Courtney Cremeans

Poca Middle School

March 10, 2016

6th grade-Science

Review of Cells for test / Introducing Classification

Task 5-Diverse Lesson

Instructional Objectives/Student Outcomes

1.
Students will utilize technology, analyze worksheets, and notes to review unit
content to describe cell function and contributions.
2.

Students will identify a Dichotomous Key to classify varying animals

3.
Students will assess their personal knowledge to decipher what they need
more work on to prepare for a test.
4.
Students will categorize diverse animals based on their characteristics
according to the dichotomous key.
WV CSOs
S.6.LS.7
Students will construct an argument supported by empirical
evidence that changes to physical or biological components of an ecosystem affect
populations.
S.8.LS.8
Students will analyze displays of pictorial data to compare
patterns of similarities in the embryological development across multiple species to
identify relationships not evident in the fully formed anatomy.
S.7.LS.2
Students will develop and use a model to describe the function
of a cell as a whole and ways parts of cells contribute to the function.

National Standards

LS1.A: Structure and Function

All living things are made up of cells, which is the smallest unit that can be said
to be alive. An organism may consist of one single cell (unicellular) or many
different numbers and types of cells (multicellular). (MS-LS1-1)

LS4.A: Evidence of Common Ancestry and Diversity

The collection of fossils and their placement in chronological order (e.g., through
the location of the sedimentary layers in which they are found or through
radioactive dating) is known as the fossil record. It documents the existence,
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diversity, extinction, and change of many life forms throughout the history of life on
Earth. (MS-LS4-1)
Anatomical similarities and differences between various organisms living today
and between them and organisms in the fossil record, enable the reconstruction of
evolutionary history and the inference of lines of evolutionary descent. (MS-LS4-2)

Management Framework
Overall Time-

90 minute lesson

Time Frame- 5 Minute Bell Ringer

10 Minute Introduction, Personal Review, Establish Questions
30 Minute Review Game for Friday Test
30 Minute Slideshow Presentation/Note taking guide on
5 Minute Additional Questions
5 Exit Ticket

Strategies
Teacher guided instruction, Independent study, teacher demonstration, scaffolding,
group activity, group and independent reflection.
Differentiated Instruction/ Adaptations/ Interventions
I will accommodate multiple different learning styles by incorporating multiple
methods. I will go over what the students will be doing in the period, verbally and
written, to prepare for their test the next day. I will write instructions on the board,
and verbally direct them with the new materials they will be using. If any questions
arise or assistance is needed, I will be walking around the room to ensure everyone
is on task and to eliminate confusion. I will assign groups when they study review
activity arises, and I will step by step give directions for the slide show note taking
guide. Students will be participating in study activities that integrate partner work,
technology, and scaffolding for information that will be new to them. Students are
able to discuss with one another to ensure they understand the concepts, as well as
refer to me, their notes, and worksheets. The grading scale will be modified for
students with special needs for the exit ticket. I will abide by each individual IEP to
ensure I am offering the appropriate plans in place for each student. Students with
IEPs will be given a different note taking guide with answers provided to
accommodate for their individualized needs.

Procedures
Introduction/Lesson Set
Bell Ringer:
How would you tell the difference between an animal cell and a plant cell?
I will display this on the smartboard and they will be responsible for completing this
while I take attendance silently using the seating chart within the first five minutes
of class. They will also be responsible for copying down the objectives into their
notebook and the itinerary for the day. Once everyone has completed and appears
finished, I will then ask for someone, randomly, to complete it on the board.
Once I assess that everyone understands this bell ringer concept via verbal
diagnostic testing, I will move to introduce everyone to the review activity they will
be participating in the class period.
The first activity is individual reflection on their materials, worksheets, notes, past
quizzes, and book. They are given this time to study independently and assess what
they know and what they need to work on. I will expect each person to have a
sheet of paper of items they dont understand or need to work on.

