includes people from all cultures, relates material to student lives, and is taught
with the help of student actors.
Student Posters from the previous class, overhead, video from Bill Nye, VCR, TV
Day 5, Monday, May 2nd Beginning the Inquiry Process
Essential Question Addressed: How does changing an organism’s habitat affect the
number and variety of organisms present?
1. What students are doing
Today, students will begin their inquiry projects in which they learn about how the
change in habitat affects the number and variety of living organisms present.
Students will be introduced to their inquiry project by being told that they are
going to develop an investigation that tests how changing the habitat affects the
number and diversity of species present. They will be given example questions to
better understand the project such as How does changing the size of a bird feeder
effect the diversity and number of species present? Or how does changing the type
of ground covering affect the amount of macroscopic dirt organisms present? (See
inquiry project for other questions) Students will be instructed that part of their
data will include two identified photos of organisms from each of the habitats.
With the project focus in mind, the class will take a walk and students will look for
ideas about what are good locations to observe, what animals they are interested in,
and how they might develop a habitat. Back in the class, students will share what
ideas they have for the project. Students with similar interests will group together.
As a team, they will decide on one question choosing either one of the example
questions or developing their own. By the end of class, students will hand in a
worksheet that includes their question, a model (in the form of a drawing that
labels the experimental setup, the controlled variables, the one thing they will
change and what they expect will happen), their prediction, and their planning for
observations. To help students with the set up they will be given a list of available
materials (with the understanding that I may be able to find additional materials if
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Amanda Stodelle
2. Objectives (no more than two,
numbered for example as 1.2, 3.1, etc.
from list on previous page )
3. Reasons for content and
instructional strategy
4. Evidence of understanding
5. Cultural Responsiveness
6. Resources
EDTEP 587
Unit Plan
needed) and guiding questions to consider when designing their experiment.
Students will have four days to collect data.
1.3 Students will understand how similarities among organisms are found in
internal anatomical features and patterns of development, which can be used to
infer the degree of relatedness among organisms. (Atlas of Scientific Literacy)
5A/3
4.4 (GLE 2.1.4) Students will analyze how models are used to investigate objects,
events, systems, and processes.
This inquiry project is included in this lesson so that students are successful at
meeting Washington State Grade level requirements about inquiry and also so that
students learn about diversity through observations. Allowing students to choose
their question makes the assignment more interesting to individual students. Since
he students are seventh graders and might not be familiar with the inquiry process,
I scaffold the phases of inquiry in many ways such as providing the topic of the
inquiry, providing example questions to choose from, having students share ideas
about the project, providing worksheets that take students through the model
building & methods process, giving a list of materials available and giving guiding
questions to help them with their set up.
To make sure that students are designing a doable experiment that relates to the
focus question and changes only one thing, I will visit each group while they are
working and provide feedback on the worksheets they turn in at the end of the day.
This project empowers students to learn about questions that they have about the
environment. Students are choosing the direction that they would like to take the
experiment. To ensure that all students’ ideas are being considered, I will monitor
groups. I will also have students fill out a group evaluation. By providing all of
the materials needed to do the experiment, I am providing access for all students.
Areas in the school grounds that would be good for student projects, materials
necessary for the experimental set up, worksheets that scaffold the inquiry process.
Day 6, Tuesday May 3rd Developing an informed opinion on issues in science
Essential Question: Should we save the spotted owl?
1. What students are doing
Entry Question: What are some ways in which humans hurt the environment?
What are some ways in which humans protect the environment? Students will be
given time to share their ideas first with each other and then with a reporter for the
group summarizing each groups discussion to the class. Group roles will again be
implemented but this time rotated.
Students will be informed of the scenario in which whole forests are being
protected for only a few spotted owls that are facing extinction. Half of the class
will be given scientific articles about the Spotted Owl that are written from the
viewpoint that we shouldn’t try to save the Spotted Owl and the other half will be
given articles that are written from the view point that we should save the spotted
owl. Students will read the articles independently and then meet with the students
who read the same article. The students in each group will decide on the key
points that they want to discuss with the class in support of the authors view and
elect a spokesperson for the group. Then, the class will demonstrate a mock debate
between nature conservationists and loggers who are presenting their cases to the
government.
