Community and Communication Weeks: 3

ScienceLesson Plan

Teacher:8th Grade Science Teacher

Grade:8th Grade

Lesson Title:Classifying the Colonies

STRANDSBiodiversity and ChangeEmbedded InquiryLESSON OVERVIEW Summary of the task, challenge, investigation, career-related scenario, problem, or community link.In this unit students will be reading about classifications and adaptations of anything, generally, and of organisms specifically. The unit will start with a focus on classification and using dichotomous keys. In science students will work on a project to help establish a school arboretum. During the culminating event students will create a key to the 13 original colonies, present this information in the form of a commercial, and learn how the language of classification relates to mathematical proofs. Students will have opportunities to investigate classifications and the history of classifications and use that information to further solidify their finding regarding colonization in America. For the second part of this unit students will be learning about adaptations of organisms. Students will investigate specific adaptations in plants and animals and how adaptations may occur. Students will learn specifically about endemic species that occurred in the 13 original colonies. They will present this information in a mock newscast that will tie together proofs from math, presentation skills from language arts, and culminate the social studies unit on the 13 original colonies.MOTIVATOR Hook for the week unit or supplemental resources used throughout the week. (PBL scenarios, video clips, websites, literature)

Day 1: “100 Greatest Scientific Discoveries: Classification”The hook on day one will be a short video describing classification as one of the 100 greatest scientific discoveries. It discusses why classification is important and how it has changed the face of modern science. Here is a link to the Classification Video.Day 9: “Adaptations Doppelganger”This will serve as the hook for the adaptations portion of the unit. The teacher will bring in any human tools that mimic animal adaptations such as swim fins, coats, camo clothing, binoculars, etc. Students must brainstorm an animal that has the adaptation and why it may need that adaptation to survive.

DAY Objectives Materials & Instructional Procedures Differentiated Assessment

(I can….) Resources Instruction

1 I can explain why and how organisms are classified.

I can list the eight levels of classification.

I can explain scientific names.

Superhero Images

Classification Presentation

Blank Tree Diagram

Paper and Pencils

(See Appendix B)

Essential Question(s):

1. How can I identify various criteria used to classify organisms into groups?2. How can I use a simple classification key to identify a specific organism?

Remediation:

Heterogeneous grouping

Provide a handout or digital copy of the notes

Limit choices by only giving students frog, kangaroo, and human for the branching diagram

Enrichment:

Students can also be given Platypus and Elephant during the branching diagram activity

Students can be grouped as peer tutors.

Formative Assessment:

Branching Diagram

Pneumonic Creation

In-class questioning

Summative Assessment:

End of unit Assessment (See Appendix A)

Set: Put a picture of Spiderman, Batman, Superman, and Wolverine on the board. Have students classify the superheroes. Have them list similarities and differences of each superhero.

Teaching Strategy(s):1. Start with a brief teacher led discussion of the definition of classification and

why classify? Eventually settle on one definition as a class.2. Next, lead into a brief presentation on the history of different classifications,

branching diagrams, and the currently accepted classification method including the 8 levels of classification. Introduce the term taxonomy. Have students take notes on during the classification presentation.

3. After showing students a branching diagram during the presentation, have them create a branching diagram with the following animals: Fish, Frog, Snake, Kangaroo, Rabbit, and Human.

Summarizing Strategy: Students will create a pneumonic to help remember the different levels of classification. Re-show the slide from the presentation with the 8 levels of classification and have students create the pneumonic. Have student pairs and share their creations. Have the class vote on a favorite.

Homework: Students will need to bring a picture of their pet or a favorite pet. The picture can be digital, print or even hand drawn. The name of the pet should be on the back.

2 I can Identify various criteria used to classify

Pictures of Students’ pets (or some teacher

Essential Question(s):

1. How can I identify various criteria used to classify organisms into groups?

Intervention:

Students can be

Formative Assessment:

organisms into groups.

I can Use a simple classification key to identify an unknown organism.

examples)

“What Tree is that” publication or online tree key

Dichotomous Key Presentation

Tree leaves and branches

Simplified Dichotomous Key Activity

(See Appendix C)

2. How can I use a simple classification key to identify a specific organism? given a copy of the notes on the Dichotomous Keys.

Students will be grouped to allow peer tutoring and collaboration.

