Teacher: Ms.

Ashley Marcin

Grade: 8th

Subject: Science

Unit Title: Life Science

I.

II.

III.

IV.

V.

Synopsis of Unit
The differences and similarities between living things are the subject of this unit.
The student will learn how living things are classified based on their
characteristics, and how these characteristics help living things survive. They will
learn how populations of organisms adapt to changes in the environment. They
will also learn how fossils provide information about living things of the past.
Finally, students will learn about environmental problems and solutions.
Allen, K. Z. (2010). Tennessee Holt science and technology. Teacher's ed. S.l.:
Holt McDougal.
a. Lesson Title: Classification
b. Lesson Sequence: a) Introductory b) Sequential c) Culminating d) Review
Tennessee State Standards
- GLE 0807.5.2 Identify various criteria used to classify organisms into groups.
- GLE 0807.5.2 Use a simple classification key to identify a specific organism.
- 0807.5.1 Select characteristics of plants and animals that serve as the basis for
developing a classification key.
- 0807.5.2 Create and apply a simple classification key to identify an organism.
- SPI 0807.5.1 Use a simple classification key to identify an unknown organism.
Teachers Instructional Objectives:
a. TSW identify and explore a dichotomous (classification) key through
discussion and exploration.
b. TSW construct a dichotomous key using characteristics from a set of objects.
c. TSW be able to identify an object using a dichotomous key.
Assessment:
a. Pre: have the students group animals based on characteristics (i.e. Tigers and
lions are felines, dogs are canines, bearded lizards are reptiles).
b. Post: Students will be given a test that covers vocabulary, asks them to
identify an object or organism using a dichotomous key, and, finally, has the
students create their own small dichotomous key.
Procedures:
a. Set/Motivation:
Students will complete an activity as a group that groups the following
animals: housecat, lion, tiger, cheetah, and shark. The shark should be on its
own, since it is not part of the feline family. The housecat, lion, tiger, and
cheetah should be in one group, which can then be condensed into
domesticated and wild. The housecat is domesticated, thus leaving the lion,
tiger, and cheetah to be further broken down. The tiger and cheetah have
patterned skin, so the lion is in its own group while the tiger and cheetah are
in the other. Finally, the tiger has stripes and the cheetah has spots, so they are
each in their own group. This is how to set up a dichotomous key.
b. Instruction:

i. Teaching Strategies
The instructor should inform the students on the importance of
classification when studying the live sciences.
Walk the students through the first activity to help them begin to
understand the importance of classification. If the activity is written
down, it should be set up in a way that mimics a dichotomous key
(eg):
1a. Feline
Go to step 2
1b. Not a feline
lion
2a. Domestic
housecat
2b. Wild
Go to step 3
3a. Patterned Coat
Go to step 4
3b. Solid coat
lion
4a. Striped
tiger
4b. Spotted
cheetah
This chart should come as a cooperative effort, and the students should
reach an understanding as to what the key offers before they are
instructed on its use. By doing this, the students will understand the
purpose of the dichotomous key and be able to replicate one either
following a worksheet or coming up with their own.
ii. Checking for Understanding
By having the students discover classification through a guided
activity, the teacher can get a general feel for how the students start to
understand. Students should be presented with instructions for all
activities both written and orally. Students should be able to come up
with dichotomous keys of their own based on other lists or physical
representations of objects.
iii. Supervised Practice
Students will work as a group to organize an assortment of objects into
a key. While the students discuss what factors can group different
objects, the instructor needs to circulate and monitor the students for
understanding.
iv. Independent Practice
Can be given as a homework assignment or on an exam. The students
should be able to identify a single object by using a dichotomous key.
v. Closure Summary
Give the students a worksheet where they must identify multiple
organisms using a dichotomous key, then discussed in the class. The
students should justify their answers by answering critical thinking
questions. Why is this characteristic different? Is it possible that that
characteristic is present in the objects of a different group?
vi. Alternative and/or Supplemental Activities
1. Enrichment
a. Have the students identify multiple different mini
candies using a key. The key should focus on physical

VI.

appearance, such as color and smell, not taste, and

special care should be taken to avoid anything with
peanuts in it.
b. Construct a dichotomous key using the elements of a
trail mix.
c. The student will locate ten items in their own home and
construct a dichotomous key to help identify them.
2. Reteach/Remediation
a. If students still struggle with creating a dichotomous
key, do another example in front of the class.
b. Additional instruction can be worked in to the group
activity. Put the struggling students in a group and give
them the first few steps. Monitor this group heavily; if
need be, assign a responsible student to lead the group,
but take care that the group does not sit back and let the
student who understands do all the work.
3. Accommodations/Modifications
a. In any lesson, it is essential to provide directions
multiple ways. This lesson involves a lot of repetition
and complex thinking, so do not just talk about the
steps. Provide students with physical copies of the
instructions and first step or two of the dichotomous
key.
Materials/Media
a. Textbook for vocabulary and basic concepts
b. Worksheets that describe how to form the dichotomous key
c. Blank handouts formatted for the dichotomous key (to reduce the likelihood
of incorrect formatting)
d. Miscellaneous objects, various candies, and trail mix, as needed