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The Mystery of the Classy Vertebrates Creating Scientists: Cindy Clark, Gina Oles, Michele Seigler, and Amy Torgerson. Description

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  1. The Mystery of theClassy VertebratesCreating Scientists: Cindy Clark, Gina Oles, Michele Seigler, and Amy Torgerson Description Learners explore the characteristics of each of the five classes of vertebrates. Learners also explore experimental design by investigating the differences in eggs of reptiles and amphibians. Suggested Grade Levels: 2-5

  2. Lesson Objectives Connecting to the Standards • Grade 2-5: Characteristics and Interactions of Living Organisms. Animals have different structures that serve similar functions necessary for the survival of the organism. Classification of Animals. Compare structures (e.g., wings vs. fins vs. legs; gills vs. lungs; feathers vs. hair vs. scales) that serve similar functions for animals belonging to different vertebrate classes. (Strand 3 LO.1.D.5.a.) • Grade 2-5: Characteristics and Interactions of Living Organisms. Biological classifications are based on how organisms are related. Explain how similarities are the basis for classification. Classify vertebrate animals into classes (amphibians, birds, reptiles, mammals, fish) based on their characteristics. (Strand 3 LO.1.E.5.a.d.) • Grade 2-5: Science Inquiry. Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking. Scientific inquiry includes the ability of students to formulate a testable question and explanation, and to select appropriate investigative methods in order to obtain evidence relevant to the explanation. Formulate testable questions and explanations (hypotheses). Recognize the characteristics of a fair and unbiased test. Conduct a fair test to answer a question. Make suggestions for reasonable improvements or extensions of a fair test. (Strand 7 IN.1.A.a.b.c.d.) • Grade 2-5: Science Inquiry. Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking. The nature of science relies upon communication of results and justification of explanations. Communicate procedures and results of investigations and explanations through: oral presentations, drawings and maps, data tables, graphs (bar, single line, pictograph) , writings (Strand 7 IN.1.D.a.)

  3. Scott Foresman Available Leveled Readers 4th Grade 2nd Grade 3rd Grade 5th Grade

  4. Scott Foresman Leveled Readers Magnified Above Level 2nd Grade Above Level 4th Grade

  5. Trade Books Stellaluna. Janell Cannon. Harcourt (1993). Animals with Backbones. Elaine Pascoe. PowerKids Press (2003).

  6. Time Needed Day 1: Engage with read aloud of Stellaluna using the reading strategy Visualization. Explore classification of animal characteristics using a picture sort. Explain in group setting using groupings from students. Further study by introducing classes of vertebrates. Day 2: Engage/Explain using a read aloud of page 8-24 of the book Animals with Backbones and the reading strategy Determining Importance. Reinforce with an anchor chart and student notes. Day 3: Discuss amphibians and reptiles referring to the anchor chart. Explore by doing the checkpoint lab on eggs. Read pages 4-23 (focus on pages 14-17) of the leveled reader Animal Eggs. Continue to Explore by watching periodic changes to eggs.  Day 4: Elaborate by researching each vertebrate class using trade books and making a pop-up display.  Day 5: Evaluate using performance event.

  7. Vocabulary • vertebrate • classification • amphibian • reptile • fish • bird • mammal

  8. Depth of Knowledge Level 1 – Recall – Classification activity using open sort Level 2 – Skill/Concept - Classify characteristics for each vertebrate class using anchor chart; make observations, infer, modify during lab investigation; classify and construct in the performance event Level 3 – Strategic Thinking – Research and cite clues discovered in various vertebrate books; apply information by creating vertebrate pop ups of all classes of vertebrates; hypothesize investigation; investigate what happens to an egg in vinegar compared to an egg in water Level 4 – Extended Thinking –apply concepts learned in the performance event

  9. Materials • Manila Envelope – one per group • Chart paper • Goggles – one per student • Eggs – two for class investigation, one for pair of students (lab will work with raw or hard-boiled) • White Vinegar • Clear Containers - two for class investigation, one for pair of students • Graduated Cylinder • Plastic Spoons • Paper Towels • Construction Paper • Markers, Crayons, or Colored Pencils • Scissors • Copies of teacher and student pages: • Scientist Case File - one per group • Pictures of vertebrate animals (amphibians, birds, fish, mammals, reptiles) – two sets per group (20 pictures) and one teacher set with magnets (optional) • Vertebrate Class Labels – one teacher set with magnets (optional) • Clipboard Worksheet – one per student • Suspect List Worksheet – one per group • Egg Shell Investigation Worksheet - one per student • Vertebrates by the Alphabet – one for teacher • Four Door Diorama Instructions – one per group • Scientist Case Detective Report – one per student • Performance Event – page 4-5, grade 4, Unit A Test, MO Map Science Test Prep

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