Students can be given a simplified key activity if leaves are difficult or students are allergic. (See Appendix C)

Enrichment:

Students can be given more difficult leaves to key, such as Ash, Buckeye, or 2 different Oaks.

Identification of trees

Dichotomous key to pets

Closure activity to Pet key

Performance Assessment:

Observations of students demonstrating how to use a dichotomous key.

Summative Assessment:

End of unit assessment (See Appendix A)

Commercial Project

Set: Students should have pictures of pets with the name of the pet on the back. Ask the students how we can identify which pet is yours? (Answers will vary but should include color, size, type of animal, etc). Tell students they are going to create a key to identify their pet.

Teaching Strategy(s):

1. Start the lesson with a short presentation on how to use and create a dichotomous key. Students should take notes during the presentation.

2. Students will then participate in a hands-on identification activity be identifying trees from around the school property.

a. First demonstrate how to use the key by keying an example.b. Then have the students identify trees from around the property of

the school. Be sure they are distinct (such as a pine, maple, ginko, or holly). Have them identify the tree form the print key or online key. (Students should have prior knowledge of plant key terminology. If this is not possible, use a key to something more familiar, such as mammals.)

3. Students will then work to create a key to the pets. Put all the pictures up on the board. Have them create a list of characteristics for each of the pets (color, size, type, etc) and relate this back to the hook. The key must ask questions where there are 2 possible answers. All the pets should fit in one of these two groups. The goal is to create a key so that any pet can be identified.

Summarizing Strategy: Once all students are done creating a key, students will trade keys and take turns identifying a pet. The goal should be to match a name with a pet. This can be checked because the names will be on the back of the pictures.

3 I can explain how classification developed as

Hook Pictures

Domains and Kingdoms

Essential Question(s):

1. How can I identify various criteria used to classify organisms into groups?2. How can I use a simple classification key to identify a specific organism?

Intervention:

Students can be paired with a peer

Formative Assessment:

Gallery Walk

greater numbers of organisms became known.

I can describe the three domains.

I can describe the four kingdoms in the domain Eukarya.

Presentation

Internet access

iPad or Laptop

Mind Map app, Microsoft word, or Prezi

Classification Project Handout

Classification Project Evaluation

(See Appendix D)

tutor for the research project.

Students can be given a printed or digital copy of the notes.

Enrichment:

Students can serve as a peer tutor.

Students can be assigned an organism that would be more difficult to classify, such as Archae or Bacteria.

Organism brainstorming

Organism project

Performance Assessment:

Observations during researching

Summative Assessment:

End of unit assessment (See Appendix A)

Set: Put on a board a picture of a person, a redwood, a euglena, and a Mushroom. Ask the students how all these things are related.

Teaching Strategy(s):

1. Have all students brainstorm a list of every organism they can think of. After 1 minute of individual brainstorming, have students begin to name organisms. Start placing them into different categories according to the three domains of Archaea, Bacteria, and Eukarya and the four main kingdoms under Eukarya of Protista, Fungi, Plantae, and Animalia.

2. This activity will lead into a short presentation on the 3 domains and the 4 Kingdoms under Eukarya. The presentation includes characteristics of each group and why or how they are different.

3. Students will next work on an individual research project. They will all select one organism, find a picture of the organism, find the complete classification of the organism from Domain down to Species, and then they will create a mind map depicting this information about the organism. For details about the project refer to the project handout under materials and resources.

Summarizing Strategy: Digital Gallery Walk. Each student will display his or her mind map creation. They will then walk around the room and choose two other presentations to peer evaluate using the evaluation sheet in the materials.

Homework: Complete the Individual Classification Project if there is not time in class to complete the activity.

4 I explain what an arboretum is and why it is important to a community.

iPads or computer

Apple TV

Arboretum Presentation

Essential Question(s):

1. How can I use appropriate tools to gather and organize data?2. How can I identify various criteria used to classify organisms into groups?3. How can I use a simple classification key to identify a specific organism?

Intervention:

Students can be given a copy of the presentation.

Students can be

Formative Assessment:

What is an Arboretum research

Observations during ½ Project Day – See Unit Plan

I can identify certain criteria used to classify organisms.

I can collect samples and document pertinent information in a lab notebook.

