Standards (Performance, Knowledge and NETS-S):

Performance-
Develop an ability to work cooperatively in a team setting
Knowledge-
5.3.1.E.e:   Identify plants or animals using simple dichotomous keys
5.3.1.E.d:  Classify vertebrate animals into classes (amphibians, birds,
reptiles, mammals, fish) based on their characteristics.
NETS-S-
2.d:  Contribute to project teams to produce original works or solve
problems.

What concepts do you want students to understand after completing this lesson?

• Scientists use classification systems to identify plants and animals.
• A dichotomous key can be used to identify specific plants and animals.

Essential Question:

How can humans organize the world around them?

Criteria for Success (How will you know students have gained the understanding of the concepts?):

Students will be able to create a simple dichotomous key and use it to identify a selected object. 

Students will be able to create a dichotomous key that identifies the five separate classes of vertebrates.

Resources (What resources will you and your students use?):

CLASS
Guess Who? Game
Wiggi Who Online
Smart Board
Student computers with internet access
Dichotomous key to identify mystery student
Dichotomous key to identify mystery animal

EACH TEAM
Animal images 
Zippered storage bags (for distributing trail-mix)
Trail-mix - ½ cup
Glue
Chart paper (use marker to divide the paper into 4 sections)
Markers
Computer with access to Smart Ideas
Paperclip Activity
Paper Clips in a variety of sizes and colors
http://kids.yahoo.com/animals

EACH STUDENT
Group Work Scoring Guide
Dichotomous Key Scoring Guide
Guess What? Answer Sheet

Management (How will students share technology resources? How will you break up the lesson into segments-the number of hours or days?)

Length of Lesson:  5 – 30 minute sessions (allow extra sessions if adding the “Monster Exchange” or “Paper
Clip” activity.

Technology Resources:  2:1 Student/Computer ratio 

Grouping:  Divide students into pairs.  Students should be grouped in a way that allows them to
work with a partner of similar ability. 

The engagement activity will be conducted as a whole class activity. 

Learner Diversity (What diverse learner needs do you need to consider when selecting resources, grouping students or planning the culminating project? Are there any special considerations such as assistive technologies or second-language learning to take into account?)

Learner Diversity:  Students finishing early may provide guidance to struggling groups during the exploration stage.

Grouping:  Students should be grouped in a way that allows them to work with a partner of similar ability. 

Engage:
Capture the students’ attention, stimulate their thinking and help them access prior knowledge.

Introduce the Guess Who? game and discuss how the game is played.  Students have typically played the game before.  If not, show the game and demonstrate how it is played.

Pick a mystery student.  Write the student’s name on a note card and place in a sealed envelope before the lesson.  Show students the envelope and explain that the mystery student’s name is inside.  Play a class game of Guess Who? by having all students stand.  Allow students to ask yes or no questions to eliminate students.  Do this without the use of a visual key.

Sample questions:
Is it a boy?  If answer is yes, all girls must sit down.
Is he taller than Jacob?  If no, all boys taller than Jacob must sit down.
Does he have glasses?  If yes, all remaining boys without glasses sit down.
Continue with the questions until only one student remains.

Open Wiggi Who Online .  Explain to students how to navigate through the game, and allow them to play through one round. Teacher note:  the game is played by dividing the Wiggies into categories and identifying them by specific traits or characteristics.

*If time allows students may complete a round of Wiggi Who Online with their partner using the student computers.

Explore:
Give students time to think, plan, investigate and organize collected information.

Distribute baggies of trail-mix, chart paper, and markers.  Instruct students to divide the mix into as many groups as possible that have something in common.  Allow students time to sort the mix into different groups based on size, color, texture, etc.  Partners use section 1of the chart paper to create a graphic organizer that illustrates how they can divide the bag of mix into two groups.  Students should draw and label the groups in the organizer (i.e. sweets/nuts, light/dark).                                             

Partners use section 2 of the chart paper to create a graphic organizer that illustrates how they can divide the bag of mix into four groups.  Students should draw and label the groups in the organizer (i.e. m&m/raisins, dark nuts/light nuts).

Partners use section 3 of the chart paper to create a graphic organizer that illustrates how they can divide the bag of mix into six groups.  Students should draw and label the groups in the organizer (i.e. red m&m/yellow m&m, cashew/peanuts, raisins/almonds).

Partners use section 4 of the chart paper to create one graphic organizer that illustrates how they can divide the bag of mix into 2 groups, then 4 groups, then six groups.  Emphasize that the groups in section 4 may be different from the groups in the first three boxes.  Students should draw and label the groups in the organizer. 

Explain:
Involve students in an analysis of their explorations. Use reflective activities to clarify and modify their understanding.

Hang the graphic organizers and allow students to share their organizers with the class.  Have students explain how their organizer is arranged and explain their thinking. 

Review with students how the Guess Who? Game is played.  Select one of the student created organizers (section 4 on the chart paper) as a guide.  Secretly choose one of the traits (i.e. almonds) on the organizer and write the trait on a slip of paper.  Allow students to ask yes or no questions to determine what trait you selected.  Discuss why the organizer does or doesn’t assist in identifying the secret trait.  Brainstorm ways to improve the organizer if needed. 

Display the teacher created dichotomous key to identify the mystery student selected in the Engagement. Compare the teacher created key to the student created keys.  Introduce the term “dichotomous key”.  Teacher will need to clarify any misinformation.

*If students are struggling with the concept, complete the paperclip activity found in the materials section.  Following the activity, work through the Explanation section again using the student created organizers.  Allow students to manipulate their paperclips as they ask yes or no questions to identify the mystery paperclip.

Elaborate:
Give students the opportunity to expand and solidify their understanding of the concept and/or apply it to a real-world situation.

Students use Smart Ideas to create a dichotomous key that organizes the five groups of vertebrates.  The animal pictures file should be available to the students, allowing them to copy and paste pictures into their Smart Ideas organizer.  A Smartnotebook file containing images is in the resources section of this lesson.

Students should have already been instructed in the vertebrate classes.  Those needing a refresher or confirmation of animal classification can visit http://kids.yahoo.com/animals.
The link is located on our classroom website.

Once the dichotomous keys are finished, present the keys using the Smartboard.  Allow students to try and guess a mystery animal (selected by the teacher or a student) using the student created key.  Having students complete the Guess What? Guide Sheet will allow for another assessment opportunity.

*If the students have completed the online callobaration “monster exchange” activity, allow them time to create a dichotomous key that could be used to classify the classroom monsters.  Share the keys with the partner classroom and allow students to play a round of Guess Who with their distance learning partner.

Evaluate:
Evaluate throughout the lesson. Present students with a scoring guide at the beginning. Scoring tools developed by teachers (sometimes with student involvement) target what students must know and do. Consistent use of scoring tools can improve learning.

Students will be evaluated using the group work scoring guide and the dichotomous key scoring guide. 

Group work should be evaluated throughout the lesson. 

The dichotomous key scoring guide is used to evaluate the dichotomous key created in the Elaborate session. 

The Guess What? Answer Sheet should be used to determine if students are able to use a teacher created key.  Teacher posts the vertebrate dichotomous key.  Students guess the 4 preselected mystery animals using the clues on the sheet.

Self Assessment