Reflection: Lesson Planning Shoe Classification: An Intro to Cladistics - Section 1: Warm-up


One of the things to be aware of when using the 60 second rotation strategy is that the answers you get are not always clearly written (as you can tell from the samples).  To get the value out of the activity there has to be some type of discussion of the responses.  I use these as informal discussion bell ringers over the next couple of days.  For example, one thing that surprised me is that 100% of the students responded that they did think classification was important.  I began class the following day by asking if students if they were honest in that responses or if they were giving the answer they thought I wanted. They went on to explain all of the reasons why they felt that classification was important, and their answers went way beyond biology into real world applications - it was great clarification for what they were thinking (on a side note, I believe that the reason students were using real world classification rather than the more narrow focus on Linnaean classification, as was the case with one of my colleagues, was because I chose not to teach the formal Linnaean system to the students but rather discussed grouping in more general terms.  This allowed the students to think more broadly because they connected to their life experience rather than some textbook information.)  To get the most depth out of the activity, it is important to invest the time in some small discussion.

  Using Student Responses As Discussion Starters
  Lesson Planning: Using Student Responses As Discussion Starters
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Shoe Classification: An Intro to Cladistics

Unit 6: Evidence of Common Ancestry
Lesson 1 of 12

Objective: SWBAT explain the strengths and limitations of the Linnaean classification system.

Big Idea: Students practice their decision making and justification skills as they learn about classification and evolutionary relationships.

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  45 minutes
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