science unit year 7 term 4 - weebly
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Amy Gampe S00040034 Page 1
Science unit year 7 Term 4
Lesson Name Week Date Page 1 Introduction to
classification Week 1 Wednesday 15th of
October 2014 Page 2-17
2 Introduction to dichotomous keys
Week 1 Friday 17th of October 2014
Page 18-26
3 Enhancing dichotomous keys
Week 2 Wednesday 22nd of October 2014
Page 27-33
4 Enhancing dichotomous keys
Week 2 Friday 24th of October 2014
Page 34-39
5 Creating dichotomous keys
Week 2 Monday 27th of October 2014
Page 40-46
6 Creating dichotomous keys
Week 3 Wednesday 29th of October 2014
Page 47-56
7 Creating dichotomous keys
Week 3 Friday 31st of October 2014
Page 57-61
8 Practice exam Week 4 Monday 3rd of November 2014
Page 62-69
Exam Final exam Week 4 Wednesday 5th of November 2014
Page 70-78
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Lesson plan Science 1
Date: Wednesday 15th of October 2014 Duration: 60 minutes
Unit: Science Lesson: 1 of 10 week 1
Level: Year level 7 Name: Introduction to classification
Curriculum
Science Science understandings / Biological sciences
o There are differences within and between groups of organisms; classification helps organise this diversity (ACSSU111).
Elaborations o Considering the reasons for classifying such as identification and communication. o Grouping a variety of organisms on the basis of similarities and differences in particular features. o Considering how biological classifications have changed over time. o Classifying using hierarchical systems such as kingdom, phylum, class, order, family, genus, species. o Using scientific conventions for naming species. o Using provided keys to identify organisms surveyed in a local habitat.
Lesson objectives
At the end of this lesson students will have the opportunity to demonstrate their ability to: 1. Determine the importance of classifying and grouping objects. 2. Explain the reason behind classifying animals by physical characteristic rather than by behaviour. 3. Identify that classification knowledge has changed over time.
Resources
o Buttons (one bag per group). o A4 paper, one piece per group. o Animal cards. o Whiteboard, whiteboard markers. o What is classification and why is it important worksheet (class set). o Carl Linnaeus video https://www.youtube.com/watch?v=Gb_IO-SzLgk o Word wall.
Student’s prior knowledge
o Students have the ability to group objects according to their characteristics or features. o Students are aware that living things consist of animals and plants and they all have roles to play in
the cycle of life (ACSSU073). o Students can compare characteristics of mammals, insects, amphibians, birds, fish and reptiles.
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Lesson procedure
Time
Introduction and motivation
Environment
5 mins
10 mins
Orientation phase 15mins Button classifying activity (Lesson Pathways, 2009).
o Students will be allocated into small groups of five to six students. o They will be given a small bag of buttons. o The students will be asked to categorise the buttons into groups.
(Categorise: classify or group together).
Students will be asked the following questions: 1. What categories did your group have (size, colour, texture, shape or
number of button holes). 2. What other things could we have classified in groups? 3. Can you think of other places we classify items? 4. Why do you think it is important to classify items? 5. Would it be difficult to identify items if they were not in categories?
We classify things into groups and categories to help us stay organized, keep track of things and be able to compare different things. For example, similar foods are grouped together on supermarket shelves to make it easier for customers to find them. Different brands of peanut butter sit on the same shelf so you can compare one to another and decide which you prefer. Scientists classify living things to help explain their relationships to each other and to be able to learn things about newly discovered creatures by noting their similarities to known creatures (American Society for Microbiology, 2014). Classify the class
o The students will be asked to write down as many ways as possible that we could classify the class (gender, eye colour, hair colour, height or birthdates).
o Ask the students to stand from their desks and categorise them. Blue eyes - back left corner of the room,
Green eyes - back right hand corner of the room
Brown eyes - front left corner of the room
Other – middle of the room
Questions 1. Was the button game similar to classifying the class? 2. What factors were we considering when classifying the class? 3. Were we using physical characteristics/features or personality
traits/behaviour?
Students will be situated in groups throughout the room (with pencil).
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4. Why would we not classify people by behaviour? Scientists classify many animals by observable features and physical characteristics.
o Ask the students what animal classifications or categories are you familiar with?
Time
Main content
Environment
10 mins
20 mins
Enhancing phase 30mins Whole class activity classifying animals
o Write the animal classifications on the board. (Mammals, insects, amphibians, birds, fish and reptiles)
o Hand out the animal cards to the class. o Ask each student to come up and classify their animal. o Ask the students the definitions of the class of animal.
Evaluation
o Ask the students if they grasp the concept of classifying animals using the traffic light self evaluation.
What is classification and why is it important worksheet
o Hand the students the worksheet
o Read the ‘what is classification and why is it important?’ text.
o Ask the students to work in pairs to complete the question worksheet.
Students will return to their desks.
Time
Conclusion
Environment
5 mins
5 mins
Summarising phase 15mins Play the Carl Linnaeus video from 0:00-2:15 (Natural history museum, 2008). https://www.youtube.com/watch?v=Gb_IO-SzLgk
Students will be asked the following questions:
1. What was his life work? (Develop and refine a way to group life on earth or classify it).
2. What was well known work
Students will be at their desks
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5 mins
(The system of nature).
3. What were the two main things that Carl Linnaeus was known for? (Classification systems and introduction of the new name system).
Word wall
o Introduce the word wall that we will be using throughout the science unit.
o Ask the students if there were any words that we should add to the word wall after this lesson.
Differentiation of learning
o Students will be organised into mixed ability groups, this will ensure that students of different abilities are supporting each other during the task.
o Multiple intelligences have been considered during the creation of this lesson. Students will have the ability to connection with learning in a number of different ways.
Assessment of student learning
Formative
o Throughout this experience a number of literal, inferential and evaluative questions will be asked to ensure that students are connecting with the learning outcomes.
o The traffic light self assessment will also be used during this lesson, to gain an understanding of how the students are grasping the concepts.
Summative
o This lesson will build students knowledge for the final assessment task.
