EVALUATING A BIG IDEA FROM

KINDERGARTEN THROUGH HIGH SCHOOL

*

*

*

Kindergarten 1st 3rd 5th 7th Biology

SKL1. Students will

sort living organisms

and non-living

materials into

groups by

observable physical

attributes.

S1L1. Students will

investigate the

characteristics and

basic needs of plants

and animals.

S3L1. Students will

investigate the

habitats of different

organisms and the

dependence of

organisms on their

habitat.

S5L1. Students will

classify organisms

into groups and relate

how they determined

the groups with how

and why scientists use

classification.

S7L1. Students will

investigate the

diversity of living

organisms and how

they can be

compared

scientifically.

SB3. Students will

derive the

relationship

between single-

celled and multi-

celled organisms

and the increasing complexity of systems.

a. Recognize the

difference between

living organisms and

nonliving materials.

b. Group animals

according to their

observable features

such as appearance,

size, motion, where

it lives, etc.

(Example: A green

frog has four legs

and hops. A rabbit

also hops.)

d. Compare and

describe various

animals—

appearance, motion,

growth, basic needs.

a. Differentiate

between habitats of

Georgia (mountains,

marsh/swamp, coast,

Piedmont, Atlantic

Ocean) and the

organisms that live

there.

b. Identify features of

animals that allow

them to live and

thrive in different

regions of Georgia.

a. Demonstrate how

animals are sorted

into groups

(vertebrate and

invertebrate) and how

vertebrates are sorted

into groups (fish,

amphibian, reptile,

bird, and mammal).

a. Demonstrate the

process for the

development of a

dichotomous key.

b. Classify organisms

based on physical

characteristics using a

dichotomous key of

the six kingdom

system

(archaebacteria,

eubacteria, protists,

fungi, plants, and

animals).

b. Compare how

structures and

function vary

between the six

kingdoms

(archaebacteria,

Eubacteria, protists,

fungi, plants, and

animals).

c. Examine the

evolutionary basis of

modern

classification

systems.

* This relates to classification of

animals because kindergarteners are:

*learning that not all things are

alive

*what it takes to make something be

considered living

*learning about grouping items, and

how scientists use classification to

place similar items together

*looking at specific categories to

separate their living items into

*parents and offspring look alike

*justifying their reasoning using the

new categories for classifying the

parent/baby pic together.

SKL1. Students will sort living

organisms and non-living

materials into groups by

observable physical attributes.

*

*Classifying Animals

*In this lesson, kindergarteners will learn why

scientists use classification, and will work together

to classify animals in to groups based on their

features. They will understand and be able to

justify their reasons for placing animals into

groups with their peers. They will also work

together to make alterations in their groupings as

they listen to peers present, in case they have

misconceptions.

*Lesson 2.docx

*1. Show SIMILARITIES AND DIFFERENCES by grouping

animals

2. COMPARE animals by choosing two physical attributes

to sort the pictures, such as appearance, size,

movement, etc.

3. CREATE chart that matches pictures of animal parents

and their offspring EXPLAINING the observable features

that help you know what to match.

4. CREATE a collage of pictures and/or drawings of

parents and their babies.

5. ANAYLYZE how each student is an individual – size,

features, names, where you live, parents, etc. – and by

CREATING and WRITING about drawings in a “Me” book

6. JUSTIFY why two or more animals are alike using

features from investigations

*Being able to understand the differences and

similarities of basic needs animals is deepening

their understanding of ways that classification

helps scientist. It will give them a foundation for

the increasingly smaller sizes of living things and

what is needed to survive as the students go

through the grade levels.

S1L1. Students will investigate

the characteristics and basic

needs of plants and animals.

*

1. OBSERVE various animals and ANALYZE how they survive.

2. CONSTRUCT a list of questions on how animals survive

3. CREATE a product to show animals basic needs after

investigating what is needed to survive.

4. DIFFERENTIATE animals in an animal sort based on

appearance, motion, growth, or basic needs.

5. OBSERVE differences among animals, based on information

read in books and observations of animals around them.

6. APPLY CONCEPTS AND CREATE at least 5 riddles about

animals. The riddles will be written using clues about

appearance, motion, growth, and basic needs. The riddles will

then be shared with the class.

7. COMPARE AND CONTRAST animals that live in water and on

land.

*S3L1. Students will investigate

the habitats of different

organisms and the dependence

of organisms on their habitat.

This strand allows students

to learn how the

characteristics that an

animal is born with help in

classifying animals. They

may also learn that some

adaptations may be more

common in one region than

another, which might group

certain animals together

and they may be found

only in those environments

or regions.