Body and Transitions

Set Up: While students are studying independently, I will be setting up the review
study activity on the Smart Board.
The students will be assigned groups to compete against each other for the study
review activity. Each person will be responsible for answering a question on the
Smart Board and I will be keeping score. Each student will answer a question and if
a question is missed, we will select and explain the correct answer as a class.
If student still do not understand any items at the end of the activity that are
written on their paper, then I will ask after the activity duration is over and write
them on the board to be discussed as a class.
After the activity is over, I will hand out the classification note taking guide and
the modified copy for those students with an IEP that need it. This will serve as a
guide through the power point to ensure students are on task, paying attention, and
obtaining the new vocabulary from the PowerPoint.
In order to incorporate diversity, I will discuss the family URSIDAE which
includes bears like the brown bear and sloth bear that are native to varying areas of
the world. We will compare and contrast how/why they are similar/different and how
this plays into their nomenclature:

Brown Bear Ursus arctos

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Kingdom

Phylum

Class

Order

Family

Genus

Species

Animalia Chordata Mammalia Carnivora Ursidae

Ursus

Ursus
arctos

Sloth Bear Melursus ursinus

Kingdom

Phylum

Class

Order

Family

Genus

Species

Animalia

Chordata

Mammalia

Carnivora

Ursidae

Melursus

Melursus
ursinus

As the PowerPoint presentation comes to a close, we will address the questions and
review the new material. We will work out these questions together as a class.

Closure
As an exit ticket, I will ask the students to turn in their list of questions that they
had written in order to prepare for the test the following day WITH an answer
provided to their question. This exit ticket I am asking for is in place for students to
improve on their writing skills and access their knowledge from the various activities
from the day and previous days.
Assessment
Diagnostic
To assess prior knowledge, I will start the bell ringer about cells to conclude that
they can recall the material that has been taught for a week (Objective 1).
Formative
I will visually observe students to ensure participation in the team activity,
individual study, the note taking guide, and/or the exit ticket (Objective 1, 2, 3, and
4).
Summative
I will observe the scores from the review/study activity to measure understanding
and comprehension while ensuring participation (Objective 1).
At the end of the lesson, students will turn in an exit ticket to measure their
comprehension of the review lesson (Objective 1, 2, 3, and 4).
Materials
Smartboard, pencil, paper, PowerPoint, review/study activity, note taking guide, IEP
note taking guide, whiteboard, and notebook.
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Extended Handout
If Student Finishes Early
The only time a student will finish early is during their study time
independently because everything else is group work. If this occurs, I will direct
students to organize their notes and notebooks to prepare for the review/study
activity.
If Lesson Finishes Early
If the lesson finishes early, I will direct the students to return to
studying for the test the following day. Many of the students have unfinished work
to complete that pertains to the test so many of them could utilize the time to study
and finish previous assignments pertaining to cells.
If Technology Fails
I can use the whiteboard instead of the smartboard if technology fails
for the review activity. The students can still compete with one another for the
correct answer. For the PowerPoint, I can print out physical copies to complete their
note taking guides.

Name ________________________________________ Date_______________ Class

_______________

Classification

Species of Organisms
Scientists have recorded ________________________________ different species on the planet.
Estimates are that there are currently between ___________________________________ living
on the planet today.
New organisms are ______________________________________________________.
What is Classification?
Classification is also known as __________________________________
__________________________________ are scientists that identify & name organisms
Benefits of Classifying
________________________________________________ names organisms
Prevents _______________________ (_____________________________________
___________________________________)
For example, misnomers such as starfish & jellyfish that aren't really fish, or that a seahorse isnt
really a horse.
Classification uses the _______________________________ (_____________ or
_______________) for all names.
__________________________________ in using different languages for names
Latin names are _____________________________________________________
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Early Taxonomists
2000 years ago, ___________________, a Greek scientist, was the first taxonomist
First, Aristotle divided organisms into ________________&___________________
He ____________________________________________: land, sea, or air dwellers
______________________________________, 18th century Swedish taxonomist
Classified organisms by their __________________________________
He is called the Father of Taxonomy
Linnaeus developed the modern system of naming known as
____________________________________________________.
_________________________________ (Genus & species) or what we today call, the
_____________________________________.
Standardized Naming
Binomial nomenclature uses the ___________________ and_________________ names.
Given in Latin or Greek.
You _____________________________ the name in print
You _____________________________________________, but __________________
____________________________________.
Rules for Naming Organisms
All names __________________________________________ by International Zoological
Congress
This _______________________________________________________________.

