Stage 1: Identify Desired Results

Spring Upshaw

STAGE 1: IDENTIFY DESIRED RESULTS

Title: Classification

Unit Description: In this unit, students will develop skills that are used to classify organisms. They will complete mini labs that will require them to make and record observations, analyze results, and communicate their findings. Students will use these skills to work in groups to classify and identify organisms found in pond water located behind their school. Students will then present their findings to their peers.

Enduring Understandings:

1. Organisms have systems of organization and classification. 2. Scientists have a universal method of classifying organisms.

Essential Questions

1. How do we classify the things around us? 2. How do scientists group organisms into kingdoms? 3. Describe a world without organization or classification. 4. How are scientists able to overcome their language differences and reach a consensus when identifying a known organisms’ genus and species.

What students will know and be able to do:

1. The 7 levels of classification 2. List and identify the 6 kingdoms and characteristics that describe each kingdom. 3. Carolus Linnaeus’ and binomial nomenclature 4. How to use and create a dichotomous key 5. Characteristics that are common among organisms in each of the 6 kingdoms.

What students typically misunderstand:

1. Many students believe all organisms are animals 2. Students believe that all organisms have a brain 3. Many students believe all microscopic organisms are bacteria 4. Students believe scientists name organisms in their language. STAGE 2: DETERMINE ACCEPTABLE EVIDENCE

Title: What Lives There?

Goal: What is the goal of the performance?

To use a dichotomous key to identify and classify organisms found in pond water.

Role: What role does the student assume in the performance?

The students will be microbiologists.

Audience: What audience does the student address in his or her product, presentation, etc.?

The students will be addressing community members in Moorestown, NJ.

Situation: What is the situation for the performance?

Twelve year old Lily Rosewater was playing softball with her friends around the stream located behind Moorestown High School. While trying to catch a fly ball, Lily accidentally slipped into the stream face first and swallowed a big gulp of water. About 8 days later, Lily began to complain about diarrhea, greasy floating stools, stomach cramps and nausea. When her doctor asked her what she had eaten and whether or not she had done anything unusual, she told him about her fall into the stream and her 3 day camping trip. Because of what happened to Lily, Moorestown community members are concerned and do not want their children to play near the stream until Lily finds out what has caused her illness. This has affected sports teams from the high school and middle school that use the fields. As a microbiologist, you must test the water for disease causing organisms and present your findings to the community.

Product: What should be produced?

Students will create a newsletter and a lab report including their findings and present them at the town meeting. Standards: What are the standards for the product?

 Newsletter: should be a clearly written summary of research findings and your conclusion to the situation with Lily Rosewater  Lab Report: should be a thorough presentation of experimental data and conclusion Problem: Issue that you are investigating Hypothesis: Do you believe that the disease causing agent is in the stream water? Why or why not? Materials: List all of the materials that you used to do the experiment Procedure: Write a detailed experiment that can be repeated by other microbiologists Data/Observations: sketches of organism in stream water taxonomic key that was used to identify the organisms pictures/illustrations of organisms that you found in books, articles, and/or the internet stream observations including but not limited to temperature, animals in and around the stream, and dimensions photos of the stream observation tables graphs including but not limited to time and stream temperature Conclusion: Restate the problem Restate your hypothesis State your observations Based on your observations, is the disease causing agent located in the stream Was your hypothesis correct or incorrect and why?  Information needs to be kept organized throughout the project  Students must present their findings clearly to their classmates

Preconception Assessment: Questions related to the enduring understanding that provides information about where the students are at the beginning of the unit.

 Are there organisms that are too small to be seen with a microscope living in stream water?  How are organisms classified?  What types of organisms live in water?  Do communities exist in stream water?  How do you determine if organisms are related?  Do you believe some organisms are more closely related than others? Why?  If you discovered and unknown organism, what criteria would you use to classify it? Quizzes, Tests, and Academic Prompts: Titles and nature of quizzes and tests that will be used to assess understandings as students work through and finish the unit.

 Mini-lab: Group It: Students will be given items in a “junk drawer” and they will have to place each object into one of 3 groups based on how the item’s features match the characteristics of the group. (Students will name each group)

 Mini-lab: Taxonomic Key: Students will create a taxonomic key that could help identify a piece of fruit as an apple, an orange, a strawberry, or a banana.

