6th+Grade+Science+Day+2

[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 **Lesson Plan ** **Subject ** Science **Topic ** Animal Kingdoms **Grade Level ** Sixth **Time Frame ** 45 minutes **State Standards ** -- || Sixth graders will be able to: **Materials ** Post-its with each letter of the alphabet except Q and X Magnets Science textbook Science notebook **Procedures **  1. I will assign the students letters of the alphabet. I will have each student write on the post-it a name of an animal that begins with his or her assigned letter. They will then stick their animals to the board on an outline map that I will have on the projector screen. 2. Then in groups of 4, the students will work together to develop a way to organize the zoo more systematically and have each group explain to the class why they chose this plan. 3. We will have a class discussion on their organization plans then introduce to them that this is called classification. I will then introduce to them the 6 animal kingdoms and what they are composed of by putting it up on the projector and going over page 4-5. 4. We will record our science notes as a class, so I can ask those questions for assessment. <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 12pt; line-height: 200%;">Closure: for an exit slip, students will have to name the 6 animal kingdoms, name, and example of each one.
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 19.5pt;">Day 2 - How do scientists group organisms? **
 * **<span style="color: black; display: none; font-family: 'Verdana','sans-serif'; font-size: 8pt;">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: 'Verdana','sans-serif';">IL.12.B.3a ** || <span style="color: black; font-family: 'Verdana','sans-serif';">> Identify and classify biotic and abiotic factors in an environment that affect population density, habitat and placement of organisms in an energy pyramid. ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13pt;">Instructional Objectives **
 * <span style="font-family: 'Verdana','sans-serif';">know that organisms can be classified according to structure and function
 * <span style="font-family: 'Verdana','sans-serif';">understand that organisms are separated into kingdoms according to their cell structure and how they get food and reproduce
 * <span style="font-family: 'Verdana','sans-serif';">knows examples of organisms that cannot be neatly classified as either plants or animals, such as fungi, protists, and bacteria