Arboretum Project Description

Collections bags (grocery bags)

Pruners

Gardening gloves (optional)

(See Appendix E)

Colonial Commercial Project – Planning

Set: What is an arboretum? Post the website for a local arboretum and have students explore and answer the question.

Teaching Strategy(s):

1. Introduce the School Arboretum project. The project information can be found in the materials and resources.

2. This lesson will serve as an introduction to an arboretum. Start the lesson by having students share what they discovered from the hook. This can lead into a brief presentation about an arboretum. It would be good to highlight a local arboretum.

3. Students will then travel outside to explore the trees located on the school property. Divide the students into groups of 2. Each group will be responsible for collecting a sample from at least 2 different trees. Students will also note the location of the tree, the habitat, and the growth habit of the entire tree. Students will only collect and store the samples for the first day.

Summarizing Strategy: Have students take a guess as to what the tree they collected might be. Have each group pair with another group and share about the tree they collected including where it was found and how it grows. Have them share their best guess as to the type of tree.

grouped to utilize peer tutors

Students can be assigned trees that will be easier to identify in future lessons (tulip poplar or evergreens).

Enrichment:

Students can identify more than the required 2 trees.

Students can be assigned trees that will be more difficult to identify (Oaks, Maples).

Students can be grouped and used as peer tutors.

closure sharing time

Lab notebook observations

Summative Assessment:

End of unit assessment (See Appendix A)

5 I can identify an unknown organism using a classification key

iPads or computer

Apple TV

“What Tree is That” print or

Essential Question(s):

1. How can I use appropriate tools to gather and organize data?2. How can I identify various criteria used to classify organisms into groups?3. How can I use a simple classification key to identify a specific organism?

Intervention:

Students can be given a copy of the presentation.

Students can be

Formative Assessment:

Arboretum evaluations

Arboretum Set: Display some pictures of different arboretums located throughout the state. Ask

I can research and find reliable information.

I can use appropriate tools to gather and organize data.

online version

Arboretum Project Description

Plant samples collected from previous day.

Arboretum Application

(See Appendix F)

students to make a list of things they like and don’t like about the different arboretums.

Teaching Strategy(s): Students will continue with the Arboretum project.

1. Today will serve as the identification day. Students will begin to key out the tree samples they collected from the previous day. During this time the teacher will circulate around the room to provide assistance and to evaluate student performance with a dichotomous key.

2. Once students have identified the tree, they must then research some information about the given species. They are going to design an interpretive sign that will be places in front of the tree. It must include the common name and scientific name. It can also include leaf shape, fun facts, range maps, or any other useful information.

3. Students must also place the tree they identified on a map of the school grounds. There will be one map displayed in the room and students will place a mark where their tree is located. They must also number the mark so they know which tree is theirs.

Summarizing Strategy: Display the Application to become certified as an arboretum on the board. Students should read through the steps and identify what needs to still be done to become a certified arboretum.

grouped to utilize peer tutors.

Students can be assigned trees that will be easier to identify in future lessons (tulip poplar or evergreens).

Enrichment:

Students can identify more than the required 2 trees.

Students can be assigned trees that will be more difficult to identify (oaks or maples).

Students can be grouped and used as peer tutors.

application analysis

Research

Performance Assessment:

Dichotomous key use

Summative Assessment:

End of unit assessment (See Appendix A)

Arboretum Plaques

6 I can effectively translate classification information to common language.

I can use appropriate tools to gather and organize data.

iPads or computer

Apple TV

Design App or graph paper and colored pencils

Arboretum Project Description

Plant samples collected from previous day.

Arboretum map

(See Appendix F)

Essential Question(s):

1. How can I use appropriate tools to gather and organize data?2. How can I identify various criteria used to classify organisms into groups?3. How can I use a simple classification key to identify a specific organism?

Intervention:

Students can be given a list of websites relating to STEM or be asked to find less than 5

Students can be grouped to utilize peer tutors

Students can be given a copy of the presentation

Enrichment:

Students can locate more than 5 sites and they can actually begin collecting data from the most reliable sites.

Formative Assessment:

Likes and Dislikes hook

Master species list

Observation and questioning during activity

Performance Assessment:

Arboretum Tour

Summative Assessment:

End of unit assessment (See Appendix A)

Plaque Design

Brochure

Set: Show the students several interpretive sign designs. Similar to the previous day, have them create a list of likes and dislikes. This will be used later in the lesson when they create their own interpretive signs. (Do a Google images search for interpretive signs and scroll through the images)

Teaching Strategy(s):

1. Students will finish all classification activities and add their plants to a master species list. The species list will include an assigned number for each tree, genus, species, and common name.