Classification groups
_______________________ is a category into which related organisms are placed
There is a hierarchy of groups (taxa plural of taxon) ______________________________
_________________________________.
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 Taxonomic heirarchy: Kingdom (broadest taxon), Phylum, Class, Order, Family, Genus,
Species (most specific taxon)
Shortcut to remembering the order (King Paul Came Over For Good Spaghetti)

Dichotomous Key
A ___________________________________ is a tool used to identify organisms
It is a list of characteristics _____________________________ (Di- means 2)
To use it, __________________________________________ and either go to another set of
characteristics OR identify the organism.
Categorizing
Cell types: _____________________________ (only one cell, does not have a nucleus)
_____________________________(more than one cell, cells do have a nucleus)
How they move: ________________________ (Can move around on their own)
_________________________________(Cannot move around on their own)
How they get their food: _________________________________(They make their own food.
THINK PHOTOSYNTHESIS)
__________________________________(Have to eat something else, either plant or animal,
for food.)

The Five Kingdoms

__________________________(bacteria)
__________________________ (protozoans, algae)
__________________________(mushrooms, yeasts )
___________________________ (multicellular plants)
___________________________(multicellular animals)
Monera
Example: Bacteria

________________________________________________________________
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________________________________________________________________

________________________________________________________________

Protista

Examples:Amoeba, Paramecium

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Fungi

Examples:Mushroom, yeast, mold

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Plantae

Examples: Tree, Flower, Fern, Grass

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Animalia

Example: Humans, Birds, Bugs, Fish, Snakes, Starfish

___________________________________________________________

___________________________________________________________

___________________________________________________________

Name ________________________________________ Date_______________ Class

_______________

Classification

Species of Organisms

Scientists have recorded about 1.3 million different species on the planet.
Estimates are that there are currently between 8 million species living on the planet today

New organisms are still being found and identified

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What is Classification?

Classification is also known as taxonomy

Taxonomists are scientists that identify & name organisms

Benefits of Classifying
Accurately & uniformly names organisms.
Prevents misnomers (a name that is wrong or not proper)
For example, misnomers such as starfish & jellyfish that aren't really fish, or that a seahorse isnt
really a horse.
Classification uses the same language (Latin or Greek) for all names.

Avoids confusion in using different languages for names.

Latin names are understood by all taxonomists.

Early Taxonomists
2000 years ago, Aristotle, a Greek scientist, was the first taxonomist.
First, Aristotle divided organisms into plants & animals.
He subdivided them by their habitat: land, sea, or air dwellers .
Carl Linnaeus, 18th century Swedish taxonomist.
Classified organisms by their structure.
He is called the Father of Taxonomy.

Linnaeus developed the modern system of naming known as binomial nomenclature

Two-word name (Genus & species) or what we today call, the Scientific Name

Standardized Naming

Binomial nomenclature uses the Genus and species names.

Given in Latin or Greek.
You italicize the name in print.
You capitalize the Genus, but NOT the species.

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Rules for Naming Organisms

The International Code for Binomial Nomenclature contains the rules for naming
organisms.

All names must be approved by the International Zoological Congress.

This prevents duplicated names.