*1. INVESTIGATE by researching the different regions of Georgia and determine

what makes them unique for certain animals

2. COMPARE AND CONTRAST adaptations by sorting animals into the various

regions and JUSTIFYING your reasoning

3. HYPOTHESIZE how adaptations help animals live in their environment.

4. FORMULATE some questions to research on animal adaptations

5. INVESTIGATE how adaptations of animals might be more common in certain

regions

6. DIFFERENTIATE the 5 vertebrate groups using criteria found in research

process of vertebrate groups of birds, fish, reptiles, amphibians, and mammals

7. APPLY CONCEPT by using criteria to determine grouping for imaginary animal

and JUSTIFY your reasoning

8. EVALUATE differences and similarities of animals to group them

9. DISTINGUISH objects by describing them using physical characteristics

10. SORT objects based on characteristics

11. CREATE a graph and EVALUATE the data to make a conclusion

12. CONNECT how features of animals allow them to live and thrive in different

regions of GA, and ANAYLYZE what features those are for different animal groups

* S5L1. Students will classify organisms into groups

and relate how they determined the groups with

how and why scientists use classification.

This is really where

the big idea is

evident. The

children learn how to

classify, they learn

about the different

groups from kingdom

down to species and

how scientists go

through the process.

In this unit they also

learn about the five

kingdoms and how

microorganisms are

grouped.

*1. OBSERVE pictures of animals from the various groups; DISCUSS what

they have in common

2. CONSTRUCT several ways to classify classmates or shoes

3. PREDICT how many will have a certain genus and species

4. INVESTIGATE and CLASSIFY classmates/shoes in ways created (#2).

5. JUSTIFY results by sharing with each other

6. INVESTIGATE AND CITE EVIDENCE to support the misconception that

there are more vertebrates than invertebrates, as that came up a lot in

the unit!

7. Give clues to students and have them ANALYIZE and work to classify

the living thing.

8. OBSERVE various slides of cells of microorganisms under the

microscope

9. COMPARE AND CONTRAST those cells by drawing pictures and making

notes, then either write or discuss

*

*ALIEN CLASSIFICATION

*This lesson introduces the classification

system. It exposes the classification system

vocabulary, draws on their schema, then

allows them to explore using aliens and their

characteristics. They revisit the vocabulary

and redefine based on what they learned.* Lesson 1.docx

* ..\Science\Unit Classification\STEMAnimalClassificationAlienClassificationActivity.pdf

*S7L1. Students will

investigate the diversity

of living organisms and

how they can be

compared scientifically.

This standard addresses classification in a

detailed way by introducing dichotomous keys

and teaching students how to identify organisms

in the natural world using the key. It also is a

year when they use more of the environment to

investigate for microorganisms, do field studies,

and more.

*1. OBSERVE dichotomous keys and understand their

usefulness in science

2. INVESTIGATE the six kingdom system

3. DESCRIBE the dynamic nature and detail of classification

4. APPLY CONCEPTS by selecting and using appropriate tools

and procedures to determine and monitor biodiversity in an

area. Eg. Field guides, dichotomous keys

5. APPLY appropriate strategies and skills to DEVELOP an

understanding of biological concepts, related to

6. UTILIZE appropriate scientific problem-solving or inquiry

strategies when answering a question or solving a problem.

7. RECORD, ORGANIZE, AND DISPLAY data and observations

using an appropriate format.

8. Begin to FORMULATE connections to real world in areas

of ecology, medicine, biotechnology, etc.

*

SB3. Students will derive the

relationship between single-

celled and multi-celled organisms

and the increasing complexity of

systems.

In biology, students dive deep

into the cells and cell functions

and structures, and learn how

scientists classify the smallest

living things. They start to apply

the seven characteristics of life

in a real world way. They also

make connections or theories

using classification about how

our world came about with

hands on involvement and

schema. Finally, they

understand how the

classification system came

about and how it is designed out

of hierarchy.

*1. Students will OBSERVE a variety of cells, JUSTIFY how

living things are grouped based on structure and

function, and APPLY CONCEPTS to show how cells and

microorganisms fit into the classification system.

2. They will HYPOTHESIZE, DESIGN AND IMPLEMENT

experiments that test how substrate and environmental

conditions affect the growth of microorganisms. Also

will INVESTIGATE how body systems react to these

conditions based on the cell changes.

3. Students IMPLEMENT their experiments, ANALYZE AND

INTERPRET their evidence, and prepare a report, APPLY

CONCEPTS to the real world.