Inquiry Instruction
Teacher(s): Shane Jones
Subject: Biology (9th and 10th Grade)
Standard(s):

4 PO 6 Analyze, using a biological classification system (i.e., cladistics, phylogeny, morphology, DNA
analysis), the degree of relatedness among various species.
Objectives (Explicit):

Students will be able to construct and test a taxonomic key by sorting potato chips into taxonomic families
based on characteristics.
Evidence of Mastery (Measurable):
Students will produce a taxonomic key that identifies the break down of each chips relatedness. It will be graded using a
rubric that is developed by the teacher and students.
Sub-objectives, SWBAT (Sequenced from basic to complex):


Identify the need for taxonomic systems
Say: The for a taxonomic system is supported by …
Categorize chips into a taxonomic key based on the chips relatedness and features.
Say: This chip belongs in this category because ______, _______, and __________.
Key vocabulary: Community, Taxonomy, Species, Ecology,
Evolution, Species Richness, Species Diversity, Relatedness,
Taxonomic Trees/Keys
Materials/Technology Resources to be Used: Prezi,
Projector, Computer, Notability, Taxonomic Key
Handouts.
Opening (state objectives, connect to previous learning, and make RELEVENT to real life)
Guided Practice
Instructional Input
Why is important to organize things? How might you help someone find something you have organized? Have a box with
supplies that is very dis organized and scattered. As students to volunteer to help organize the box. As the students
organize the box comment on how the students are organizing the box and how it might be easier to find some of the
material inside the box now. How might these ideas of organization be used in science?
Teacher Will: Use prezi to present a taxonomic key.
Discuss how to use a taxonomic key and how they are
used in the real scientific community.
Student Will: Follow along with prezi and ask
questions. Students should take notes to use on
independent practice.
Co-Teaching Strategy/Differentiation: Students that require accommodations will receive handouts with fill in the
blanks.
Teacher Will: Show a model created on notability where
a community is unorganized. Ask students how they
would organize the community and critical thinking
questions. (What features should be grouped together?
Can animals be different species even though they look
similar or identical?) Ask students to discuss and fill in a
taxonomic key as a class. Use projector to present a short
poll everywhere quiz to check for understanding.
Student Will: Discuss with peers how they would
organize the community. Determine the best
organization of the community and assist with the
completion of the taxonomic key. Use mobile devices
to answer short poll everywhere quiz.
Independent Practice
Co-Teaching Strategy/Differentiation/Check for Understanding: The instructor will use a poll everywhere quiz and check
for individual understanding before moving on to independent practice. Students that differentiation will receive a
handout of the sample community.
Teacher Will: Put students in groups so they may help
Student Will: Analyze potato chips and fill out
discus ideas with the group. Present unlabeled potato
taxonomic key. Students will create scientific name for
chips to the class. Ask the students to fill in a taxonomic
each chip and organize them based on characteristics.
key the separates each potato chip into its own species.
Students will explain the key to the teacher as they
Facilitate classroom and answer student questions. Go to pass by the group. Share created taxonomic key at the
each group and ask questions about there key and how
end of class.
they are organizing the chips. Have the students share
their key with the rest of the class at the end.
Co-Teaching Strategy/Differentiation: Teacher will ask more questions and help guide groups that need more help
and guidance. Teacher will have handouts with definitions available for students that need differentiation.
Closing/Student Reflection/Real-life connections: What is taxonomy and why is it helpful to biologists? What were the
challenges you faced in creating your taxonomic key? Were there any difficulties with the key? If so, what were they?
Students will be able to list reasons why taxonomy is needed in biology. They will be able to analyze communities and see
how organization can help scientists understand community dynamics.