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- expression écrite - matière potentielle : sample
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- expression écrite
- final sentence
- components of conventions
- persuasive ideas
- sample papers
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One Stop Shop For EducatorsThe following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are available by using the Search Standards feature located onGeorgiaStandards.Org. Georgia Performance Standards Framework for Science – GRADE 7EXPLORING THE SIX KINGDOMS
Standards (Content and Characteristics):Content Standards: S7L1. Students will investigate the diversity of living organisms and how they can be compared scientifically. 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). S7L3. Students will recognize how biological traits are passed to successive generations. b.Compare and contrast that organisms reproduce asexually and sexually (bacteria, protists, fungi, plants & animals). Habits of Mind: S7CS1. Students will explore the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works. a.Understand the importance of—and keep—honest, clear, and accurate records in science. b.Understand that hypotheses can be valuable, even if they turn out not to be completely accurate. S7CS2. Students will use standard safety practices for all classroom laboratory and filed investigations. a.Follow correct procedures for use of scientific apparatus. b.Demonstrate appropriate techniques in laboratory situations. c.Follow correct protocol for identifying and reporting safety problems and violations. Georgia Department of Education Kathy Cox, State Superintendent of Schools SCIENCEyGRADE 7yEXPLORING THE SIX KINGDOMS JULY 2008yPage 1 of 6 Copyright 2008 © All Rights Reserved
One Stop Shop For Educators Georgia Performance Standards Framework for SCIENCE – GRADE 7 S7CS3. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations. d.Draw conclusions based on analyzed data. S7CS4. Students will use tools and instruments for observing, measuring, and manipulating equipment and materials in scientific investigations. a.Use appropriate technology to store and retrieve scientific information in topical, alphabetical, numerical, and keyword files, and create simple files. c.Learn how to use on a regular basis standard safety practices for scientific investigations. S7CS6. Students will communicate scientific ideas and activities clearly. c. Organize scientific information using appropriate simple tables, charts, and graphs, and identify relationships they reveal.S7CS7. Students will question scientific claims and arguments effectively. d.Recognize that there may be more than one way to interpret a given set of findings. Nature of Science:S7CS8. Students will investigate the characteristics of scientific knowledge and how that knowledge is achieved c.As prevailing theories are challenged by new information, scientific knowledge may change.S7CS9. Students will investigate the features of the process of scientific inquiry. a.Investigations are conducted for different reasons, which include exploring new phenomena, confirming previous results, testing how well a theory predicts, and comparing, competing theories. b.Scientific investigations usually involve collecting evidence, reasoning, devising hypotheses, and formulating explanations to make sense of collected data. d. Scientists often collaborate to design research. To prevent this bias, scientists conduct independent studies of the same questions. Georgia Department of Education Kathy Cox, State Superintendent of Schools SCIENCEyGRADE 7yEXPLORING THE SIX KINGDOMS JULY 2008yPage 2 of 6 Copyright 2008 © All Rights Reserved
One Stop Shop For Educators Georgia Performance Standards Framework for SCIENCE – GRADE 7 Enduring Understandings: Levels of cellular organization serve the needs of cells for obtaining oxygen and food, and removing wastes. Differences and similarities exist within the structures and functions among the six kingdoms.
Essential Question: What are the physical characteristics that define specimens from the six kingdoms?
Outcome / Performance Expectations: General Teacher Instructions:
ADMINISTRATION PROCEDURES
Students will observe examples of the six kingdoms, making observations and inferences in terms of obtaining food/feeding roles, reproduction, obtaining oxygen, cellular organization, and classification.
I. Activating Strategy: Classification Chaos 1. Give a group of 34 students a stack of theclassification chaos cards. 2. Inform students to classify, or place the cards/specimens in groups.3. Inform the students that they can come up with their own classification criteria. 4. After the groups classify their specimens, allow groups to share their classification criteria. For example, some groups might have grouped their specimens based on where they live, while others groups may have classified based on movement. 5. Share that earlier taxonomists used these same criteria, but problems arose. For example, a clown fish and sea turtle live in the ocean, but one is a fish while the other is a reptile; they are genetically quite different. Or, a bat and a seagull both fly, but they are genetically different. The bat is a mammal and the seagull is a bird. 6. Share with students that our current day classification system uses the following as criteria to classify living things into kingdoms: multicellular v/s unicellular, hetertroph v/s autotroph, prokaryote v/s eukaryote, cell wall v/s no cell wall.