2. Students will also design a plaque that will be placed in front of their tree(s). The plaque must include the common name, the scientific name, 2 interesting facts about the tree, an outline drawing of the fruits, flowers, and leaves and a habitat map.

3. Students will also help to design a brochure for the arboretum. The brochure will include the map creates in class the previous day as well as general information about the arboretum and any trees of particular note.

Summarizing Strategy: As a closure for the Arboretum activity, students will take a tour of the arboretum. If time permits students can also give tours to other students at the school.

Homework: Complete all materials for the arboretum project that are not already finished.

7Project Day – See Unit Plan

Colonial Commercial Project – Script Writing and Building

8Project Day – See Unit Plan

Colonial Commercial Project – Filming

9 I can Explain biological adaptation and why it is necessary for survival

I can infer adaptations an organism might need in specific environments

Cups

Tools – binder clips, tweezers, chopsticks, spoon, scissors, fork

Food – cereal, cracker, skittles, peanuts, popcorn

Adaptations presentation

Battle of the Beaks Handout

Designer Organism Activity

(See Appendix G)

Essential Question(s):

How can I analyze structural, behavioral, and physiological adaptations to predict which populations are likely to survive in a particular environment?

Intervention:

Peer tutors in grouping

Enrichment:

Students can explore “what if” scenarios such as an asteroid striking the planet and limiting food or an ecosystem being polluted.

Formative Assessment:

In class observation

Battle of the Beaks activity

Closure activity of life on another planet

Summative Assessment:

End of unit assessment (See Appendix A)

½ Project Day – See Unit Plan

Colonial News Network – Planning

Set: The teacher will bring in any human tools that mimic animal adaptations such as swim fins, coats, camo clothing, binoculars, etc. Students must brainstorm an animal that has the adaptation and why it may need that adaptation to survive.

Teaching Strategy(s):

1. To demonstrate how different adaptations allow a species to survive in a particular environment, students will examine the example of bird beaks. Students will try to eat different types of “food” using different types of “beaks”.

2. Begin the lesson by having four “stomachs” (small plastic cups) in the middle of the table. In the cup place several pieces of “food” (pieces of cereal). Each table should also have four different types of beaks. Choose beaks based on birds found in the instructor’s particular area. Spoons, tweezers, chopsticks, and tongs were used.

3. The first round students will use different beaks but the food will all be the same. Students will have 30 seconds to collect as much food as possible.

When time is called, allow students 1 minute to discuss at the table challenges and observations and record this information on the “Battle of the Beaks” handout.

4. Next, change the food to have several different sources. Students will again have 30 seconds to collect as much food as possible. Again, allow students time to discuss observations and challenges. Finally, allow students time to record these observations on the activity handout. If time permits, students can attempt this again with a different “beak”.

5. End the activity by showing students pictures of different birds with distinct beaks. As each bird image is shown, have students hypothesize and discuss what they think this bird may eat.

6. End the lesson with a presentation on Adaptations that includes the main types of adaptations, physical and behavioral.

Summarizing Strategy: Students will create an imaginary organism to fit a particular environment. The environments, or different plants, are on the designer organism handout. The instructions for the assignment are on the handout.

Homework: Students are to complete their imaginary organism, including all requirements, for homework.Adapted from: Ruppel, Whitney. (2010). Adaptation and Evolution. Retrieved from: http://ci.coastal.edu/research/gk-12/09/home#middle-school-lesson-plans (2013).

10 I can explain natural selection – how certain individuals survived and passed on their genetic information.

I can relate natural selection to current happenings (antibiotic resistance,

One piece of patterned fabric

60 dots of paper (hole punched from construction paper) in 3 different colors – 20 of each color

Extra paper dots of each color

Colored pencils similar to the color of the paper dots

Essential Question(s):

How can I explain why variation within a population can enhance the chances for group survival?

Intervention:

Students can be grouped to utilize peer tutors.

Students will be given typed out directions for activity.