Classification groups
Taxon is a category into which related organisms are placed.
There is a hierarchy of groups (taxa plural of taxon) from the broadest to most
specific.
Taxonomic heirarchy: Kingdom (broadest taxon), Phylum, Class, Order, Family, Genus,
Species (most specific taxon)
Shortcut to remembering the order (King Paul Came Over For Good Spaghetti)

Dichotomous Key

A dichotomous key is a tool used to identify organisms

It is a list of characteristics given in pairs (Di- means 2)

To use it, you read both characteristics and either go to another set of characteristics
OR identify the organism

Categorizing

Cell types: Unicellular (only one cell, does not have a nucleus)
Multi-cellular (more than one cell, cells do have a nucleus)
How they move: Motile (Can move around on their own)
Non-motile (Cannot move around)

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How they get their food: Autotrophic (They make their own food. Think photosynthesis)
Heterotrophic (They have to eat something else, either plant or
animal, for food.)

The Five Kingdoms

Monera (bacteria)
Protista (protozoans, algae)
Fungi (mushrooms, yeasts )
Plantae (multicellular plants)
Animalia (multicellular animals)

Monera

Examples:Amoeba, Paramecium

Single-celled
Motile
Autotrophs or Heterotrophs

Fungi

Single celled
Motile
Autotrophs or Heterotrophs

Protista

Example: Bacteria

Examples:Mushroom, yeast, mold

Multi-celled
Non-motile
Heterotrophs

Plantae

Examples: Tree, Flower, Fern, Grass

Multi-celled

Non-Motile

Autotroph

Animalia

Example: Humans, Birds, Bugs, Fish, Snakes, Starfish

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Multi-celled

Motile

Heterotrophs

Brown Bear Ursus arctos

Taxonomy
Kingdom

Phylum

Class

Order

Animalia

Chordata Mammalia Carnivora

Family

Genus

Species

Ursidae

Ursus

Ursus
arctos

Brown Bear family.The brown bear is also known as grizzly bear in North America and it is the
most distributed species of bear on earth. Source: Alaska in Pictures

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Name

Common name: Brown bear, grizzly, grizzly bear.

Scientific name: Ursus arctos.

Distribution

The brown bear has a circumpolar distribution historically covering most of North
America, northern Asia, Europe, the Atlas Mountains of North Africa and the Middle
East. In most of these areas Ursus arctos is extinct or their numbers have been drastically
reduced.

The brown bear is one of the 8 species of extant bears and the most widely distributed.

This species is one of three of the ursidae family distributed in North America, the other
two are the polar bear (Ursus maritimus) and the black bear (Ursus arctos).

Today most brown bears are found in northwest North America and Russia with
population pockets in Europe.

In North America brown bears are known as grizzly bears. They were historically
distributed over most of the northwest from Alaska in the north to Mexico in the south
and from the Pacific in the west to the Missouri River in the east.

Today in North America its range is limited to Alaska, Yukon, British Columbia and
smaller populations in Montana, Idaho, and Wyoming in the U.S. and Alberta and the
Northwest Territories in Canada.

The populations of southwestern U.S and Mexico are believed to be extinct.

Today in North America there are two recognized subspecies of grizzly bears: Ursus
arctos horribilis that live inland and Ursus arctos middendorffi or Kodiak bear which is
found in the Kodiak Archipelago and surrounding islands off the coasts of Alaska and
British Columbia.

Habitat

Brown bears occupy a great variety of habitats from Arctic shrub lands, steppes,
temperate rainforest, tundra, coastlines and alpine meadows.

Their main habitat requirement is areas with dense coverage where they can find shelter
during the day.

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Brown Bear (grizzly bear) distribution map. The red areas is where the species is extinct.
Source: IUCN Red List of Threatened Species

Physical Features

Brown or grizzly bears have long and thick fur that varies in color depending on its
geographical area due to temperature and diet. Its fur can range from cream to silver,
brown and black.

They have a slight hump above its shoulder.

They have large and curved claws. Juveniles can climb trees but not adults because of
their weight.

Their large molars are adapted to crushing food.

Body size varies greatly among subspecies of brown bears. It fluctuates according to sex,
geographical location, age, season and diet.

Those found in the coast of Alaska, British Columbia and eastern Russia are the largest.