Evaluation of learning objectives
Evaluation of self as teacher
Amy Gampe S00040034 Page 6
Associate teacher comments
Resources
American Society for Microbiology (2014). Creepy critters: why do we classify things? Retrieved from http://www.microbeworld.org/microbeworld-experiments/creepy-critters?id=345
Lesson Pathways (2009). The button game. Retrieved from http://www.lessonpathways.com/Pathways/Detail?path=%2f05_Math%2f01Math_Year_K%2f05Classifying_and_Sorting%2fThe_Button_Game
Natural history museum (2008). A film about Carl Linnaeus. Retrieved from https://www.youtube.com/watch?v=Gb_IO-SzLgk
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What is classification and why is it important worksheet
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Animal cards
Frog Salamander Toad
Butterfly Dragon fly Ladybug
Bird
Chicken
Duck
Frog Salamander Toad
Butterfly Dragon fly Ladybug
Bird Chicken Duck
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Animal cards cont
Dog Human
Turtle Snakes
Elephant
Fish Stingray Seahorse
Lizard
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Amphibians Have smooth wet or
slimy skin.
They spend some of
their time living in water
and some time on land.
They have webbed feet.
Most amphibians lay
their eggs in water.
They are vertebrate
animals that have a
spinal column or
backbone.
Frogs, newts and toads
are all amphibians.
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Insects Insects are air
breathing invertebrate
animals. Meaning that
they do not have a
backbone or skeleton.
They have an
exoskeleton or external
body covering.
Spiders, butterflies,
dragonflies and
grasshoppers are all
insects.
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Birds Birds have wings and
feathers.
Most birds can fly,
though some like
penguins cannot.
Birds breathe air, have
beaks and lay eggs.
Some birds also have
webbed feet to help
them swim.
Birds, chickens, ducks
and penguins are all
birds.
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Mammals Mammals are animals
that have hair and
breathe air.
They give birth to live
young.
Mammals feed their
young with milk and are
warm blooded.
Some mammals are
humans, cats, dogs,
cows, monkeys, bears,
dolphins and whales.
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Reptiles Have dry skin and
scales.
Breathe air and lay
eggs.
Snakes, crocodiles,
lizards are types of
reptiles.
Nearly all reptiles are
cold blooded.
The first reptiles are
believed to have evolved
around 320 million years
ago.
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Fish Fish have scales, fins
and tails.
They live in water and
breathe through gills.
Fish are vertebrate
animals that live in the
water. Vertebrate
means they have a spinal
cord surrounded by bone
or cartilage.
There are over 30 000
known species of fish.
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Yes = I
understand and
can continue on my
own.
Okay = I think I
understand, but
may need some
support.
No = I don’t
understand, please
help!
Amy Gampe S00040034 Page 18
Lesson plan Science 2
Date: Friday 17th of October 2014 Duration: 60 minutes
Unit: Science Lesson: 2 of 10 week 1
Level: Year level 7 Name: Introduction to dichotomous key
Curriculum
Science Science understandings / Biological sciences
o There are differences within and between groups of organisms; classification helps organise this diversity (ACSSU111).
Elaborations o Considering the reasons for classifying such as identification and communication. o Grouping a variety of organisms on the basis of similarities and differences in particular features. o Considering how biological classifications have changed over time. o Classifying using hierarchical systems such as kingdom, phylum, class, order, family, genus,
species. o Using scientific conventions for naming species. o Using provided keys to identify organisms surveyed in a local habitat.
Lesson objectives
At the end of this lesson students will have the opportunity to demonstrate their ability to: 1. Identify that humans also come from the same kingdom as animals. 2. Explain the characteristics or features of a person. 3. Clarify why it is important to have living things classified in this particular way.
Resources
o Carl Linnaeus facts sheet (one per person). o Linnaean taxonomy order (Laminated cards). o Science books.
Student’s prior knowledge
o Students have the ability to group objects according to their characteristics or features. o Students are aware that living things consist of animals and plants and they all have roles to play in
the cycle of life (ACSSU073). o Students can compare characteristics of animals and humans.
Lesson procedure
Time
Introduction and motivation
Environment
5 mins
Orientation phase 15mins Last lesson explanation
o In our last lesson we looked at the taxonomy for identifying, classifying and naming organisms.
Students will be at their desks for the
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5 mins
5 mins
o Who remembers the scientist that developed the biological classification?
Carl Linnaeus
o He was a Swedish botanist who laid the foundations for the modern system of biological classification.
o He created the ‘binomial nomenclature’ which was the system for naming living things.
o He created the Linnaean taxonomy. Linnaean taxonomy
o The Linnaean taxonomy is as follows: Kingdom
Phylum
Class
Order
Family
Genus
Species
o Where do humans fit into the taxonomy (draw this on the whiteboard).
o o What other things can fit into the same kingdom?
Word origins
o Latin was used in Western Europe as the common language of science, and scientific names were in Latin or Greek: Linnaeus continued this practice.
o Talk about the scientific name of animals, how this is found and why it is used.
orientation of the lesson.
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Play the Taxonomy: classification and naming of living things video (Education
portal, 2014).http://education-portal.com/academy/lesson/taxonomy-classification-and-naming-of-living-things.html#lesson
Biological classification works a bit like the library does. Inside the library books are divided up into certain areas. The kids books in one section, the adult books in another, and the teen books in another section. Within each of those sections, there will be more divisions like fiction, non-fiction. Within those sections there will be even more divisions such as mystery, science fiction, and romance novels in the fiction section. Finally you will get down to a single book Ducksters (2014).
o What do we use now to classify organisms (genetics). o How did this video refer to the taxonomy?
Kingdom continent
Phylum country
Class state
Order zip (postcode)
Family city
Genus street
Species house number
o What was the mnemonic devise that this person used to remember the hierarchy of names of the taxonomy? (Kings play chess on fat guys stomachs).
o I have another two acronyms that you could use. (Keeping Precious Creatures Organized For Grumpy Scientists).
(Kids Prefer Cheese Over Fried Green Spinach).
o What changed over the past few centuries when it came to using the taxonomy system?
o Which level of the taxonomy was changed? (Two kingdoms to six).
Time
Main content
Environment
10 mins
10 mins
Enhancing phase 30mins Introduce dichotomous keys
o In science this semester we are going to be looking at dichotomous keys.
o It sounds like a difficult word but it can easily be broken down.
o Di- 2 o Chotomus – means branch so we are going to split it up.
