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MondayPerformance AssessmentTuesdayWednesdayThursdayFridayObjectivesB.8A SWBAT:Construct a dichotomous key based on shared and derived traits of organisms.B.8A SWBAT:Discuss the uses of taxonomic grouping and hierarchical classification systems.B.8C SWBAT:Implement an investigation to collect qualitative and quantitative data on representatives of taxonomic groups (i.e. archaea, bacteria, protists) using samples of biological specimens.B.8C SWBAT:Identify the characteristics of taxonomic groups (i.e. archaea, bacteria, protists, fungi, plants, and animals) B.8C, B.8B SWBAT:Classify organisms into the correct Kingdom.Create a dichotomous key of organisms within a given Kingdom.PENGAGE:Buttons dichotomous key creation- in small groups, have students come up with a dichotomous key for a handful of assorted buttons.ENGAGE:Show students a funny graphic with examples of misleading common-name organisms (i.e. mantis shrimp isn’t a shrimp or a praying mantis, mountain goat isn’t technically a goat).ENGAGE:Show students a picture of a prokaryotic and a eukaryotic cell. Ask them to come up to the board and label all of the structures they know on the cell.Warm up released STAAR question.ENGAGE:Have students play a few rounds of “Kingdom 4 square”- each corner of the room is a kingdom, and when they are shown a picture of an organism they must move to the corner that they think that organism belongs to.ENGAGE:Play students the Pokemon theme song and tell them they will be testing out a new science-themed card collecting game: Taxonomon.LAEXPLORE: LABPut students in groups of 4. Have students rotate through stations observing each invertebrate species and noting important features and behavior on their lab sheets.EXPLAIN:(For Mod-Inclusion Bio, designate more time for discussion and provide sentence stems for discussion responses)Have students discuss their observations. Focus on discussing how even though some species share certain traits (i.e. mealworms and earthworms are both “worm shaped”), we know them to be classified in different phylums. (Make sure students explain that a meal worm is the larval stage of a mealworm beetle). Discuss how common names can lead to confusing assumptions about what an organism is or isn’t/traits it does or does not have. Discuss what information a full taxonomic classification can give you.ELABORATE:Show them how new DNA evidence and body plan evidence has led some evolutionary biologists to believe that not all crabs are closely related- they may have evolved to look crab-like several times over evolutionary history. Stress that science and taxonomy changes in response to new info.EXPLORE: LAB(For Mod-Inclusion bio, have the whole class watch the video together and answer the video questions together as a scaffold before releasing them to explore in the lab).Students will do a microscope lab observing bacteria, fungi, protists, plants and animals. Half of the students will work at microscope stations while the other half watch the Amoeba Sisters edPuzzle video on classification.EXPLAIN:(Provide Mod-Inclusion bio with sentence stems for discussion).Students will discuss the features they observed at each station and how those features make each sample organism belong to a given kingdom.ELABORATE:Have students identify an unknown microscope slide image as bacteria, protist, fungi, plant, or animalEXPLAIN (extension from Wednesday):(For Mod-Inclusion bio, provide a thorough demonstration modeling of how gameplay will work.)Taxonomy Loteria- students will use clues to play “Loteria”, a Mexican version of bingo. The clues will be traits of a given Kingdom or the definition of a unit vocabulary word. After playing several rounds, students will share how they knew which “riddle” described which taxonomic group on the playing card.ELABORATE:Show students iNaturalist and encourage them to log the organisms they see around them and use the app to learn more about them.EXPLORE:(For Mod-Inclusion bio, do a “think-aloud” for how you would determine whether to keep or discard an organism card in your hand).In groups of 4, students will receive a set of “organism trading cards” that contain images, names and descriptions of 6 different organisms from all Kingdoms. Each group will be assigned a specific Kingdom (bacteria, animalia, etc.). Students’ first task is to trade with other groups until they have a full set of 6 organisms which belong to their Kingdom.Once each group has a complete Kingdom set they will receive poster paper and markers and create a large dichotomous key flowchart for their 6 cards.EXPLAIN:Each team will briefly present their poster to the class and explain what all organisms on the dichotomous key share and what traits they chose to sort the organisms by.ELABORATE:Show students the Citizen Science project Squirrel Mapper which allows them to classify squirrel images taken from iNaturalist to help determine patterns of natural selection. NEVALUATE/ASSESS:Performance Assessment- Building an alien dichotomous keyEVALUATE/ASSESS:Lab sheetsExit ticketEVALUATE/ASSESS:Lab sheets and edPuzzleExit ticketEVALUATE/ASSESS:Exit ticketEVALUATE/ASSESS:Group postersExit ticketResourcesButtonsPerformance Assessment papersEarthwormsMeal wormsCricketsLadybugsContainers for crickets and ladybugs Plastic plates/bowls for earthworms and mealwormsHighlightersMicroscopesSlidesLab sheetsedPuzzle videoLoteria cardsOrganism trading cardsPoster paper ................
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