 (3 day lab) Culturing Bacteria: Students may need to culture bacteria during their performance assessment. To prepare they will culture bacteria that is found in school. They will determine if disinfectants can control bacterial growth. They will also prepare for their performance assessment by writing a lab report based on the problem: Do disinfectants control the growth of bacteria?  (2 day class activity) Imaginary Bacteria: Students will create an imaginary bacterial cell which includes the following: * kingdom (eubacteria or archaebacteria) * cell shape and structure * type of reproduction * survival needs (obtaining food, respiration and endospore formation) * how it is helpful or harmful (Students may not create new cell shapes, kingdoms of bacteria, types of reproduction etc.) After students present their bacteria, as a class they will use their knowledge of classification to group their organisms.  (2 day class activity) Imaginary Viruses Students will create their own virus which includes the following: * shape, size, and structure * mode of multiplication (hidden or active) * host (Students will compare their bacteria and viruses and determine if they are both living)  (10 day at home project) Infections Disease Project: Students will choose from a variety of infectious diseases caused by various agents and create a poster. This will prepare them for the performance assessment by allowing them to know that different types of organisms (or viruses) can cause illnesses.  Because many of the assessments are collaborative, traditional unit tests and periodic quizzes will assess each student’s basic/factual knowledge. Lab Report: What Lives There

Teacher Name: S Upshaw

Student Name: ______CATEGORY 4 3 2 1 Question/Purpose The purpose of the The purpose of the The purpose of the The purpose of the lab or the question lab or the question lab or the question lab or the question to to be answered to be answered to be answered be answered during during the lab is during the lab is during the lab is the lab is erroneous clearly identified identified, but is partially identified, or irrelevant. and stated. stated in a and is stated in a somewhat unclear somewhat unclear manner. manner. Experimental Hypothesis Hypothesized Hypothesized Hypothesized No hypothesis has relationship between relationship between relationship been stated. the variables and the the variables and the between the predicted results is predicted results is variables and the clear and reasonable reasonable based on predicted results has based on what has general knowledge been stated, but been studied. and observations. appears to be based on flawed logic. Materials All materials and Almost all materials Most of the Many materials are setup used in the and the setups used materials and the described experiment are in the experiment setup used in the inaccurately OR are clearly and are clearly and experiment are not described at all. accurately accurately accurately described. described. described. Procedures Procedures are listed Procedures are listed Procedures are Procedures do not in clear steps. Each in a logical order, listed but are not in accurately list the step is numbered but steps are not a logical order or steps of the and is a complete numbered and/or are are difficult to experiment. sentence. not in complete follow. sentences. Drawings/Diagrams Clear, accurate Diagrams are Diagrams are Needed diagrams are diagrams are included and are included and are missing OR are included and make labeled neatly and labeled. missing important the experiment accurately. labels. easier to understand. Diagrams are labeled neatly and accurately. Background Sources Several reputable A few reputable A few background Material is directly background sources background sources sources are used copied rather than were used and cited are used and cited and cited correctly, put into students correctly. Material correctly. Material but some are not own words and/or is translated into is translated into reputable sources. background sources student's own student's own Material is are cited incorrectly. words. words. translated into student's own words. Calculations All calculations are Some calculations Some calculations No calculations are shown and the are shown and the are shown and the shown OR results results are correct results are correct results labeled are inaccurate or and labeled and labeled appropriately. mislabeled. appropriately. appropriately.

Analysis The relationship The relationship The relationship The relationship between the between the between the between the variables is variables is variables is variables is not discussed and discussed and discussed but no discussed. trends/patterns trends/patterns patterns, trends or logically analyzed. logically analyzed. predictions are Predictions are made based on the made about what data. might happen if part of the lab were changed or how the experimental design could be changed. Appearance/Organization Lab report is typed Lab report is neatly Lab report is neatly Lab report is and uses headings handwritten and written or typed, but handwritten and and subheadings to uses headings and formatting does not looks sloppy with visually organize the subheadings to help visually cross-outs, multiple material. visually organize the organize the erasures and/or tears material. material. and creases. Graphs Graphs have a title The graph The graph has a title Graph does not and the x and y axis appropriately and the x and y axes appropriately reflect are properly labeled. reflects are labeled. The experimental results. The graph experimental results graph does not Graph is partially appropriately There is no title and appropriately reflect labeled reflects the x and y axis are experimental results experimental results not labeled. Conclusion Conclusion includes Conclusion includes Conclusion includes No conclusion was whether the findings whether the findings what was learned included in the supported the supported the from the report OR shows hypothesis, possible hypothesis and what experiment. little effort and sources of error, and was learned from reflection. what was learned the experiment. from the experiment. Letter-Writing: What Lives There Newsletter

Teacher Name: S Upshaw

Student Name: ______CATEGORY 4 3 2 1 Salutation and Salutation and Salutation and Salutation and Salutation and/or Closing closing have no closing have 1-2 closing have 3 or closing are missing. errors in errors in more errors in capitalization and capitalization and capitalization and punctuation. punctuation. punctuation.