Compare dichotomous keys.
o Explain to the students that there are two types of dichotomous keys, a tree and a table form.
o Students will need to know for the exam how to use and create your
Students will return to their desks.
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10 mins
own dichotomous keys. o Show the students how to use both of the keys to find the living thing.
Items on the key
Tree key
Table key
Questions
o Which dichotomous key is easier to follow? o Which is more practical? o What would happen to each of them when you add more items.
Classifying the class (Joint construction of a dichotomous key).
o Select six students (Joshua, Hendo, Kodie, Soo young, Paris, Kate).
o This will be a student directed task; students will select how to split up the class into a dichotomous key.
Questions
o Why did we use the characteristics of each person and not their clothing?
o How can we identify the features of Soo young?
Time
Conclusion
Environment
5 mins
Summarising phase 15mins Draw into books
o Students will be asked to draw the class dichotomous key into their
Students will be at their
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science book.
Word wall
o Ask the students if there were any words that we should add to the word wall after this lesson.
desks
Differentiation of learning
o Multiple intelligences have been considered during the creation of this lesson. Students will have the ability to connection with learning in a number of different ways.
Assessment of student learning
Formative
o Throughout this experience a number of literal, inferential and evaluative questions will be asked to ensure that students are connecting with the learning outcomes.
o The traffic light self assessment will also be used during this lesson, to gain an understanding of how the students are grasping the concepts.
Summative
o This lesson will build students knowledge for the final assessment task.
Evaluation of learning objectives
Evaluation of self as teacher
Amy Gampe S00040034 Page 23
Associate teacher comments
Resources Ducksters (2014). Biology of kids: Scientific classification. Retrieved from
http://www.ducksters.com/science/scientific_classification.php Education portal (2014).Taxonomy: classification and naming of living things. Retrieved from
http://education-portal.com/academy/lesson/taxonomy-classification-and-naming-of-living-things.html#lesson
Sakatchewan Education (1992). Unit 3: Diversity of life. Retrieved from http://www.scs.sk.ca/cyber/elem/learningcommunity/sciences/biology20/curr_content/biology20/unit3/unit3_mod1_les2.htm
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Tree key
Table key
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Kingdom
Phylum
Class
Order
Family
Genus
Species
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Lesson plan Science 3
Date: Wednesday 22nd of October 2014 Duration: 60 minutes
Unit: Science Lesson: 3 of 10 week 2
Level: Year level 7 Name: Enhancing dichotomous keys
Curriculum
Science Science understandings / Biological sciences
o There are differences within and between groups of organisms; classification helps organise this diversity (ACSSU111).
Elaborations
o Considering the reasons for classifying such as identification and communication.
o Grouping a variety of organisms on the basis of similarities and differences in particular features.
o Considering how biological classifications have changed over time.
o Classifying using hierarchical systems such as kingdom, phylum, class, order, family, genus, species.
o Using scientific conventions for naming species.
o Using provided keys to identify organisms surveyed in a local habitat.
Lesson objectives
At the end of this lesson students will have the opportunity to demonstrate their ability to: 1. Explain how to use a tree dichotomous key. 2. Identify the importance of understanding the physical characteristics of each animal. 3. Justify the importance of scientists using a dichotomous key.
Resources
o Guess who/ celebrity heads cards.
o Interactive whiteboard.
o Whiteboard and whiteboard markers.
o Dichotomous key YouTube clip http://www.youtube.com/watch?v=M51AKJqx-7s
o Wacky people worksheet.
o Laptops (one per student).
o Dichotomous key for bugs, interactive game. http://www.execulink.com/~ekimmel/dichotomous_bugs.swf
Student’s prior knowledge
o Students have the ability to group objects according to their characteristics or features.
o Students are aware that living things consist of animals and plants and they all have roles to play in the cycle of life (ACSSU073).
o Students can compare characteristics of mammals, insects, amphibians, birds, fish and reptiles.
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Lesson procedure
Time
Introduction and motivation
Environment
20 mins
Orientation phase 20mins Guess who/celebrity heads game.
o Ask a student to come up and play the celebrity heads/guess who game.
o Place a card on their forehead.
o This student will use the dichotomous key to determine which animal they are.
o As they are reading out the dichotomous key the students at their desks will be answering the questions with a yes or a no. Guiding the students towards the correct answer.
YouTube video
o Play the dichotomous key YouTube clip http://www.youtube.com/watch?v=M51AKJqx-7s
o Where do we always start on a table dichotomous key?
o Why is it important to look correctly at the questions?
o Why do we need to know the physical features of the animals?
Students will be asked to come up to the board to complete the guess who game.
Time
Main content
Environment
30 mins
Enhancing phase 30mins Wacky people activity.
o Students will be given the wacky people worksheet.
o In pairs they will complete the worksheet.
o Explain that they will need to list the steps taken to get the answer.
o They will also need to list the name of the teacher.
o Provide students with ample time to complete this worksheet.
o Provide students who are struggling with the task more one on one time.
o Once all students are complete this will be marked on the whiteboard.
Students will be situated at their desks.
Time
Conclusion
Environment
15 mins
Summarising phase 15mins Interactive games
o Students will be provided with an interactive game to play on the laptops, to develop their knowledge of using a table dichotomous key.
Students will be at their desks.
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Differentiation of learning
o Multiple intelligences have been considered during the creation of this lesson. Students will have the ability to connection with learning in a number of different ways.
o Students will be organised into mixed ability pairs, this will ensure that students of different abilities are supporting each other during the task.
o Students with learning difficulties will be provided with more one on one time if required. Alternatively they could also be allocated with a buddy for support during the lesson.
Assessment of student learning
Formative
o Throughout this experience a number of literal, inferential and evaluative questions will be asked to ensure that students are connecting with the learning outcomes.
o The traffic light self assessment will also be used during this lesson, to gain an understanding of how the students are grasping the concepts.
Summative
o This lesson will build students knowledge for the final assessment task.