2. Objectives (no more than two,
numbered for example as 1.2, 3.1, etc.
Exit Question in journal: How do you feel about whether or not we should save
the spotted owl?
5.1 Students will develop informed opinions about issues in science.
5.2 Students will justify a position on an environmental issue.
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Amanda Stodelle
EDTEP 587
Unit Plan
from list on previous page )
3.4 (GLE 3.2.4) Students will analyze how human societies’ use of natural
resources affects the quality of life and the health of ecosystems
3. Reasons for content and
instructional strategy
The entry task is used to draw on and elicit student knowledge and views about
environmental issues. I use the Spotted Owl as the endangered species because it
is a species that many will be familiar with since it lives in the Pacific Northwest.
The jigsaw readings are intended to help students develop informed opinions by
building background knowledge. The strategy of jigsaw allows students to teach
each other what they deem is important. The mock debate is used so that students
can share what they have learned about their author’s viewpoint in a realistic
situation—a situation that many students may be familiar with. By the end of the
class, students will have developed an informed opinion about the Spotted owl
through the readings and mock debates.
I will know if my students are understanding based on monitoring groups during
jigsaw readings and listening to the evidence they present in the mock trial.
Students are encouraged to draw on their knowledge and views for the entry and
exit questions. The group roles ensure that everyone is participating in the activity.
The Spotted Owl is a species that many students will be familiar with since it lives
in the Pacific Northwest. This lesson challenges traditional pedagogy in that it
teaches students to form an opinion about issues in science and in that the activities
are very student centered. The jigsaw activity challenges traditional pedagogy in
that it involves students working together and learning from each other. By
students agreeing on ideas they would like to share from the article and nominating
one spokesperson from each group, all students’ ideas are heard in a respectful
manner.
Sets of scientifically written jigsaw readings from both viewpoints of whether or
not we should save the spotted owl.
4. Evidence of understanding
5. Cultural Responsiveness
6. Resources
Day 7 & 8 Wednesday May 4th and Thurday May 5th
Making sense of the data and entertaining questions about the experiment
Essential Question: How does changing an organism’s habitat affect the number
and variety of organisms present?
1. What students are doing
Entry Question: Graph the following data as a bar graph. Chocolate Candy 15,
Vanilla Candy 18. Make sure you label your axis.
Today we revisit students’ inquiry projects as a class. First, we will review as a
class, the proper way to make a bar graph. In the inquiry groups, students will
compile their data collection and make graphs on already scaled and labeled axes.
Then, students will analyze their data and make conclusions about their
observations. They will revise their models by drawing the relationships they
observed and experimental set up. They will also explain what they would do
differently and what new questions this experiment made them wonder.
By the end of the class, students will have pasted all of their worksheets (that
include the Question, Preliminary model, experimental design, data & graphs,
conclusion and revised model) as well as the pictures of observed organisms (these
should be identified to phylum) on a poster.
2. Objectives (no more than two,
numbered for example as 1.2, 3.1, etc.
from list on previous page )
On the following day, students will present their posters and entertain questions
regarding their experiment.
4.3 (GLE 2.1.3) Students will apply understanding of how to construct a scientific
explanation using evidence and inferential logic.
4.5 (GLE 2.1.4) Students will analyze how models are used to investigate
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Amanda Stodelle
EDTEP 587
Unit Plan
objects, events, systems, and processes.
3. Reasons for content and
instructional strategy
4. Evidence of understanding
5. Cultural Responsiveness
6. Resources
The entry question has students practice graphing so that they will know how to
graph the data from their projects. I have students present their data in graphs
students are in seventh grade and since the information is a good way to present the
data. Students may choose to use a different form of graph. Students are asked to
analyze their data, draw conclusions, and revisit their models because these are
important phases of the inquiry process. They will also be asked to link their data
to what we’ve learned in class about biodiversity (including how humans affect
biodiversity). These activities are scaffolded through the use of worksheets. For
the presentation, students simply glue the worksheets that they have been working
on over time and their pictures on a poster. Students share about their inquiry
process so that students can all share what they learned.