The largest subspecies of brown bear is the Kodiak bear that lives in the Kodiak
Archipelago and surrounding islands in Alaska and British Columbia, Canada.

Weight and length

Brown bears can weight from 881 to 3,306 lbs or 400 to 1500 kg.
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They can measure from 3.28 to 9.19 ft or 1 to 2.8 m in length from head to rump.

Males are 10% larger than females.

Behavior

Brown bears return to the same seasonal food sources year after year.

They are solitary animals unless during mating season or females raising cubs.

Occasionally they gather at major food sources where social hierarchy will prevail. Adult
males are dominant followed by females with cubs over juveniles and females with no
cubs.

Brown bears have home ranges. Their size depends on distribution, food and available
habitat. Home ranges tend to overlap and can be as large as 1,000 sq mi or 2,600 sq km
but the average is between 28 and 160 sq mi or 73 and 415 sq km. Males have larger
home range than females.

They have low dispersal capabilities. Females disperse only 6.2 miles or 10 km and males
18.6 miles or 30km from their mothers home range.

In the fall they start looking for a place to build their den where they will rest for the
winter.

Some brown bears travel during the fall in search of food supplies.

They build dens by digging under fallen trees, cavities on large trees and caves or
crevices in rocks.

It forages for food early morning and evenings and rests during the day.

They can run at speeds of up to 35 mph or 55 km/hr.

Depending on location and weather, brown bears begin a period of inactivity in

November or December and lasts until March or April. In cold areas they go through a
deep sleep which is not true hibernation as they can easily be awaken.

They communicate by making sounds and by leaving scent marks to mark their territory.
They have an acute sense of smell but poor eyesight.

The brown bear is an apex predator.

Reproduction

Brown bears reach reproductive maturity from between 5 to 8 years old.

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They breed between the end of April to the end of June.

Females will take from 2 to 3 years between litters until they mate again.

The fertilized egg is implanted in the uterus 5 months after mating depending on certain
conditions such as availability of food and general health. The total gestation time lasts
from 180 to 266 days including delayed implantation.

Litter size is usually 2 to 3 sometimes up to 4.

Males do not provide parental care.

The Young

Cubs are born in the den between January and March while the mother is resting for the
winter.

Cubs are born blind and furless. They weight an average of 1 pound or 0.45 kilos.

They leave the den in the spring when their mother will teach them how to survive.

The young stay with their mothers until at least their 2nd spring, but usually until their
3rd or ever 4th

Diet

Brown bears are omnivorous. Their diet changes with season and location.

They eat berries, roots, grass, salmon, insects, small and large mammals and the carrion
of dead animals.

Life Expectancy

Brown or grizzly bears can live in the wild for 20 to 30 years and in captivity for up to 50
years.

Predators

The brown bear is an apex predator. Its main predator is humans.

Sometimes cubs become prey of other bears, mountain lions or wolves.

Threats

Habitat conversion to agricultural lands, urban development and roads.

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Hunting, poaching and human encounters.

Persecuted as predators of livestock.

Mining and oil extraction pollutes their habitat.

Fragmentation of its habitat. Brown bears need connected and large areas to ensure their
survival.

Conservation Status

They are threatened in the lower 48 states.

The American black bear and the brown bear are the only bear species not classified as
threatened by the IUCN.

Some subspecies of brown bears such as the Californian, North Africa Atlas bear and the
Mexican brown bears are extinct.

Many subspecies like the Himalayan brown bear and the Marsican brown bear are
critically endangered.

Interesting Facts about grizzly bears (brown bears)

The brown bear is the national animal of Finland.

The grizzly bear (brown bear) is the state animal of Montana.

The California golden bear (Ursus californicus) was designated the state animal of
California in 1953 even though it had been extinct since 1922.

The U.S. and Canadian governments consider pepper spray a more effective weapon to
stop brown bears aggressive behavior rather than guns.

Brown bears have unpredictable behavior and may attack if they feel threatened.