Evaluation of learning objectives
Evaluation of self as teacher
Amy Gampe S00040034 Page 30
Associate teacher comments
Resources
Drollinger, M. (2013). Dichotomous key. Retrieved from http://www.youtube.com/watch?v=M51AKJqx-7s Kimmel, E. (2011). Dichotomous key for bugs. Retrieved from
http://www.youtube.com/watch?v=M51AKJqx-7s
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Wacky people worksheet Look at all of the Wacky people below! Use the dichotomous key to figure out the true identity of your teachers and administrators. For each Wacky person, list the “steps” that you take (ex: 1a, 2a, 4a leads to Mrs Oliver) to reach each Wacky person’s real name. You will also need to write the Wacky person’s name under their picture. DO NOT simply look at the description next to each name and try to guess which picture it matches with as that is not the purpose of this assignment!
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Wacky people dichotomous key
1a. Two feet Go to 2
1b. Some other number of feet Go to 3
2a. Does not look at all human Go to 4
2b. Looks a lot like a human Go to 5
3a. One leg Go to 6
3b.Three or four legs Go to 7
4a. Fly-like Mrs Oliver
4b. Not fly like Go to 8
5a. Seems to be a girl Mrs Wright
5b. Not a girl Go to 9
6a. Leg is curled, one foot Mrs Hinds
6b. Leg is straight, one foot Mrs Sheldon
7a. Three legs Go to 10
7b. Four legs Go to 11
8a. Has webbed feet Mr Duncan
8b. Clawed feet Go to 12
9a. Curley hair, no toes Mr Pentis
9b. Wiggly looking mouth, 3 toes on feet Mr Robinson
10a. Very long nose, open mouth Mrs Mina
10b. Some other appearance Go to 13
11a. Has duck bill, two pinchers Mr Ward
11b. No arms or pinchers Go to 14
12a. Has ears, tail, and beak Miss Gampe
12b. Four eyes on stalks Mrs Balfour
13a. One eye, webbed feet Mrs Dooley
13b. Four stalked eyes, four pinchers Mrs McKinnon
14a. Three toe feet, nose like a flower Mr Clark
14b. Spider-like has spots Mr Farrow
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Lesson plan Science 4
Date: Friday 24th of October 2014 Duration: 60 minutes
Unit: Science Lesson: 4 of 10 week 2
Level: Year level 7 Name: Enhancing dichotomous keys
Curriculum
Science Science understandings / Biological sciences
o There are differences within and between groups of organisms; classification helps organise this diversity (ACSSU111).
Elaborations o Considering the reasons for classifying such as identification and communication. o Grouping a variety of organisms on the basis of similarities and differences in particular features. o Considering how biological classifications have changed over time. o Classifying using hierarchical systems such as kingdom, phylum, class, order, family, genus, species. o Using scientific conventions for naming species. o Using provided keys to identify organisms surveyed in a local habitat.
Lesson objectives
At the end of this lesson students will have the opportunity to demonstrate their ability to: 1. Determine the importance of classifying and grouping objects. 2. Explain the reason behind classifying animals by physical characteristic rather than by behaviour. 3. Identify that classification knowledge has changed over time.
Resources
o New creature’s worksheet (one per person). o Whiteboard and whiteboard markers.
Student’s prior knowledge
o Students have the ability to group objects according to their characteristics or features. o Students are aware that living things consist of animals and plants and they all have roles to play in
the cycle of life (ACSSU073). o Students can compare characteristics of mammals, insects, amphibians, birds, fish and reptiles.
Lesson procedure
Time
Introduction and motivation
Environment
10 mins
Orientation phase 10mins Finding the aliens
o Hand out the dichotomous key (hold off on handing out the worksheet at this point in time).
o Draw an alien on the board.
Students will be situated at their desks.
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o Ask students to list the steps taken to find the alien on the key.
o Ask the students the common name.
o Ask the students the scientific name.
o Use the self assessment technique to determine if the students are
read to proceed on their own.
Time
Main content
Environment
30 mins
Enhancing phase 30mins New creature’s worksheet.
o Hand out the new creature’s worksheet.
o Scaffold the first question.
o Allocate students into mixed ability pairs.
o Work around the room to assist those students who are struggling with the task.
Students will be situated at their desks.
Time
Conclusion
Environment
15 mins
Summarising phase 10mins Missing aliens
o Provide students with the steps to a number of aliens.
o They will need to use the features described to
Students will be at their desks.
Differentiation of learning
o Students will be organised into mixed ability pairs, this will ensure that students of different abilities are supporting each other during the task.
o Multiple intelligences have been considered during the creation of this lesson. Students will have the ability to connection with learning in a number of different ways.
Assessment of student learning
Formative
o Throughout this experience a number of literal, inferential and evaluative questions will be asked to ensure that students are connecting with the learning outcomes.
o The traffic light self assessment will also be used during this lesson, to gain an understanding of how the students are grasping the concepts.
Summative
o This lesson will build students knowledge for the final assessment task.
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Evaluation of learning objectives
Evaluation of self as teacher
Associate teacher comments
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New Creatures Help! Scientists have discovered quite a few new creatures on planet Pamishan. They need your help to identify and classify them. Use the dichotomous key on the next page to identify these creatures.
Alien 1
Common name:
Scientific name:
Steps used:
Alien 2
Common name:
Scientific name:
Steps used:
Alien 3
Common name:
Scientific name:
Steps used:
Alien 4
Common name:
Scientific name:
Steps used:
Alien 5
Common name:
Scientific name:
Steps used:
Alien 6
Common name:
Scientific name:
Steps used:
Alien 7
Common name:
Scientific name:
Steps used:
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Alien 8
Common name:
Scientific name:
Steps used:
Alien 9
Common name:
Scientific name:
Steps used:
Alien 10
Common name:
Scientific name:
Steps used:
Now with the steps provided to draw the missing aliens.