I will gauge students understanding of making graphs through the entry task. I will
also check students understanding of the phases of inquiry as I monitor group
progress. Student posters and presentations will be graded and show what they
truly learned from the inquiry process.
This project empowers students to learn about questions that they have about the
environment. Students are choosing the direction that they would like to take the
experiment. To ensure that all students’ ideas are being considered, I will monitor
groups. I will also have students fill out a group evaluation. By providing all of
the materials needed to do the experiment, I am providing access for all students.
Students presenting challenges the traditional teaching pedagogy in that students
are involved in the learning process.
Areas in the school grounds that would be good for student projects, materials
necessary for the experimental set up, worksheets that scaffold the inquiry process,
posters, art supplies
Friday, Day 9 May 6th and Monday Day 10 May 9th Beginning the culminating
project
Essential Question: What is the best way to design a zoo exhibit for an endangered
animal?
1. What students are doing
2. Objectives (no more than two,
numbered for example as 1.2, 3.1, etc.
from list on previous page )
3. Reasons for content and
instructional strategy
At the beginning, each group will gather in a circle and report out to the group how
their project is going. Students will be encouraged to ask for suggestions and
feedback from their peers. Initial data will be due today.
For the second half of class, I will go over the culminating project instructions (see
pre-planning) and students will be asked to choose an endangered species that they
would like to research. They will begin researching their animals in class using the
books and dichotomous keys available.
On the following day, students will have time in the library to work on their
projects.
Objectives the project addresses: 3.1 ,3.4, 1.4 ,1.3, 5.1
I ask students to share how their projects are going so that classmates can provide
ideas, resources and progress to one another. Also, it is a way for me to assess how
their projects are going. The project is a way for me to assess what students have
learned and to give them extra practice with the skills we have learned such as:
developing a phylogeny tree, examining relationships among organisms, learning
how humans affect species diversity, the idea of extinction, developing an
informed opinion, using dichotomous key and considering how changes in habitat
affect the species.
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Amanda Stodelle
4. Evidence of understanding
5. Cultural Responsiveness
6.
Resources
EDTEP 587
Unit Plan
I will monitor how students inquiry projects are going based on what they share
and their initial data. While students are working on their zoo projects, I will
monitor the room to see how they are doing.
By allowing students in school time to work on the project and the research
materials necessary for the project, I am giving students access to the curriculum.
This project challenges traditional pedagogy in that it substitutes a culminating
project where students apply their knowledge for a traditional test that tests facts
the student has memorized. The activity is designed to be realistic and relate to the
students lives since most students have been to the zoo. Students may incorporate
cultural material into their posters in talking about the area the endangered animal
lives and the threats it faces.
Computers with internet, dichotomous keys for different phyla, books on
endangered species, a list of endangered species, a library, posters, art supplies
Tuesday, Day 11 May 10 Learning about endangered species around the world
Essential Question: What is the best way to design a zoo exhibit for an endangered
animal?
1. What students are doing
2. Objectives (no more than two,
numbered for example as 1.2, 3.1, etc.
from list on previous page )
3. Reasons for content and
instructional strategy
4. Evidence of understanding
5. Cultural Responsiveness
7.
Resources
Students will present on their endangered species and entertain questions
classmates might have about their projects. The posters will the displayed around
the room after presentations.
Objectives the project addresses: 3.1 ,3.4, 1.4 ,1.3, 5.1
I have students present their posters as a part of the assessment and also so that
students will become more knowledgeable about endangered species and
environmental issues around the world.
I will grade students understanding based on how well they addressed all of the
criteria in the directions (see pre-planning) and how well they answer questions
students ask.
The act of students presenting their culminating assessment challenges traditional
pedagogy in that students are involved in the learning process. Also, this form of
assessment challenges traditional pedagogy in that it allows students to apply
knowledge and skills rather than testing facts. This activity is designed to be
realistic and relate to students’ lives since most students have been to the zoo.
Students may incorporate information from other cultures in talking about where
the animal is going extinct and the causes for its extinction. Students are provided
access to this project by having class time to work on it and the materials are
readily available. Students work is displayed around the room to acknowledge
their learning.
Student Posters
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