Lesson Plan Template

Teacher: Ana Date: 11/30/17 District: Lewisville ISD School:

Hurtado
Subject: Life Science Grade Level: 6th Unit Title: Domain Lesson
Grade Classification Title:
Guess
the
Organis
m’s
Classific
ation
Relevant TEKS
6.12 Organisms and environments. The student knows all organisms are classified into
Domains and Kingdoms. Organisms within these taxonomic groups share similar
characteristics which allow them to interact with the living and nonliving parts of their
ecosystem. The student is expected to:
(C) recognize that the broadest taxonomic classification of living organisms is divided
into currently recognized Domains.
Science Content (Big Ideas: Definitions, Facts, Process/Integrated Skills,
Explanations, etc.)
Living things are classified into taxonomic groups and Domain is the largest and
broadest category.

Characteristics that help classify organisms in the Domain group:

-Presence of a nucleus (prokaryotic/eukaryotic)

-Number of cells (unicellular/multicellular)
-How they obtain food (autotroph/heterotroph)
-How they reproduce (asexual/sexual)

There are three domain systems:

1. Domain Bacteria
-prokaryotic cells
-cell walls contain peptidoglycan
-heterotroph or autotroph
-unicellular
2. Domain Archaea
-prokaryotic cells
-cell walls contain no peptidoglycan
-heterotroph or autotroph
-often live in strong environments
3. Domain Eukarya
-eukaryotic cells
-not all possess cells with a cell wall, but those that do contain peptidoglycan
-multicellular or unicellular
-subdivided into four kingdoms
 Learning Objective(s):
1. The student will identify the characteristics of each Domain system.
2. The student will classify organisms from each domain system.
3. The student will compare and contrast organisms by observing their
characteristics.
Relevant ELPS - Language Objective(s):
§74.4. English Language Proficiency Standards. (c) Cross-curricular second language
acquisition essential knowledge and skills.
(2) Cross-curricular second language acquisition/listening. (E) use visual, contextual,
and linguistic support to enhance and confirm understanding of increasingly complex
and elaborated spoken language;
(3) Cross-curricular second language acquisition/speaking.(E) share information in
cooperative learning interactions;
(4) Cross-curricular second language acquisition/reading. (D) use prereading supports
such as graphic organizers, illustrations, and pretaught topic-related vocabulary and
other prereading activities to enhance comprehension of written text;
(5) Cross-curricular second language acquisition/writing. (B) write using newly
acquired basic vocabulary and content-based grade-level vocabulary;
Relevant TX CCRS:
I. Nature of Science: Scientific Ways of Learning and Thinking
E. Effective communication of scientific information
2. Use essential vocabulary of the discipline being studied
C. 2. Understand and apply safe procedure in the laboratory and field,
including chemical, electrical, and fire safety and safe handling of live or
preserved organisms.
VI. Biology
A. Structure and function of cells
1. Explain how cells can be categorized into two major types: prokaryotic and
eukaryotic, and describe major features that distinguish one form the
other.
Assessments:
Diagnostic Assessment/s: The KWL chart will help let the teacher know what they
already know about the classification of animals, particularly the domain classification.
It will also help clear any misconceptions that the teacher can address later on in the
lesson and cover any other information the students are interested in learning.
Formative Assessments: Science Notebook, Think-Pair-Share, oral presentation,
responses from Fact or Fiction Game, and guessing an organism’s classification through
clues.
Summative Assessment: Students will be evaluated on their foldable with a rubric.
At the end of the lesson, students will be assessed on what they learned by completing a
quiz.
5E Learning Cycle:
Enga 1. Ask the class what they know about classification. When
ge 2. Give students a list of objects that are around the room and have using
them classify those objects into different categories. micros
3. Ask how they were able to classify the objects. cope:
 4. Next, relate this to how students can classify organisms and -Carry
have them fill in the “K” in a KWL chart on what they think they micros
already know on how living organisms are classified. cope
with
one
hand
under
the
base
and
one
hand
aroun
d the
arm
-Never
let
floor
dangle
to the
floor
5. When they are done with that section, they will fill in the “W” by -Make
writing something they would like to know about the sure to
classification of organisms. unplu
6. They will then Pair-Share what they wrote. g it
Driving Question: How are living organisms classified? careful
Expl 1. Teacher will tell class that in their groups they are going to ly, do
ore categorize a couple of organisms based on their characteristics. not
2. Teacher will explain the activity and go over safety rules and pull
safety tips for using microscopes (students should already know on the
those safety rules since they have previously have done a full cord
lesson on how to use microscopes). -Do
3. Teacher will give each table a microscope. not
4. Each group will be given a set of organisms (from the Domain force
group) they will be observing with a microscope. knobs
5. The organisms they will be observing under the microscope are:
(E.coli, Staphylococcus aureus, frog blood cells, and fungal
tissue cell)
6. The teacher will not have organisms from the Archaea Domain
system for them to observe under the microscope, so she will
provide a picture of on the screen for them to draw and observe.
 Methanococcus janaschii Methanothermus fervidus
7. As they observe each one, the students will draw each organism
in their Science Notebooks and list their characteristics.

