Design Topic: Scientific Investigation, Reasoning, and Logic

Subject(s): Science
Grade(s): 6th
Designer(s): Shelby Holcomb

Biological
Classification

Unit Title: Biological Classification

Grade Levels: 6-8
Topic/Subject Areas: Grade 6 SOL- Life Science (LS)
Key Words: Biological Classification, Nomenclature
Designed By: Shelby Holcomb
Time Frame: Three Weeks
School District: Regent University
School: Teacher Ed & IDS Dept.

Brief Summary of Unit (including curricular context and unit goals):

Students will learn about biological classification through traditional and differentiated activities.
At the conclusion of this activity, students will be able to
give an accurate and quasi-detailed overview of biological classification,
give examples of various pre-established classification groups,
apply their knowledge of classification to establish an effective classification system for the
things around them, and
critique theirs and their peers made-up classification systems.

Unit design status:

X Completed template pages stages 1, 2, 3

X Completed rubrics

Completed blueprint for each performance task

Directions to students and teacher

Materials and resources listed

x Suggested accommodations
Status:

x Suggested extensions

Initial draft (date: ___________)

Revised draft (date: ____________)

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Peer Reviewed

Content Reviewed

Field Tested

Validated

Anchored

Design Topic: Scientific Investigation, Reasoning, and Logic

Subject(s): Science
Grade(s): 6th
Designer(s): Shelby Holcomb

STAGE 1 DESIRED RESULTS

Unit Title: Biological Classification
Established Goals:

At the conclusion of this activity, students will be able to

give an accurate and quasi-detailed overview of biological classification,
give examples of various pre-established classification groups,
apply their knowledge of classification to establish an effective classification system for the
things around them, and
critique theirs and their peers made-up classification systems.

Understandings: Students will understand that

(Provide 3 to 5)

Students will understand differences in different

organisms and why those organisms possess those
characteristics.
Students will understand how to properly handle
living and preserved organisms.
Students will understand that effective
compare/contrast and classification involves indepth study of organisms.

Students will know:

(Give at least 5)

How and why organisms receive their scientific

names
How organisms are classified according to the
biological classification system
The genus of the American Green Tree Frog
The distinct characteristic of the vertebrates (the
spine)
Why two members of a given class do not
necessarily have to be in the same order

Essential Questions:
(Provide 3 to 5)

What types of characteristics do we pay attention

to in order to most effectively classify organisms?
Why do those characteristics matter?
Why do you think some organisms studied
possess characteristics that our other organisms
do not?
Why do you suppose classification of organisms is
important to scientists?

Students will be able to:

(List at least 5 skills)

List in descending order the groups used to

classify organisms (KPCOFGS)
Compare a tree frog of their choice to the
American Green Tree Frog
Describe how an organism can belong to both a
genus and a species.
Create their own classification system
Name the six kingdoms

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Design Topic: Scientific Investigation, Reasoning, and Logic

Subject(s): Science
Grade(s): 6th
Designer(s): Shelby Holcomb

Performance Tasks:

STAGE 2 ASSESSMENT EVIDENCE

Other Evidence:

(Briefly describe 1 to 3 authentic assessments)

You are the ScientistStudents are given a group

of fifteen index cards. Each card has a picture of
a different organism, but each organism belongs
to the same order. Students are asked to create
their own classification system, then assign each
organism to a group. Afterwards, Students are
informed what characteristics scientists actually
use to classify those organisms into genus and
species, and a list is given that presents where
each organism belongs. They are to compare their
thought processes and think about whether they
think the already-established methods of
classification are better than their own systems,
and discuss why or why not.

(List 3 including MC quiz)

Quiz: Classification of Organisms. Students are

asked to show general knowledge of the
KPCOFGS (biological classification) system.
Prompt: Describe how an organism can belong to
both a genus and a species. Do all organisms of
the same genus belong to the same species? Why
or why not?
Skill Check: Research briefly the six different
kingdoms and decide whether an organism can
belong to two separate kingdoms at once.

Choose your own OrganismStudents are to

create a poster that shows how scientists classify
organisms. They should be able to explain the
broad difference between Kingdom, Phylum,
Class, Order, Family, Genus, and Species, and
they should be able to list correctly this order of
classification. On this poster, students are given
one species of tree frog (the American Green Tree
Frog of the genus Hyla) and asked to compare
and contrast a few of the features of the American
Green Tree Frog with a tree frog species of their
choice belonging to the same genus (frog species
must be approved by teacher to ensure
correctness in choosing). Students will present
posters to the class. By doing this, students will
realize some of the differences in two animals of
the same genus that cause scientists to classify
them as separate species.
Student Self-Assessment and Reflection
(List at least 2)

1) Self-assess the classification systems that you developed during You are the Scientist.
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Design Topic: Scientific Investigation, Reasoning, and Logic

Subject(s): Science
Grade(s): 6th
Designer(s): Shelby Holcomb
2) Self-assess the poster from Choose your own Organism.
3) Reflect on how you view different organisms compared to the before the lessonwhat is
different?

STAGE 3 LEARNING PLAN

Summary of Learning Activities:
(list by number here and then complete the week-by-week planning calendar below using the same information)
1.

Begin with an entry activity as a hook for students: (Warm-up in which teacher asks students to volunteer certain
objects around the room (living, such as plants, and nonliving, such as pens) for observation).

2.

Introduce the essential questions and discuss You are the Scientist and Choose your own Organism

3.

Introduce new vocabulary (binomial nomenclature, kingdom, phylum, class, order, family, genus, species).
Students read and discuss the introduction to the classification activity on the Classifying Critters website
(http://web.archive.org/web/20090201151004/http://www.hhmi.org/coolscience/forkids/critters/critters.html).
Students are asked to begin researching tree frogs that interest them.