Alien 1
Common name: Rodger-Josh
Scientific name: Broadus walter
Steps used: 1a, 2b, 7b, 10a
Alien 2
Common name: Nikita
Scientific name: Narrowus starboardus
Steps used: 1b, 11a, 12b, 13b
Alien 3
Common name: Jo-Ashleigh
Scientific name: Broadus hairystarus
Steps used: 1a, 2b, 7a, 8a
Alien 4
Common name: Flynn
Scientific name: Narrow beardus
Steps used: 1b, 11b, 14a, 15b, 17a, 18a, 19a
Alien 5
Common name: Soo-Kate
Scientific name: Narrow fuzzus
Steps used: 1b, 11b, 14a, 15b, 17a, 18a, 19b
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Dichotomous Key
1. a. The creature has a large wide head............................go to 2
b. The creature has a small narrow head..........................go to 11
2. a. It has 3 eyes ................................................go to 3
b. It has 2 eyes ................................................go to 7
3. a. There is a star in the middle of its chest....................go to 4
b. There is no star in the middle of its chest ..................go to 6
4. a. The creature has hair spikes .................................Broadus hairus (William-Taj)
b. The creature has no hair spikes...............................go to 5
5. a. The bottom of the creature is arch-shaped ....................Broadus archus (Paris)
b. The bottom of the creature is M-shaped .......................Broadus emmus (Sheena)
6. a. The creature has an arch-shaped bottom .......................Broadus plainus (Bailey)
b. The creature has an M-shaped bottom...........................Broadus tritops (Hendo)
7. a. The creature has hairy spikes ................................go to 8
b. The creature has no spikes....................................go to 10
8. a. There is a star in the middle of its body ....................Broadus hairystarus (Jo-Ashleigh)
b. The is no star in the middle of its body .....................go to 9
9. a. The creature has an arch shaped bottom .......................Broadus hairyemmus (Seth)
b. The creature has an M shaped bottum ..........................Broadus kiferus (Courtneay)
10. a. The body is symmetrical ......................................Broadus walter (Rodger-Josh)
b. The body is not symmetrical...................................Broadus anderson (Toby)
11. a. The creature has no antennae .................................go to 12
b. The creature has antennae ....................................go to 14
12. a. There are spikes on the face .................................Narrowus wolfus (Alyson)
b. There are no spikes on the face ..............................go to 13
13. a. The creature has no spike anywhere ...........................Narrowus blankus (Claire)
b. There are spikes on the right leg ............................Narrowus starboardus (Nikita)
14. a. The creature has 2 eyes.......................................go to 15
b. The creature has 1 eye........................................Narrowus cyclops (Lidia-Vedika)
15. a. The creature has a mouth......................................go to 16
b. The creature has no mouth.....................................go to 17
16. a. There are spikes on the left leg .............................Narrowus portus (Riley-Brandon)
b. There are no spikes at all ...................................Narrowus plainus (Jennifer)
17. a. The creature has spikes ......................................go to 18
b. The creature has no spikes ...................................Narrowus georginia (George-Kodie)
18. a. There are spikes on the head .................................go to 19
b. There are spikes on the right leg.............................Narrowus montanian (Charlie)
19. a. There are spikes covering the face ...........................Narrowus beardus (Flynn)
b. There are spikes only on the outside edge of head ............Narrowus fuzzus (Soo-Kate)
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Lesson plan Science 5
Date: Monday 27th of October 2014 Duration: 60 minutes
Unit: Science Lesson: 5 of 10 week 2
Level: Year level 7 Name: Creating dichotomous keys
Curriculum
Science Science understandings / Biological sciences
o There are differences within and between groups of organisms; classification helps organise this diversity (ACSSU111).
Elaborations
o Considering the reasons for classifying such as identification and communication.
o Grouping a variety of organisms on the basis of similarities and differences in particular features.
o Considering how biological classifications have changed over time.
o Classifying using hierarchical systems such as kingdom, phylum, class, order, family, genus, species.
o Using scientific conventions for naming species.
o Using provided keys to identify organisms surveyed in a local habitat.
Lesson objectives
At the end of this lesson students will have the opportunity to demonstrate their ability to: 1. Explain how to use a tree dichotomous key. 2. Identify the importance of understanding the physical characteristics of each animal. 3. Justify the importance of clearly labelling and structuring a dichotomous key.
Resources
o Lolly picture cards.
o Blu tack.
o Bag of lollies per student (5 lollies per bag).
o 2 bags of minties.
o Science books.
o Whiteboard and whiteboard markers.
Student’s prior knowledge
o Students have the ability to group objects according to their characteristics or features.
o Students are aware that living things consist of animals and plants and they all have roles to play in the cycle of life (ACSSU073).
o Students can compare characteristics of mammals, insects, amphibians, birds, fish and reptiles.
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Lesson procedure
Time
Introduction and motivation
Environment
20 mins
Orientation phase 20mins Whole class dichotomous key creation.
o Display 10 lolly pictures on the whiteboard.
o Advise the students that today will begin construction of our own dichotomous keys (tree dichotomous key), like we did with the class in a previous lesson.
o Ask the students how we would begin to construct this.
o Do not provide them with many examples, they will need to brainstorm and develop ideas as a whole class.
o Begin splitting the lollies into groups of two.
o As we did with the class dichotomous key have the students draw this into their science books to refer back to for their exam.
Students will be asked to come up to the board to construct the whole class dichotomous key.
Time
Main content
Environment
30 mins
Enhancing phase 30mins Lolly tree dichotomous key.
o Provide each student with a bag of lollies.
o They will use these lollies to make a list of features of each lolly.
o How can we classify them? (Colour, size, shape, stick, texture, taste).
o They will complete this dichotomous key in their science books.
o Remind students to clearly set out the dichotomous key and label it correctly.
o Students will work in pairs to construct their dichotomous key.
o Not all students will have the same key, therefore students can assist their partner, but cannot copy their work.
Table dichotomous key
o If there is time, students can adapt their tree dichotomous key as a table dichotomous key.
Students will be situated at their desks.
Time
Conclusion
Environment
15 mins
Summarising phase 15mins Adapting a dichotomous key
o Students will be provided with a minite, they will be asked to add the mintie to their already existing dichotomous key. They will be unable
Students will be at their desks.
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to change the dichotomous key, only add onto the key. Questions
o How do you think we could do this?
o Is this a difficult task?
o Do you think that scientists would have difficulty doing this when they discover a new species?
Differentiation of leaning
o Multiple intelligences have been considered during the creation of this lesson. Students will have the ability to connection with learning in a number of different ways.
o Students will be organised into mixed ability pairs, this will ensure that students of different abilities are supporting each other during the task.
o Students with learning difficulties will be provided with more one on one time if required. Alternatively they could also be allocated with a buddy for support during this lesson.
