Teacher :Mr. Turk Date:11/7/16 to 11/11/16 Subject: Biology Block: 1st and 5th

Alabama COS: standards #13.) Obtain, evaluate, and communicate information to explain how organisms are classified by physical characteristics, organized into levels of taxonomy, and identified by binomial nomenclature (e.g., taxonomic classification, dichotomous keys).

a. Engage in argument to justify the grouping of viruses in a category separate from living things.

ACTIVATING LEARNING STRATEGY: COGNITIVE TEACHING STRATEGIES:                         KWL Word Splash   Anticipation Guide Lecture Graphic Organizer/VLT   Poem, Rhymes, etc.  Survey   Possible Sentence   Think-Pair-Share Reading   Pictograph   Acronyms/Word  First Word   Concept Map Vocabulary Overview   Model   Diagram   Other: _Exit slip___________

  Word Map   Frayer Model Daily Language Practice

(DLP)___________________   Hands-on   Mind Map/Visual Guide

                       

Engagement Strategies: - Collaborative Group Work - Writing to Learn - Literacy Groups Other:_____________________ - Questioning Techniques - Scaffolding Text -Classroom Talk

Technology Integration: Smart board Document Camera IPADS Mac Books Computers Kindles Interactive Tablets Digital/ Video Camera Clickers ACCESS Computer Program:________________________________ Other:______________________________________

This Week’s Vocabulary: : taxonomy, Binomial nomenclature, genus, taxon, family, order, class, phylum, kingdim

Lowndes County Public SchoolsLESSON PLANS

PROCEDURAL CONTENT (application)

Monday Tuesday Wednesday Thursday Friday

Essential Question

What is classification? Why classify? What are the levels of Linnaeus’s system of classification?

What is binomial nomenclature?

Why scientist classify organism?

Objective(s)

. Students will be able to define and recognize different types of classification.

Students will be able to explain why it is important to classify organism.

. Students will be able to describe the levels of Linnaeus’s system of classification.

Students will be able to describe binomial nomenclature.

Students will be able to explain why scientist classify organism.

Preview (Before)

1. Bell ringer :Think circle(activate prior knowledge) Student will draw a think circle and list thing they already know about the classification in the think circle and have a discussion.

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1.

Bell ringer :(Activate prior knowledge

1. Student will draw a think circle and list in the think circle thing they already know about classify organism with a discussion .

2. Students will discuss the meaning of key vocabulary words from previous lesson.

Bell ringer :(Activate prior knowledge.

1. Student will draw a think circle and list in the think circle thing they already know about classify organism with discussion .

2. Students will discuss why classify from previous lesson.

Bell ringer:1. Student will draw a think circle and list in the think circle thing they already know about how living thing are organized.2.Student will discuss classify during early years from previous lesson,

Bell ringer:1. Student will draw a think circle and list in the think circle thing they already know about classification with a discussion on them.2.Student will discuss the binomial nomenclature from previous lesson,

Instruction (During)

1. Students will copy key vocabulary word off the board and turn and talk about the meaning of each.2.Students will read Linnaean system of classification (biology book page 504) and turn and talk about the important facts.3.Student will view power point on classification and table talk about the important

1.Students will read scientific names and write the main idea from the reading.. Students will do a anticipation guide using their textbooks,3.Students will do a classification activity on music .4 Students will view a YouTube video on classification and turn and talk about the important facts.

1.Student will take a vocabulary quiz.2.Student will read Linnaeus’s classification system has seven levels from their textbooks page 506 and write a summary on the reading.3 Students will do a classify activity on living thing with discussion 4.Students will do a smart board activity from smart

. 1.Students will read binomial nomenclature and turn and talk about the reading.2. Students will view a power point with discussion on binomial nomenclature3.Student will do a brain pop activity called classification.4.Students will do section review from biology textbook page 514.. .

. 1.Students will read why classification is important Old biology textbook page 447 and turn and talk about the reading.2. Students will take a test on classification of organism. .

facts4.students will do a foldable on key vocabulary.5. Student and teacher will review vocabulary activity..6.ACT-activity-Students will be introduce to ACT test using the ACT test preparation guid.

5.Student will do section review question activity sheet from biology textbookpage504.

exchange.

. 6.ACT-activity-Students will be introduce to ACT test using the ACT test preparation guid.

(After)

3-2-1 students will write about thing they learned from class today, two interesting thing and one question they still have .

Quick write: students will write about thing they learned from class today

Quick write: write: students will write about thing they learned from class today

Exit slip: Students will list the different between a food chain and food web..

3-2-1 students will write about thing they learned from class today, two interesting thing, and one question they still have.

Extension/Refining

HomeworkStudents will do a vocabulary word search puzzle ..

Students will do a classify items from their homes activity .

Assessment (formal or informal): class work notebook homework quizzes tests computer activities collaborative work project based Other:__ Hand on activity_

Summarizing: 3-2-1 Ticket out the Door The Important Thing Cue Cards Teacher Questions Student Summary Other:__Exit slip_____________________