4.

Students perform You are the Scientist activity with the classification of index cards. Teacher follows up the
activity with a lesson that gives an overview of how scientists use different characteristics to classify organisms.

5.

Teacher introduces the biological classification system (KPCOFGS) and explains the broad difference between
the groups within the system. Teacher also explains concept of binomial nomenclature. Students are to create a
poster with their partner that explains visually how scientists classify organisms. Teacher tells children to leave
room on their posters, as they will be adding to them later, but to present what they have to the class.

6.

Teacher assigns a member of genus Hyla to each group and asks them to create a Venn diagram on their poster
that compares and contrasts their tree frog with the American Green Tree Frog. Students will present their
posters to the class.

7.

Give multiple choice quiz on Classification of Organisms

8.

Together with the class, work through the first challenge on the Classifying Critters website. Why do you think
the eagle belonged with the turkey?

9.

Working in pairs, students complete the rest of the Classifying Critters challenges. Students are to record why
they chose the answers that they chose. Teacher observes and coaches students while they work to complete
these.

10. Go over the answers together as a class and open the floor to student discussion.
11. Each student creates one challenge similar to the ones presented on the Classifying Critters website. (For
instance, a student would present something like a Chihuahua and ask the class if it is most similar to a squirrel,
a wolf, a fish, or a goose.) Students are given a rubric. Make sure to have them bring an answer key to their
challenge that lists the answer and why they believe it to be correct. This is to be done at home.
12. The next day, the students are placed in groups of four. One at a time, they present their challenges and ask their
three peers to guess the answers. If their peers have trouble guessing the answers, students might want to make
some revisions. Students then exchange challenges with other members of their group and provide feedback
based on the rubric.
13. Show and discuss the video Chordates: Were all Family at http://shapeoflife.org/video/phyla/chordates-we
%E2%80%99re-all-family
14. Provide presentation on Phylum Chordata. Explain that vertebrates are chordates, but that chordates are not
necessarily vertebrates. Have class work together to fill in this concept map.
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Design Topic: Scientific Investigation, Reasoning, and Logic

Subject(s): Science
Grade(s): 6th
Designer(s): Shelby Holcomb
http://sciencenetlinks.com/media/filer/2011/10/14/classify_actsheet.pdf
15. Students respond to a written prompt: Describe how an organism can belong to both a genus and a species. Do
all organisms of the same genus belong to the same species? Why or why not? (Students may write about a
specific organism or may simply explain how an unnamed organism accomplishes this. Students may answer in
any form (paragraph, bullets, concept map, etc.). Collected and graded by teacher.
16. Students work independently to research briefly the six different kingdoms and give two facts about each
kingdom. At the bottom of their paper, they should explain why an organism cannot belong to two kingdoms at
once.
17. Students return to their groups from You are the Scientist and discuss their own classification systems. Were
these systems effective? Why or why not?
18. Class discussion: Reflect on how you view different organisms compared to the before the lessonwhat is
different?

Stage 3 Plan Learning Experiences and Instruction

10.

15. Step 18 (E-2, T)

9. Step 12 (R, E-2)

14. Step 17 (E-2, T)

Step 13 (E)

5. Step 7-8 (Eval)

4. Step 6 (E)

Thursday

Friday

Consider the WHERETO elements. You must include enough instruction for 15 lessons. If you require more
instructional days, copy and paste the calendar template onto an additional page below. Do not exceed 6 weeks.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

13. Step 16 (E-2, T)

12. Step 15 (E-2, T)
11. Step 14 (E)

8. Step 11 (E-2)
7. Step 10 (E-2)
6. Step 9 (E)

3. Step 5 (E)
2. Step 4 (E)
1. Steps 1-3 (HW)

Monday

Tuesday

Wednesday

Design Topic: Scientific Investigation, Reasoning, and Logic

Subject(s): Science
Grade(s): 6th
Designer(s): Shelby Holcomb

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Design Topic: Scientific Investigation, Reasoning, and Logic

Subject(s): Science
Grade(s): 6th
Designer(s): Shelby Holcomb

Rubric for Classification Prompt

Great Quality:
Quali Student displays
ty of
excellent grasp of
Argument
content and in-depth
understanding.
Response answers all
questions in accurate
detail. Response is at
least five sentences.

Clari
ty of
argument

Very Clear:
Student
answers questions
clearly and concisely,
going into detail
about subject matter,
but not including
anything irrelevant or
unimportant.
Response could be
easily understood by
peers and has clear
transitions between
thoughts. Response
includes few to no
syntax errors.

Good Quality:
Response shows just
below-the surface
knowledge of content.
Response answers
questions accurately,
but does not go into
much detail. Response is
at least three
sentences.

Okay Quality:
Response displays
little or no understanding
of questions and content
and fails to answer some
or all of the questions.
Response may lack logic or
answer questions
incorrectly. Response is
most likely less than three
sentences.

Mostly Clear:
Student answers
questions somewhat
clearly, but may
occasionally digress into
unrelated topics or fail
to include transitions
from one thought to
another. Student may
omit one or two
important details, but
explains in a way that is
mostly effective.
Response includes a few
syntax errors.

Hardly Clear:
Response is moderately to
majorly unclear. Student
includes at least three
things that are unrelated
to the topic, and includes
little to no transition
between thoughts.
Response leaves out key
details needed to make
argument clear. Response
includes a number of
syntax errors.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Design Topic: Scientific Investigation, Reasoning, and Logic

Subject(s): Science
Grade(s): 6th
Designer(s): Shelby Holcomb

Spell
ing and
Grammar

Response includes
little to no spelling,
grammar, or
punctuation errors.

Response includes a few

spelling, grammar, or
punctuation errors.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Response includes a
medium to large number of
spelling, grammar, or
punctuation errors.