Content Accuracy The letter contains at The letter contains 3- The letter contains 1- The letter contains no least 5 accurate facts 4 accurate facts about 2 accurate facts about accurate facts about about the topic. the topic. the topic. the topic.

Research Findings Summary of Summary is lengthy Only states whether Organisms discovered experimental and difficult to the discovered are given, but no findings is clear and follow. It gives a organisms could mention of whether or direct. It includes a description of have caused Lily not they caused Lily brief description of organisms found and Rose Water's illness. Rosewater's illness. organisms found and states whether they states whether they could have caused could have caused Lily Rose Water's Lily Rose Water's illness. illness. Neatness Letter is typed, clean, Letter is neatly hand- Letter is typed and is Letter is typed and not wrinkled, and is written, clean, not crumpled or slightly looks like it had been easy to read with no wrinkled, and is easy stained. It may have shoved in a pocket or distracting error to read with no 1-2 distracting error locker. It may have corrections. It was distracting error corrections. It was several distracting done with pride. corrections. It was done with some care. error corrections. It done with care. looks like it was done in a hurry or stored improperly. Format Complies with all the Complies with Complies with Complies with less requirements for a almost all the several of the than 75% of the friendly letter. requirements for a requirements for a requirements for a friendly letter. friendly letter. friendly letter.

Oral Presentation Rubric: Newsletter Presentation Teacher Name: S Upshaw

Student Name: ______CATEGORY 4 3 2 1 Content Shows a full Shows a good Shows a good Does not seem to understanding of the understanding of the understanding of understand the topic topic. topic. parts of the topic. very well.

Stays on Topic Stays on topic all Stays on topic most Stays on topic some It was hard to tell (100%) of the time. (99-90%) of the time. (89%-75%) of the what the topic was. time.

Preparedness Student is completely Student seems pretty The student is Student does not seem prepared and has prepared but might somewhat prepared, at all prepared to obviously rehearsed. have needed a couple but it is clear that present. more rehearsals. rehearsal was lacking.

Collaboration with Almost always Usually listens to, Often listens to, Rarely listens to, Peers listens to, shares shares with, and shares with, and shares with, and with, and supports supports the efforts supports the efforts supports the efforts of the efforts of others of others in the of others in the group others in the group. in the group. Tries to group. Does not but sometimes is not Often is not a good keep people working cause "waves" in the a good team member. team member. well together. group. Speaks Clearly Speaks clearly and Speaks clearly and Speaks clearly and Often mumbles or can distinctly all (100- distinctly all (100- distinctly most ( 94- not be understood OR 95%) the time, and 95%) the time, but 85%) of the time. mispronounces more mispronounces no mispronounces one Mispronounces no than one word. words. word. more than one word.

STAGE 3: PLAN LEARNING EXPERIENCES, Instruction, and Resources

W: a) Why are students studying your unit b) Uncover what the preconceptions are.

a) *Teacher will use the LCD projector to introduce the situation for the performance assessment.  Teacher will use the LCD projector to introduce the lessons that will enable them to discover a solution to problem  Essential questions will be posted in the classroom and discussed throughout the unit.

b) Students will be given preconception questions to complete for homework on the first day of the unit. Students will discuss their responses to the preconception questions at the beginning of the next class.3

H: Hooking and Holding Students

Experiment- predict outcome The teacher will take the students to the stream that they will be investigating. Students will observe the stream and predict what organisms they will find.

E: Equipping Students for Their Final Performance

 Experiential and Inductive Learning Students will create a dichotomous key to classify various fruits.

 Homework and other out of class experiences - over a period of 3 days students will record and describe systems of classification that they have come in contact with outside of school - A new “furry lobster like” creature known as Kiwa hirsuta was discovered. Why was a new family created? Students will be able to use http://mclibrary.nhmccd.edu/taxonomy/taxonomy.html to research their answer. Students will be able to view the organism at http://www.cnn.com/2006/TECH/science/03/08/furry.lobster.ap/inde x.html

R: Reflect/Rethink Teacher will instruct students to revisit their responses to the preconception questions. The will explain how their initial thoughts about the preconception questions have changed after gaining knowledge throughout the unit. E: Evaluate Teacher will display various living and preserved organisms in stations around the classroom. They will: a) Record observations and create a dichotomous key to prove to which of the 6 kingdoms the organisms belong. b) Use a dichotomous key to identify each organisms’ genus and species

Students will be assessed on: a) Their ability to record detailed observations to create a dichotomous key b) Their knowledge of the characteristics that distinguish each kingdom c) Their ability to use a dichotomous key to identify organisms genus and species