Georgia Department of Education Kathy Cox, State Superintendent of Schools SCIENCEyGRADE 7yEXPLORING THE SIX KINGDOMS JULY 2008yPage 3 of 6 Copyright 2008 © All Rights Reserved
Materials Needed:
One Stop Shop For Educators Georgia Performance Standards Framework for SCIENCE – GRADE 7
II. Teaching and Learning Strategy: Exploring the Six Kingdoms 1. Set up approximately 30 stations in the room. View the materials section for specimen ideas. 2. Each station should have one example specimen from the six kingdoms. 3. Students will need to take out their field notebook, journal, etc. 4. They can title their paper, “Exploring the Six Kingdoms.” 5. Inform students to work in groups of two. 6. Instruct the groups to visit as many stations as possible, recording observations and inferences in their field notebooks/journals, etc., and in theobservation chartthe student theprovided. Show example observation chartfor help. 7. Have students choose one specimen in the class to conduct further research on and present to the class. 8. Lead students in comparing and contrasting the specimens presented. III. Teaching and Learning Strategy: Extending Knowledge of the Six Kingdoms. 1. Have students choose one of the thirty stations. 2. Inform students that they will be responsible for presenting this organism to the class, using the observation chart that they have already used as a guide. 3. Give students time to make sure that their charts are complete. 4. Allow students to present from their stations. 5. Students in the audience can record two important facts that they learned about from each station. 1.Classification Chaos Cards2. Specimens: The following shows example specimens that can be set out in this investigation. Specimens can be collected by students for homework or obtained from teacher/department collections. Specimens may range from living, dead, or preserved. If 3D samples are not available, then images from magazines or the internet could be used. I. Archaebacteria •Obtain images from the internet to display II. Eubacteria •Set up a microscope with prepared slides of eubacteria •Set up a microsope with a wet mount of yogurt to view bacteria cultures. A simple Internet search provides procedures for preparing a slide. •Obtain images from the internet to display Georgia Department of Education Kathy Cox, State Superintendent of Schools SCIENCEyGRADE 7yEXPLORING THE SIX KINGDOMS JULY 2008yPage 4 of 6 Copyright 2008 © All Rights Reserved
Safety Precautions:
One Stop Shop For Educators Georgia Performance Standards Framework for SCIENCE – GRADE 7
III. Protists •Set up microscopes with slides of prepared protists •Set up microscopes with slides or real protists (obtain elodea from the pet store and let the elodea sit for several days in water; the water will be full of protists). •Obtain images from the internet to display IV. Fungi •Set out mushrooms collected by students or from the grocery store •Set out shelf fungi collected by yourself or by students •Set out yeast obtained from the grocery store •Set out moldy food items V. Plants •Set out various plant examples (mosses, ferns, a flowering plant, a conebearing plant, etc.) VI. Animals •Set out examples of various invertebrates •Set out examples of various vertebrates 3.Observation Chart4.Example Observation Chart1.Inform students to handle all specimens with care. 2.Inform students to use the microscopes with care.
Georgia Department of Education Kathy Cox, State Superintendent of Schools SCIENCEyGRADE 7yEXPLORING THE SIX KINGDOMS JULY 2008yPage 5 of 6 Copyright 2008 © All Rights Reserved
Task with Student Directions:
One Stop Shop For Educators Georgia Performance Standards Framework for SCIENCE – GRADE 7
I. Activating Strategy: Classification Chaos 1.Work in groups of 34 students 2.Classify the classification chaos cards given to you by your teacher. 3.You may come up with your own classification criteria. 4.Share your group’s classification criteria with the class. II. Teaching and Learning Strategy: Exploring the Six Kingdoms 1.Set up your field notebooks, journals, etc. with the title, “Exploring the Six Kingdoms”. 2.With a partner, visit the stations in the room. 3.Complete an observation chart for each specimen you observe. 4.View this example observation chart for help. The specimen observed in this example was a dog. 5.Choose one specimen in the class to conduct further research on and present to the class. 6.Compare and contrast your specimen with the other specimens presented in the class. III. Teaching and Learning Strategy: Extending Knowledge of the Six Kingdoms. 1.Choose one of the thirty stations. 2.Present this organism to the class, using the observation chart that you have already used as a guide. 3.If you are not presenting and are a part of the audience, record two interesting facts that you learned from the presenter.
Georgia Department of Education Kathy Cox, State Superintendent of Schools SCIENCEyGRADE 7yEXPLORING THE SIX KINGDOMS JULY 2008yPage 6 of 6 Copyright 2008 © All Rights Reserved
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Characteristic
Cellularstructure(unicellularormulti‐cellular)
ProkaryoticorEukaryotic
Energyrole(autotrophorheterotroph)
Methodofobtainingoxygen
Reproductivemethod(sexualorasexual)
Kingdom
Characteristic
Cellularstructure(unicellularormulti‐cellular)
ProkaryoticorEukaryotic
Energyrole(autotrophorheterotroph)
Methodofobtainingoxygen
Reproductivemethod(sexualorasexual)
Kingdom
Observation
Observation
ObservationChart
Inference
Inference
Back
Characteristic
Cellularstructure(unicellularormulti‐cellular)
Prokaryoticv/sEukaryotic
Energyrole(autotrophorheterotroph)
Methodofobtainingoxygen
Reproductivemethod(sexualorasexual)
Kingdom
ExampleDogObservationChartObservation
Theorganismcanbeviewedwithoutamicroscope.Organs,suchasaneye,canbeobserved.
Theorganismiscomplexbecauseithasorgans.
Theorganismisnotgreen.Theorganismhasamouthandanus.
Gillsarenotobserved.Anoseandmouthareobserved.
Theorganismiscomplex.Therearefemaleandmaleversionsofthespecies.
Theorganismhasfur,organs,amouth,andisobservedwithoutamicroscope.
Inference
Back
Theorganismismulti‐ cellular.
Theorganismiseukaryotic
Theorganismdoesnothavechloroplasts,hasadigestivesystemandisaheterotroph
Thedoghaslungsforobtainingoxygen.
Theorganismreproducessexually.
Theorganismisamulti‐ cellularheterotrophandisintheAnimalkingdom.
