June 6, 2013
Invertebrates
W.1. Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant
and sufficient evidence.
W.4. Produce clear and coherent writing in which the
development, organization, and style are appropriate to task,
purpose, and audience.
Invertebrate
Dichotomous Key
Defend, claim, warrant
SWBAT classify animals as insects or noninsects by creating a tchart and referring to the characteristics
of an insect.
SWBAT develop claim and warrant sentences that defend their stance on classifying an invertebrate as
an insect or a noninsect.
40 minutes
-Invertebrate sorting cards
-Invertebrate dichotomous key
-Science notebooks
-glue
-scissors
-Characteristics of an insect chart
Review the characteristics of insects, create t-charts,
sort cards, and write defending sentences, share out.
12 student generated sentences written with a
defense for the classification chosen.
Verbal defense of a classification choice using factbased evidence.
Question of the day- “What are the three main body parts of an
insect?”
Students have previously worked with the invertebrate sorting cards,
using one as a “pet” they investigated the features of and then also
figuring out their names using the dichotomous key. Today we will be
moving into a deeper study of the animals by classifying them as
Question is read aloud for
students needing verbatim
reading.
None needed
insects or noninsects using the scientific skill of observation- making
sure we can defend our classification choices by using facts.
Teacher will have students notice the chart paper displaying an
insect with 6 blank labels. Students will brainstorm with their tables
the names of each part of the insect. Teacher will give out 6 word
cards (head, thorax, abdomen, antenna, leg, and wing) to students
and have them add the word card onto the chart where they believe
it belongs. Teacher will review with the class and make corrections
as needed.
Simpler words will be given to
students who have a lower
reading level, and more difficult
words will be given to students
with higher reading levels.
Teacher will have students get out their science notebooks and draw
a tchart into their next available page. They will title the page
invertebrates, and label the two sides of their tcharts with “insect”
and “noninsect”. Teacher will have students refer to their work on
the invertebrate dichotomous key to label the name of each
invertebrate onto their picture cards, and then cut out the cards to be
sorted. Teacher will model labeling and sorting animal “A” the
earthworm into the noninsect category. Teacher will have a student
suggest the name and placement of animal “B”. Students will continue
to label and sort their cards “A-L” into their notebooks.
Teacher will monitor ELL
students to make sure they have
the correct animal names labeled
and that they are referring to the
individual print out of the insect
characteristics when generating
their sentences.
Teacher will get students’ attention and tell them that now we need
to act as scientists to defend our reasons for classifying the
invertebrates into the various categories. For this they will need to
develop claim and warrant sentences that explain their statement
and reasons why they know them to be true. Teacher will model
writing a sentence for animal “A” “The earthworm is a noninsect
because it does not have 6 legs.” A student will suggest a sentence for
animal card “B.” Students will complete the remaining sentences
independently.
Teacher will call on students who would like to share their claim and
warrant sentences for any other animal invertebrate cards in the
bunch. Students will either thumbs up agree or thumbs down
disagree with the shared response, but should be ready to give
reasoning for a disagreement.
None needed
All students will close their notebooks and return them to the table
leader to be returned to the notebook shelf.
None needed