Teacher: Gainous |
Unit/Session: Animal Kingdom |
Date of Instruction: 1/26/2022 |
Standard/s: S7L1. Obtain, evaluate, and communicate information to investigate the diversity of living organisms and how they can be compared scientifically. a. Develop and defend a model that categorizes organisms based on common characteristics. |
Learning Target/ Teaching Point: I can describe the six kingdoms of life. |
Success Criteria:
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Opening (I Do) An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson. TKES 1, 2, 3,4,5, 8,10 | INTRODUCTION/CONNECTION: Science Starter review question |
DIRECT INSTRUCTION:
Complete a slideshow on the animal kingdom showing the diversity among vertebrates and invertebrates.
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Work Period (We Do, You Do) Students learning by doing/demonstrating learning expectations. Describe the instructional process that will be used to engage the students in the work period. TKES 1, 2, 3, 4, 5, 7. 8,10
| GUIDED PRACTICE:
The class will observe different phylums of invertebrates and vertebrates and will discuss the differences.
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INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION: Students will watch a Bill Nye video on invertebrates and will complete a worksheet companion. |
Closing (We Check) Describe the instructional process that will be used to close the lesson and check for student understanding . TKES : 1,2,3, 4,5,6,7,8
| SUMMARIZE/CHECK FOR UNDERSTANDING: Review characteristics of animals
Formative Assessment : Oral Q & A recap of the animal kingdom |
Homework | Study vocabulary words |