Modified shorter writing assignment or allow ipad to be used to type

Formative Assessment:

In class observation

Battle of the Beaks activity

Closure activity of life on another planet

Summative Assessment:

End of unit assessment (See

½ Project Day – See Unit Plan

Colonial News Network – Filming

Set: Put the term natural selection on the board. Ask Students to write what natural selection means to them.

Teaching Strategy(s):

1. Begin the lesson with a discussion on Natural Selection. Allow students to share ideas. Write all ideas down in one location, such as on a whiteboard or on chart paper. Once a set discussion time has passed, summarize the

endangered species). Data Collection

Handout

iPad OR Graph paper & Stop watch

(See Appendix H)

student definitions into one central definition. Also share the actual definition of Natural Selection.

2. Students will then participate in a lab to simulate natural selection. Before the class period begins, set each table with one sheet of fabric and a bag of 60 color dots in three different colors. At least one color should blend with the fabric and one should stand out.

3. Ask students to set out the fabric and to sprinkle the dots evenly spaced on the fabric. Allow students time to review the instructions and data collection sheet.

4. One “hunter” will then have 30 seconds to collect as many dots as they can. Instructions are important here! Tell them to pick the first ones they see, not the closest dots.

5. Once time is called, record data and repopulate. Each dot will make one new dot of that color.

6. Collect a second time and record data.7. Repopulate and collect a third time.8. Students will then be given time to analyze the data and create a graph

outlining the results.

Summarizing Strategy and Homework: Students will create a brief video to answer the question: “What does Natural Selection mean to you?” The video must include an introduction outlining the definition of Natural Selection, an example of Natural Selection, and one reason why this theory is important to understanding the earth.

Adapted from: Bowling, Bethany V. Investigating Natural Selection. NSF GK-12 Fellows Program: Coastal Carolina University. Retrieved from: http://ci.coastal.edu/research/gk-12/09/home#middle-school-lesson-plans (2013).

writing assignment

Enrichment:

Students can research alternative theories to Natural Selection and present these to the class.

Students can design a real-life experiment to test natural selection.

Appendix A)

11 I can analyze structural, behavioral, and physiological adaptations to predict which populations are likely to survive in a particular environment

iPad of computer

Presentation apps such as Doceri, or iMovie

Apple TV

List of Unique Animals

Adaptation

Essential Question(s):

How can I analyze structural, behavioral, and physiological adaptations to predict which populations are likely to survive in a particular environment?

Intervention:

Students can be given assistance in locating reliable websites.

The project can be modified to locate less information.

Formative Assessment:

In class observation and questioning

Camel brainstorm activity

Presentations

Summative

½ Project Day – See Unit Plan

Colonial News Network – Filming

Set: Put a picture of a camel on the board. Have students brainstorm different adaptations the camel has. List them as structural, behavioral, or physiological.

Project Handout

(See Appendix I)

Teaching Strategy(s):

1. Begin by introducing the animal adaptations project. Students will be presented with a list of 25 different unique animals. Scroll through the list of 25 animals giving the students a brief look at what is available.

2. Students must then select one animal that interests them. They will then research this animal to create a list of adaptations this animal has to live in its own unique environment.

3. Pass out the requirements for the project. The handout includes what students must create and the required information on the poster. Review these requirements with the students and answer any questions.

Summarizing Strategy: Students will share the animal and adaptations with the rest of the class. If presenting a movie or other presentation with voice over, the presentation can be displayed over airplay.

Homework: Complete the posters if they are not yet completed.

Adapted from: Egan, Kyle. (16 November 2012). Adaptations Project. Retrieved from: http://prezi.com/ckvkrxyxfuij/adaptations-project/ (April 2013)

Students can be grouped to utilize peer tutors.

Students can be given a handout with the instructions.

Enrichment:

Students can decide on an animal not found on the list of 25.

Students can create an organism to survive in a particular environment, such as a planet with little light.

Assessment:

End of unit assessment (See Appendix A)

Presentations

12 I can analyze structural, behavioral, and physiological adaptations to predict which populations are

iPad of computer

Presentation apps such as Doceri, Glogster or iMovie

Essential Question(s)

How can I analyze structural, behavioral, and physiological adaptations to predict which populations are likely to survive in a particular environment?

Intervention:

Students can be given assistance in locating reliable websites.