Assessment of student learning
Formative
o Throughout this experience a number of literal, inferential and evaluative questions will be asked to ensure that students are connecting with the learning outcomes.
o The traffic light self assessment will also be used during this lesson, to gain an understanding of how the students are grasping the concepts.
Summative
o This lesson will build students knowledge for the final assessment task.
Evaluation of learning objectives
Evaluation of self as teacher
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Associate teacher comments
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Lesson plan Science 6
Date: Wednesday 29th of October 2014 Duration: 60 minutes
Unit: Science Lesson: 6 of 10 week 3
Level: Year level 7 Name: Creating dichotomous keys
Curriculum
Science Science understandings / Biological sciences
o There are differences within and between groups of organisms; classification helps organise this diversity (ACSSU111).
Elaborations
o Considering the reasons for classifying such as identification and communication.
o Grouping a variety of organisms on the basis of similarities and differences in particular features.
o Considering how biological classifications have changed over time.
o Classifying using hierarchical systems such as kingdom, phylum, class, order, family, genus, species.
o Using scientific conventions for naming species.
o Using provided keys to identify organisms surveyed in a local habitat.
Lesson objectives
At the end of this lesson students will have the opportunity to demonstrate their ability to: 1. Explain how to use a tree dichotomous key. 2. Identify the importance of understanding the physical characteristics of each animal. 3. Justify the importance of clearly labelling and structuring a dichotomous key.
Resources
o Alien picture cards.
o Science books.
o Whiteboard and whiteboard markers.
Student’s prior knowledge
o Students have the ability to group objects according to their characteristics or features.
o Students are aware that living things consist of animals and plants and they all have roles to play in the cycle of life (ACSSU073).
o Students can compare characteristics of mammals, insects, amphibians, birds, fish and reptiles.
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Lesson procedure
Time
Introduction and motivation
Environment
20 mins
Orientation phase 20mins Whole class dichotomous key creation.
o Display 8 alien pictures on the whiteboard.
o Advise the students that today will begin construction a dichotomous key of aliens.
o Ask the students how we would begin to construct this.
o Do not provide them with many examples, they will need to brainstorm and develop ideas as a whole class.
o Begin splitting the aliens into groups of two.
o Then split the two groups into two more specific groups.
o Continue this until all aliens have been classified. Questions
o Where do we begin when constructing a dichotomous key?
o How many options are there in each question?
o Why do you think it is important to keep our work structured when completing a dichotomous key.
Students will be asked to come up to the board to construct the whole class dichotomous key.
Time
Main content
Environment
30 mins
Enhancing phase 30mins Alien dichotomous key.
o Provide each student with a sheet of aliens.
o Advise the students not to draw on the worksheet.
o Inform the students that they will be creating a tree dichotomous key in our lesson today.
o They will name their aliens and complete a dichotomous key to find them (The aliens will need a common name and a scientific name).
o Remind the students to clearly structure their work (At the end of this lesson we will be swapping books with an allocated partner, therefore they must keep their work structured and clear).
o What did I notice in Monday’s lesson.
o Provide the students with 15-20 minutes to do this.
Students will be situated at their desks.
Time
Conclusion
Environment
15 mins
Summarising phase 15mins Using a dichotomous key
o Students will be allocated a partner to swap their books with.
Students will be at their
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o Their students will discover the names of the aliens by using their partner’s dichotomous key.
Questions
o Did your partner provide you with the relevant information required to discover this particular alien?
o Was it clear and precise?
o What could they have done to improve their work.
desks.
Differentiation of learning
o Multiple intelligences have been considered during the creation of this lesson. Students will have the ability to connection with learning in a number of different ways.
o Students with learning difficulties will be provided with more one on one time if required. Alternatively they could also be allocated with a buddy to support their learning.
Assessment of student learning
Formative
o Throughout this experience a number of literal, inferential and evaluative questions will be asked to ensure that students are connecting with the learning outcomes.
o Peer evaluation and discussion will be completed during this lesson. Students will provide their peers with constructive feedback to improve their work.
Summative
o This lesson will build students knowledge for the final assessment task.
Evaluation of learning objectives
Evaluation of self as teacher
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Associate teacher comments
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Lesson plan Science 7
Date: Friday 31st of October 2014 Duration: 60 minutes
Unit: Science Lesson: 7 of 10 week 2
Level: Year level 7 Name: Creating dichotomous keys
Curriculum
Science Science understandings / Biological sciences
o There are differences within and between groups of organisms; classification helps organise this diversity (ACSSU111).
Elaborations
o Considering the reasons for classifying such as identification and communication.
o Grouping a variety of organisms on the basis of similarities and differences in particular features.
o Considering how biological classifications have changed over time.
o Classifying using hierarchical systems such as kingdom, phylum, class, order, family, genus, species.
o Using scientific conventions for naming species.
o Using provided keys to identify organisms surveyed in a local habitat.
Lesson objectives
At the end of this lesson students will have the opportunity to demonstrate their ability to: 1. Explain how to use a tree dichotomous key. 2. Identify the importance of understanding the physical characteristics of each animal. 3. Justify the importance of clearly setting out a dichotomous key.
Resources
o Dichotomous key worksheets (one per student).
o Challenge worksheets (one per student).
o Science books.
Student’s prior knowledge
o Students have the ability to group objects according to their characteristics or features.
o Students are aware that living things consist of animals and plants and they all have roles to play in the cycle of life (ACSSU073).
o Students can compare characteristics of mammals, insects, amphibians, birds, fish and reptiles.
Lesson procedure
Time
Introduction and motivation
Environment
20 mins
Orientation phase 20mins Assessment reminder.
o The science assessment is next Friday.
o In your test you will need to:
Students will be seated at their desks.
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1. Use a dichotomous key (explain in detail). 2. Create a dichotomous key (explain further). 3. Adapt a dichotomous key (provide additional information). 4. Provide a written description of the characteristics you used to
create a dichotomous key,
o Tell the students that they will need to come and see me after this lesson if they have any concerns with any areas mentioned.
