6th+Grade+Science+Day+3

[6th Grade] [6th Grade Assignment Sheets] Language Arts] Math] Science] Social Studies] Science Unit Plan] Day 1] 2] [3] 4] 5] 6] 7] 8] 9] 10]

by Mallory Markert
 * Day 3 - How are plants and animals classified? **

**Lesson Plan ** **Subject ** Science **Topic ** Classification **Grade Level ** Sixth **Time Frame ** 45 minutes **State Standards ** -- || Sixth Graders will be able to: **Materials ** Science Notebook Science Textbook
 * **IL Correlated Sets **
 * **<span style="color: black; font-family: 'Verdana','sans-serif';">IL.12 ** || <span style="color: black; font-family: 'Verdana','sans-serif';">GOAL: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences. ||
 * **<span style="color: black; font-family: 'Verdana','sans-serif';">IL.12.A ** || <span style="color: black; font-family: 'Verdana','sans-serif';">STANDARD: Know and apply concepts that explain how living things function, adapt and change. ||
 * **<span style="color: black; font-family: 'Verdana','sans-serif';">IL.12.A.3c ** || <span style="color: black; font-family: 'Verdana','sans-serif';">> Compare and contrast how different forms and structures reflect different functions (e.g., similarities and differences among animals that fly, walk or swim; structures of plant cells and animal cells). ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13pt;">Instructional Objectives **
 * <span style="font-family: 'Verdana','sans-serif';">Understand how scientists classify plants into smaller groups
 * <span style="font-family: 'Verdana','sans-serif';">Know how scientist classify animals into smaller groups

**<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13pt;">Procedures ** <span style="color: black; font-family: 'Verdana','sans-serif';">1. I will start the class by having them list as many different kinds of plants that they know. After about a minute or two, the class will come together and we will compose a class list. We will count the total number of plants and compare it to the chart on page 9. I will make sure the students know the difference between a plant and flower. 2. Next, we will go into class notes by each student-reading page 14 and 15, and coming up with their own notes, making sure they define definitions and key points. 3. Going over the pictures on pages 16 and 17, the students will tell me why these organisms are classified at animals and not insects. Closure: The students will fill out their exit slips by giving at least 3 details to support that the plant kingdom includes species with a variety of characteristics.