Reflection: Staircase of Complexity Biological Classification - Day 1 - Section 3: Explore


The CCSS ask for students to have regular practice in reading complex text, supporting findings with specific evidence and building knowledge through reading content rich non-fiction. One way to scaffold this for students is to provide them with guided notes. Guided notes act as a bridge between what the student thinks he/she must gain from the  text and what the teacher is expecting. They can be used when you are presenting new content, or they can be used as study guides. 

Guided notes are particularly useful for students who have trouble keeping up with the mechanical aspect of note-taking, as well as those who have a hard time processing new information or identifying critical concepts.  ƒ

If you would like some more information on why I use guided notes in my classroom and how to create them, I invite you to read my reflection on guided notes found within the Peppered Moths lesson.

If creating guided notes seems a bit much, there is an online guided-notes maker, which you could try. I have not actually used it, but it seems like a good place to start.

  Taking notes can be simple
  Staircase of Complexity: Taking notes can be simple
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Biological Classification - Day 1

Unit 8: Evolution
Lesson 14 of 17

Objective: Students will be able to explain the Linnaean system use it to classify living organisms according to a variety of common features.

Big Idea: Ideas about how things are classified prompt questions about relationships.

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38 teachers like this lesson
Science, Genetics, Evolution, fossil record (Evolution), natural selection (Evolution), Biological Classification, fossils, genetic drift, cladistics, mutations, embryology
  50 minutes
simplified tree
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