Name of Picture of Characteristics

Organism Organism

8. With their group, they will attempt to categorize those

organisms into groups based on their characteristics.
9. They will then draw their results and write a reflection on why
they categorized them that way.
Expl Student Explanation:
ain 1. Each group will present their results and explain how they
categorized their organisms.
2. We will then have a class discussion on the similarities and
differences between the organisms that helped us categorize
them.
Teacher Explanation
1. Teacher will introduce Taxonomic Classification by providing a
visual that demonstrates each taxonomic group. The teacher will
emphasize that today we will only go over the broadest and
largest taxonomic group which is the Domain group. (Mention
that all of the organisms they observed from in the explore
phase are from the Domain group).
2. Before going over the PowerPoint presentation, the teacher will
write the three domain systems on the board.
3. The teacher will pass out construction paper, so they can create
a foldable.
4. The students will fold their paper (hot dog style) and cut the
front into three equal strips, so they can have three tabs.
 5. On the front first tab, they will label it Bacteria, the second tab
will be Archaea, and the third tab will be Eukarya.
6. While the teacher does the PowerPoint Presentation
https://docs.google.com/presentation/d/1arbiCqFXkHJuLmByt
3oJ2FJzLUyPPYVbvj7GoKIKxkk/edit?usp=sharing , under each
tab they will write notes on each system and they must mention
these characteristics about each system:
-the presence of a nucleus (prokaryotic/eukaryotic)
-the number of cells (unicellular/multicellular)
-How they obtain food (autotroph/heterotroph)
-How they reproduce (asexual/sexual)
7. During the presentation, the teacher will make connections to
the characteristics of the organisms they observed in the Explore
phase.
8. After the presentation, the teacher will give them a few minutes
to finish filling in their notes and on the foldable.
9. After the teacher takes up their foldable, the students will fill in
“L” from the KWL chart and they will write what they learned,
particularly about the Domain Classification.
10. When they are done writing, they will share one thing they
learned with a partner from their group using the sentence
starter: “One thing I learned today is…”
11. Then someone from each group will share with their class what
them and their partner learned.

Elab 1. To clarify any misconceptions, students will play a True and

orat Fiction game. They will be given a statement about the
e classification Domain and they must answer if it is True or
Fiction.
 All organisms in the Domain classification are
prokaryotic.
 The Domain is the largest and broadest group.
 The Archaea Domain is subdivided in four Kingdoms.
 Living organisms are classified based on their
characteristics.
2. For the second activity, students will be given clues about an
organism and they must guess in what domain system it is
classified in.
Eval The students will be given a quiz to assess what they have learned from
uate this lesson.
1. What classification is known to be the biggest and broadest?
Domain
2. What are the three domain systems called?
Bacteria, Archaea, and Eukarya
3. What two domain systems are prokaryotic?
4. What domain system is known to live in extreme conditions?
Archaea
 5. What are some examples of Eukarya?
Anything that falls under fungi, plants, animals, and Protista
The foldable from the explain phase will be evaluated through this
rubric.

No Poor Adequate Excellent (3)

effort (1) (2)
(0)
Content The Some of The All of the content
Accuracy student the majority of was accurate.
did not content the content
put any was was
content inaccura accurate.
whatsoev te.
er or all
of it was
inaccurat
e.
Required The The The The student
Elements student student student included all of the
did not only put only had a require elements
include 1 to 2 of few of the under each domain
any the require tab. (which they
informati required elements include:
on under element missing. -Presence of a
each of s under nucleus
the each (prokaryotic/eukary
domains. domain. otic)
-Number of cells
(unicellular/multicel
lular)
-How they obtain
food
(autotroph/heterotr
oph)
-How they
reproduce
(asexual/sexual)
-illustration of
organism example
Illustrati The The The The student drew an
ons student student student example under all of
did not drew had one the domains.
draw any one illustration
example example missing in
under under one
each only one domain.
 domain. domain.
Language Modification(s):
 Think-Pair-share
 Word Wall
 PowerPoint will have plenty of visuals
 Extra time on assessments
Diversity and Equity (Accommodations, Modifications, Adaptations)
Students will work in groups and will be given extra time and support on assessment.
ELLs can answer questions orally if they have difficulty writing their answers in English.
Materials and Resources:
 Science Notebook
 List of objects in the room
 KWL charts
 Microscopes
 Four different organism cells to observe (E.coli, Staphylococcus aureus, frog
blood cells, and fungal tissue cell)
 PowerPoint
 Construction paper
 Scissors
 Pencil
 Domain Classification Quiz
Technology:
NETS-Students:
1. Knowledge Constructor
Students critically curate a variety of resources using digital tools to construct
knowledge, produce creative artifacts and make meaningful learning experiences
for themselves and others.
(c) Students curate information from digital resources using a variety of tools and
methods to create collections of artifacts that demonstrate meaningful
connections or conclusions.
NETS-Teachers:
6. Facilitator
Educators facilitate learning with technology to support student achievement of
the ISTE Standards for Students. Educators:
(a) Foster a culture where students take ownership of their learning goals and
outcomes in both independent and group settings