The project can be

Formative Assessment:

In class observation and questioning

Rose brainstorm ½ Project Day – See Unit Plan

likely to survive in a particular environment

Apple TV

List of Unique Plants

Adaptation Project Handout

(See Appendix J)

Colonial News Network – Filming

Set: Put a picture of a Rose on the board. Have students brainstorm different adaptations the Rose has. List them as structural, behavioral, or physiological.

Teaching Strategy(s):

1. Begin by introducing the animal adaptations project. Students will be presented with a list of different unique plants. Scroll through the list of plants giving the students a brief look at what is available.

2. Students must then select one plant that interests them. They will then research this plant to create a list of adaptations this plant has to live in its own unique environment.

3. Pass out the requirements for the project. The handout includes what students must create and the required information on the poster. Review these requirements with the students and answer any questions.

Summarizing Strategy: Students will share the plant and adaptations with the rest of the class. If presenting a movie or other presentation with voice over, the presentation can be displayed over airplay.

Homework: Complete the posters if they were not completed in class.

Adapted from: Egan, Kyle. (16 November 2012). Adaptations Project. Retrieved from: http://prezi.com/ckvkrxyxfuij/adaptations-project/ (April 2013)

modified to locate less information.

Students can be grouped to utilize peer tutors.

Students can be given a handout with the instructions.

Enrichment:

Students can decide on a plant not found on the list of unique plants.

Students can create an organism to survive in a particular environment, such as a planet with little light.

activity

Presentations

Summative Assessment:

End of unit assessment (See Appendix A)

Presentations

13 I can analyze structural, behavioral, and physiological adaptations to predict which populations are likely to survive in a particular environment

I can define the term endemic and interpret why a species has specialized adaptations for a particular habitat.

Rare Organisms Database

iPad or Laptop

Endemic and Rare Presentation

Project requirements from Unit Plan

Essential Question(s):

How can I analyze data on levels of variation within a population to make predictions about survival under particular environmental conditions?

Intervention:

Students can be grouped to utilize peer tutors.

Students can be given a copy of the presentation

Assistance can be given to students to help in locating an organism.

Enrichment:

Students can locate both a plant and animal that are endemic.

Students can also locate an organisms of economical importance to the colony.

Formative Assessment:

In class observation and questioning during research

Sharing of organisms

Summative Assessment:

End of unit assessment (See Appendix A)

News Broadcast

½ Project Day – See Unit Plan

Colonial News Network – Filming and Editing

Set: Can you think of any animals or plants that only live in the United States? What about Tennessee? How about Kingsport?

Teaching Strategy(s): Start the lesson with a brief presentation on endemics and what it means to be endemic.

1. Students have all been assigned a colony for the culminating event. Have each student research and find an animal or plant that is either endemic to his or her colony, an important animal to his or her colony, or is an organism that is uniquely adapted for life in their colony.

2. Students will collect the information and begin to decide on how best to present this information during the newscast. Students have two choices. They can present the information as a human interest or special interest story OR they can present the information as a breaking science news story. Students must include certain criteria in the broadcast. This information can be found in the unit plan.

Summarizing Strategy – Students will have the opportunity to briefly share the organism they found and one interesting fact about the organism.

14Project Day – See Unit Plan

Colonial News Network – Editing and Exporting

15

Project Day – See Unit Plan

Colonial News Network – Screening

STANDARDS Identify what you want to teach. Reference State, Common Core, ACTCollege Readiness Standards and/or State Competencies.

GLE 0807.5.1 Identify various criteria used to classify organisms into groups.

GLE 0807.5.2 Use a simple classification key to identify a specific organism.

GLE 0807.5.3 Analyze how structural, behavioral, and physiological adaptations within a population enable it to survive in a given environment.

GLE 0807.5.4 Explain why variation within a population can enhance the chances for group survival.

GLE 0807.Inq.5 Communicate scientific understanding using descriptions, explanations, and models.

SPI 0807.5.1 Use a simple classification key to identify an unknown organism.

SPI 0807.5.1 Use a simple classification key to identify an unknown organism.

SPI 0807.5.2 Analyze structural, behavioral, and physiological adaptations to predict which populations are likely to survive in a particular environment

SPI 0807.5.2 Analyze structural, behavioral, and physiological adaptations to predict which populations are likely to survive in a particular environment

SPI 0807.5.3 Analyze data on levels of variation within a population to make predictions about survival under particular environmental conditions.