Backwards Planning

Adapted from ASCD Understanding by Design

Desired Results Established Goals: State Standards Standard V Students will understand that structure is used to develop classification systems. Objective 1: Classify based on observable properties. Understandings: The students will understand that
Classification schemes reflect orderly patterns and observable distinctions among objects and organisms. Scientists classify most things based upon structure and other observable properties. Careful observations are important to correct classification. Classification allows scientists to name and understand relationships between natural objects. There are many ways to classify objects.

Essential Questions: The students will be able to answer the following question(s). What is the importance of classifying things? What are the characteristics of living things? How has technology changed the way scientists classify living things? Why do classification methods change? Students will be able to Blooms Taxonomy skill words (apply, evaluate, observe, etc.) Create a method of classifying any set of objects Recognize classification is a tool to describe patterns in nature Use a provided classification scheme to classify items

Stage 1

Students will know Vocab., important people, critical details, key facts, note-taking, etc. classification, classification key kingdom organism species

Assessment Evidence Performance Task: Other Evidence: In small groups, students will practice Tests, portfolios, etc. making a classification tree and key using Class participation in direct instruction.
groups of objects. An inquiry lab in which small groups of students classify the same set of objects into 4 -5 groups. The class then discusses how the groups differed and how making a common set of classification rules would make the process more uniform.

Stage 2

Learning Plan Materials Needed: Animal Tracks Smartboard presentation Vocabulary Words Zoology by Joelle Jolivet (Pick 6 pages) 6 groups of 10 objects Time Commitment: 1 class period Detailed Learning Activities / Task Analysis: Hook Activity: (Technology Integration) Animal Paw Prints Activity I Do (Direct Instruction): Introduce Objective and Vocabulary. Assess background knowledge and confirm students have needed knowledge for Performance Assessment We Do (Class Participation): Using the book Zoology by Joelle Jolivet allow students (with coaching) the opportunity as a class to discover the concept of classification rules. Use 6 examples from the book. You Do (Performance Assessment): Classification of Objects Stage 3
Description: Special teacher procedures, safety notes, and suggestions: 1. Instruct the students to divide the items into 2 or 3 groups based on some characteristics. They will need to choose the characteristic so each item will go in one and only one of their groups. They will list their characteristics and the items that go in each group on provided sheets. Students will work with at least three different groups of objects. Students will present their results to the rest of the class. 2. As groups present their information, discuss the following questions: a. Why were the groups not the same? b. What kinds of characteristics were used in the groups? What senses can you use to determine characteristics? c. If you gave your characteristics and items to another group, how might they interpret it differently than your group did? d. If you spoke a different language than another group, how would that affect the ways each of you group the items?

Scoring guide: Observe groups to see that all students are participating in the grouping process. As the students discuss, listen for good examples of characteristics.

Learning Plan Cont.

Reflection What went well during the facilitation of the Lesson Plan? What would I do differently the next time I teach this lesson? Is this the right time frame? Was my assessment effective to understanding student comprehension? Notes for future lessons and other comments and suggestions:

Stage 3