Reflection: Modeling The Animal Kingdom: Vertebrates (Day 2) - Section 4: Reflect & Apply


At the beginning of this lesson, I communicated higher-level expectations with written summaries by explaining how to elaborate using fact-based details. I also provided examples of students who used elaboration effectively. 

High expectations coupled with modeled examples inspired all students to improve their writing by using elaboration. Here are two examples of students that improved in this area: 

Student A: 

Student A (before)

Here, the student provides a general overview of the invertebrates, but lacks a thorough explanation of each phylum. I love how writing reveals misconceptions that can be addressed later on. For example, this student writes, "Most invertebrates have soft skin and jointed legs." While the majority of invertebrates are arthropods and arthropods have jointed legs, arthropods have a hard exoskeleton instead of "soft skin." 

Student A (after)

Impressively, this student more than doubles her writing! While there are still a few misconceptions (confusion between reptiles and amphibians) she does a great job explaining each of the vertebrate phylums and providing fact-based details (warm-blooded, feathers, scaly-legs, don't lay eggs).

Student B: 

Student B (before)

This student does a great job using higher-level thinking skills to compare phylums instead of just listing, but I'd like to see him elaborate by providing more details.

Student B (after)

However, during today's lesson, this student wrote and wrote and wrote! For example, to describe the fish phylum, he accurately provides the following details: cold-blooded, have a back-bone, covered in scales, has fins to move, has no claws, lays their eggs in water, and examples include salmon, trout, and sharks. I love it! 

  Modeling: Providing Models & Clear Expectations
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The Animal Kingdom: Vertebrates (Day 2)

Unit 2: Ecosystems
Lesson 18 of 28

Objective: SWBAT classify animals into phyla according to certain physical similarities.

Big Idea: In this lesson, students share their research as we complete the vertebrate animal section on our 6 Kingdoms of Life Posters. Then, students reflect and apply by writing a summary on the many types of vertebrates.

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4 teachers like this lesson
Science, animal (Classification), global warming, abiotic factors, ecosystem, Vertebrates, written summary, animal, characteristic, decomposition, biotic
  70 minutes
vetebrates poster
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