Time
Main content
Environment
30 mins
Enhancing phase 30mins Constructing a dichotomous key.
o Students will be given a set of nine pictures; they will use these pictures to create their own dichotomous key.
o Give students 15 minutes to complete this task.
o Work round the room to assist students and provide feedback. Adding and justifying decisions
o Introduce the next three tasks to the students:
o Firstly you will need to describe the characteristics you used to construct you key and why? (Give examples of these).
o Secondly you will need to insert the new animal into your dichotomous key (Explain how they may approach this).
o Finally you will need to describe the new characteristics that were identified for the animal (Describe and give examples of characteristics).
Table dichotomous key
o If there is time, students can adapt their tree dichotomous key as a table dichotomous key.
Students will be situated at their desks.
Time
Conclusion
Environment
15 mins
Summarising phase 15mins Adapting a dichotomous key
o In their science books the students will need to show only the changed section of the key.
o This will need to be details and explained correctly. Questions
o Have these tasks been difficult or easy?
o Do you think that the exam will be easy?
o What areas do you need to improve on?
o How can you improve these areas?
o What will you study for your exam?
Students will be at their desks.
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Differentiation of learning
o Multiple intelligences have been considered during the creation of this lesson. Students will have the ability to connection with learning in a number of different ways.
o Students will be organised into mixed ability pairs, this will ensure that students of different abilities are supporting each other during the task.
o Students with learning difficulties will be provided with more one on one time if required. Alternatively they could also be allocated with a buddy for support during the lesson.
Assessment of student learning
Formative
o Throughout this experience a number of literal, inferential and evaluative questions will be asked to ensure that students are connecting with the learning outcomes.
o The traffic light self assessment will also be used during this lesson, to gain an understanding of how the students are grasping the concepts.
Summative
o This lesson will build students knowledge for the final assessment task.
Evaluation of learning objectives
Evaluation of self as teacher
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Associate teacher comments
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Lesson plan Science 8
Date: Monday 3rd of November 2014 Duration: 60 minutes
Unit: Science Lesson: 8 of 10 week 4
Level: Year level 7 Name: Practice exam
Curriculum
Science Science understandings / Biological sciences
o There are differences within and between groups of organisms; classification helps organise this diversity (ACSSU111).
Elaborations
o Considering the reasons for classifying such as identification and communication.
o Grouping a variety of organisms on the basis of similarities and differences in particular features.
o Considering how biological classifications have changed over time.
o Classifying using hierarchical systems such as kingdom, phylum, class, order, family, genus, species.
o Using scientific conventions for naming species.
o Using provided keys to identify organisms surveyed in a local habitat.
Lesson objectives
At the end of this lesson students will have the opportunity to demonstrate their ability to: 1. Explain how to use a tree dichotomous key. 2. Identify the importance of understanding the physical characteristics of each animal. 3. Justify the importance of clearly labelling and structuring a dichotomous key.
Resources
o Practice exam (one per student).
Student’s prior knowledge
o Students have the ability to group objects according to their characteristics or features.
o Students are aware that living things consist of animals and plants and they all have roles to play in the cycle of life (ACSSU073).
o Students can compare characteristics of mammals, insects, amphibians, birds, fish and reptiles.
Lesson procedure
Time
Introduction and motivation
Environment
10 mins
Orientation phase 10mins Introduce the practice exam
o Introduce the practice exam.
Students will be seated at
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o Read the questions to the students and explain what to do to complete each stage of the exam.
o Ask the students if they have any questions.
o Advise them that this is an exam; they are unable to ask questions they just have to complete on their own.
o This practice will be under exam conditions, therefore there will be no talking.
their desks.
Time
Main content
Environment
30 mins
Enhancing phase 30mins Practice exam
o The practice exam consists of the below six questions.
o Students will need to achieve a high level of accuracy when completing the dichotomous key and adapting the dichotomous key.
1. Use the dichotomous key to classify the fish. 2. Draw the missing fish in box 8 on previous page, based on the
below information provided. 3. Construct a dichotomous key with the insect pictures. 4. Describe the characteristics you identified at each section of the
key and why? 5. Add the new insect to the dichotomous key. 6. Describe the features you identified for the new insect.
Students will be situated at their desks.
Time
Conclusion
Environment
20 mins
Summarising phase 15mins Extension activity
o Students will be provided with an extension activity. They can select a variety of stationary from their desks and practice creating a dichotomous key.
Marking the exam
o Students will be asked to pass their practice exams to the front of the room.
o The exams will be graded and feedback will be provided for those students who would like to read it and improve their result.
Questions
o How do you think you went with the practice exam?
o Which sections are more difficult than others?
o Which areas do you need more help in?
Students will be at their desks.
Differentiation of learning
o Multiple intelligences have been considered during the creation of this lesson. Students will have
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the ability to connection with learning in a number of different ways.
Assessment of student learning
Formative
o The traffic light self assessment will also be used during this lesson, to gain an understanding of how the students are grasping the concepts.
Summative
o This practice exam will be marked and feedback will be provided to these students
Evaluation of learning objectives
Evaluation of self as teacher
Associate teacher comments
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Unit overview comments This unit of work was successful in teaching students about what a dichotomous key is, what it is used for, how to use, adapt and how to individually produce one. The strategies which were highly effective were multiple intelligences, zone of proximal development and collaborative learning. A variety of intelligences were used throughout the lessons to ensure that students had many different learning opportunities to connect with in each lesson and activity developed. For those students having difficulty with the concepts taught in the lessons they were paired with a student who could support them and extend their learning. Furthermore collaborative learning was incorporated during many of the lessons to ensure that students of mixed abilities were grouped together and sharing ideas and concerns. This approach allowed students to strengthen their concepts and extend their learning in this area. The results of the exam were a clear indication of how the students understood the particular learning objectives of this unit of work. As indicated in the exam results thirteen students received an A for the exam, eleven students received a B for the exam and three students received a C for the exam. All students achieved above expected in this area and I believe this was from peer support. The improvement opportunities considered for this unit is to have more discovery learning opportunities. Unfortunately there were little opportunities for online tools to be used, due to lack of electronic devices. Therefore discovery learning was difficult to incorporate into the unit. If there was more opportunity for students to research and discover their own concepts in this area they may have found it easier to understand these difficulty concepts. Overall this unit was a success for this group of learners and was a meaningful opportunity for students to learn about classifying animals and using scientific instruments.