Related Species

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Bear, Andean or
Spectacled

Bear, Asiatic
Black

Bear, Black

Bear, Brown

Bear, Giant Panda

Bear, Polar

Bear, Sloth

Bear, Sun

Sloth Bear Melursus ursinus

Taxonomy
Kingdom

Phylum

Class

Order

Family

Genus

Species
Melursus

Animalia

Chordata

Mammalia

Carnivora

Ursidae

Melursus
ursinus

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Adult sloth bear from the Daroji Bear Sanctuary

Name

Common name: Sloth bear.

Scientific name: Melursus ursinus

Sloth bears are not related to sloths. George Shaw, a European zoologist, believed they
were related. He named this species for features they share with tree sloths such as their
long, thick claws and teeth and the fact that sometimes they hang upside down on tree
branches.

Distribution and Habitat

Sloth bears live in South Asia in the Indian Subcontinent covering the countries of
Bangladesh, Bhutan, India, Nepal and Sri Lanka.

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Its population is highly fragmented due to loss of habitat. It may be extinct in

Bangladesh; the last documented records are from the late 1990s.

Their habitat consists of lowland tropical forest, grasslands, scrublands and savannas.

Sloth Bear Distribution Map. Source: IUCN Red List of Threatened Species. Extinct in red areas.
Physical Features

Sloth bears are covered in shaggy heavy black coat. The hair of its coat is long and
measures from 80 to 200 mm. It is longer on the neck and shoulders.

Their snout is very long and cream colored.

They have a long tongue and a gap on their teeth that allows them to suck up ants,
termites and bees. Their nostrils can close to protect themselves against insects.

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Their claws are curved and long and measure 3 in or 7.6 cm. They are used to penetrate
termites in logs, soil or trees.

They have a cream colored V or Y patch on their chest and tufts of hair on the ears.

Length and Weight

Males are 30 to 40% heavier than females.

Sloth bears grow up to 6 feet or 1.8 meters in length.

Males can weigh up to 310 lbs or 140 kg while females up to 210 lbs or 95 kg.

Reproduction

Sloth bears breed during the months of June and July.

The female builds a den under a fallen log or in the cavity of a tree and prepares it to give
birth.

Gestation period is from 6 to 7 months.

Litter size is one or two. Cubs are born from November to January.

Cubs remain with their mothers for 2 to 3 years. Males do not participate in the rearing of
cubs.

Behavior

Sloth bears are solitary animals unless is mating season or a female is rearing cubs.

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They are most active at night when there is human activity. In protected areas they are
active during the day.

They use their lips as vacuum to suck in insects from their nests.

They climb trees to knock down honeycombs which they will eat on the ground.

When threatened they will attack by standing on two legs and using their forepaws as
weapons.

Sloth bears have a keen sense of smell but their hearing and eye sight are poor.

They do not hibernate but have a period of inactivity during the rainy season.

Diet

Sloth bears are omnivorous.

Their diet mainly consists on termites, ants, fruits and flowers.

During food shortages they will eat carrion.

Life Expectancy

In captivity sloth bears can live up to 40 years.

Predators

Humans are their main predators.

Natural predators are leopards (Panthera pardus) and tiger (Panthera tigris).

Threats
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The IUCN estimates that there are around 20,000 individuals in the wild with a
decreasing population trend. There has been a 30 to 50% population decline over the past
30 years.

Habitat loss due to human settlement, development and industrialization.

Poaching and trade in sloth bear parts for traditional medicine.

Increasing number of encounters between humans and bears which lead to their death.

Conservation Status

The IUCN Red List of Threatened Species lists the sloth bear as a vulnerable species.

According to the IUCN there are 174 Protected Areas in India.

Sloth bears are listed under Appendix 1 of CITES.

In India they are protected under Schedule 1 of the Indian Wildlife Protection Act.

Did you know?

Sloth bears are the only species of bears to carry their young on their back.

http://www.facts-about.info/brown-bear/

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