Posted Wed Apr 29 13:15:36 PDT 2009 by K. Muscat (
Content
• Review Taxonomy
• Define Species
• Different types of Species (DNA vs. morphological)
• Nomenclature
• Compare Canis lupus with Canis latrans
• 3 different example: are these the same species
• Number of identified speciesBenchmarks
• MI Content Standard L5.p1A Define a species and give examples. (prerequisite)
• MI Technology Standard: Demonstrate how to import/export text, graphics, or audio files
Learning Resources and Materials
• Dictionary.com
• Wikipedia
• Textbook
• www.dnr.state.wi.us
Development of Lesson
Introduction
• Start with a review of taxonomy (kingdom, phylum, class).
• Use Homo sapiens as the example to get students thinking.
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Methods/Procedures
• Traditional Lecture using a PowerPoint presentation.
• Class discussion with questions (If your class uses clickers, incorporate them into the question slides).
Accommodations/Adaptations
• Two students have dyslexia and are slow readers:
o This assignment is already a good adaptation, as the visual representation allows them some freedom from written assignments.
o The electronic format also always them to use word-processing software to assist with spelling and grammar.
• One student has ADHD:
o During class discussion use our “cue” to get students attention before asking her a question, which keeps her involved.
• One student stutters when speaking in front of groups or strangers:
o Prearranged – If student wants to speak during class discussions he will raise his hand and I will call on him, otherwise I will not. This relieves pressure to be on guard all the time and allows student to formulate his thoughts before expressing them, which helps with the stuttering.
Assessment/Evaluation
• Students will take a minimum of 10 digital photos of similar and different species of living things around the school, their homes, or other environments they frequent.
• Photos will be uploaded to a computer and inserted as jpeg files into a MS Word, PowerPoint, or similar software document. Each photo will be given a caption with the scientific species name as well as the common name.
• A print out of the photos with captions will be provided to teacher as homework.
• Grading will be based on correct identification & labeling of each species pictured. 100% correct identification will receive a “B” grade. An “A” grade can be earned by comparing/contrasting the species depicted and listing the type of speciation.
Closure
• Ask students to share their photos with the class and compare which species were most commonly chosen, and which were unique.
Teacher Reflection
• To be completed after the lesson.