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Practice exam
1. Use the dichotomous key to classify the fish.
1 a. The fish shape is long and skinny ............................................................Go to 2 b. The fish shape is not long and skinny ......................................................Go to 3
2 a. The fish has pointed fins ........................ Aulostomus maculates (trumpet fish) b. The fish has smooth fins ............................................. Muraenidae (moray eel)
3 a. The fish has both eyes on top of the head ..............................................Go to 4 b. The fish has eyes on each side of the head .............................................Go to 5
4 a. The fish has a long whip like tail ...................................... Dasyatidae (stingray) b. The fish has a short blunt tail ..................... Bothus mancus (peacock flounder)
5 a. The fish has spots ....................................................................................Go to 6 b. The fish does not have spots ...................................................................Go to 7
6 a. The fish has chin whiskers ................................................... Mullidae (goatfish) b. The fish does not have chin whiskers ............................. Sphoeroides spengleri
.................................................................................................(band-tail puffer)
7 a. The fish has stripes ..................................................................................Go to 8 b. The fish does not have stripes .................................... Pempheris schomburgkii
..................................................................................................(glassy sweeper)
8 a. The fish has a V shaped tail ................................... Holocentridae (squirrel fish) b. The fish does not have a V shaped tail .............. Heteropriacanthus cruentatus
...............................................................................................(glasseye snapper)
Eyes on top of head
Eyes on top of head
Eyes on top of head
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Fish 1
Common name:
Scientific name:
Steps used:
Fish 2
Common name:
Scientific name:
Steps used:
Fish 3
Common name:
Scientific name:
Steps used:
Fish 4
Common name:
Scientific name:
Steps used:
Fish 5
Common name:
Scientific name:
Steps used:
Fish 6
Common name:
Scientific name:
Steps used:
Fish 7
Common name:
Scientific name:
Steps used:
Fish 9
Common name:
Scientific name:
Steps used:
2. Draw the missing fish in box 8 on previous page, based on the below information provided.
Fish 9
Common name: Glasseye snapper
Scientific name: Heteropriacanthus cruentatus
Steps used: 1b, 3b, 5b, 7a, 8b.
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3. Construct a dichotomous key with the insect pictures.
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4. Describe the characteristics you identified at each section of the key and why?
5. Add the new insect to the dichotomous key.
6. Describe the features you identified for the new insect.
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Curriculum into the classroom
Science Year 7 Unit 7
Assessment task: Classifying Creatures
Name: Teacher:
Class: Date:
This task is made up of three parts and each is detailed below and is to be completed in this booklet.
Purpose
To identify and classify organisms using dichotomous keys and to use evidence to construct a key using scientific conventions.
Task
Part 1
a) Use a dichotomous key to identify individual insects from diagrams.
b) Draw an insect based on given key information.
Part 2
a) Construct a dichotomous key which can be used to identify diagrams of different aliens.
b) Describe the characteristics you identified for each level of the key and explain why you chose
particular characteristics to construct your key.
Part 3
a) Modify the dichotomous key to include a newly-discovered alien species.
b) Describe the characteristic/s you used to add the new alien species into your key.
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Part 1
Scientists were studying an island off the coast of Australia and discovered five different types of insect
during their field study. They identified each different insect with a letter code and they classified the insects
using the key below.
This key below was designed for this task. Dichotomous keys that are used by scientists in the field use
greater detail to identify individual species.
Dichotomous key for insects of Australia
1 a Wings present
Go to 2
b Wings absent
Go to 8
2 a Two pairs of wings
Go to 3
b One pair of wings Housefly
Musca domestica
3 a Abdomen completely
covered by wings
Go to 4
b Abdomen not covered
completely by wings
Go to 5
4 a Forelimbs enlarged Garden Preying Mantis
Orthodera ministralis
b Forelimbs similar size to
other limbs Australian Cockroach
Periplaneta australasiae
5 a Body covered with fine hairs
Go to 6
b Body is smooth Blue Spotted Hawker
Adversaeschna brevistyla
6 a Sting present on abdomen
Go to 7
b No sting present Hawk Moth
Daphnis hypothous
7 a Mouthparts consist of a
sucking tube Blue Banded Bee
Amegilla cingulata
b Mouthparts consist of
mandibles Mud-Dauber Wasp
Sceliphron sp.
8 a Body divided into three
distinct segments
Go to 9
b Body segments not clearly
defined Cat Flea
Ctenocephalides felis
9 a Mouthparts are sharp and
smooth Black Ant
Ochetellus glaber
b Mouthparts are rough Lord Howe Stick Insect
Dryococelus australis
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Glossary of terms
Abdomen The abdomen is the rear-most of the three main body segments of
insects.
Forelimbs The forelimbs are the pair of limbs closest to the head of the insect.
Mandible Mandibles are the paired jaws of some insects and other arthropods.
Mouthparts The mouthparts refer to the collection of structures that are used for food
intake.
A
B
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C
D
E
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a) Identify each individual insect using their common and scientific names. Use the diagrams of the insects
and the dichotomous key.
List the steps you used to identify each insect.
Insect A
Common Name
Scientific Name
Steps Used
Insect B
Common Name
Scientific Name
Steps Used
Insect C
Common Name
Scientific Name
Steps Used
Insect D
Common Name
Scientific Name
Steps Used
Insect E
Common Name
Scientific Name
Steps Used
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Another insect was discovered during the field study. The insect was identified using the same key used to
identify the original five insects.
a) The steps that were followed during the identification of the insect are recorded in the box below. Use
these steps to draw a labelled diagram of the insect. Ensure you emphasise the physical
characteristics that were used in the insect’s identification.
These were the steps used to classify the insect:
1b, 8a, 9b
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Part 2
Scientists were investigating a new planet and discovered eight different types of aliens during their first
field trip. They identified each different alien with a letter code.
A
E
B
F
C
G
D
H
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a) Use the diagrams of the aliens to construct a dichotomous key which could be used to identify them.
Hint: Remember to include the characteristics for each step of your key.
Dichotomous key for alien species
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a) Explain why you chose certain characteristics and not others to construct your key. Give one example
of each.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Part 3
On their second field trip the scientists discovered another new alien species. A diagram is below.
I
a) Describe the characteristic you identified to add the new alien species into your key.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
b) Modify your key to include this new alien.
Show only the changed section of your key.