Taxonomy Classification

Who’s the top dog?

6th Grade
By: Malcolm Torres
Thematic Unit Planning Matrix
**Complete each column for three subject areas/content areas

Content Essential Centers Technology Assessment and/or Student Work or TEKS and Technology Standards:
or Questions (Activities) Integration Rubric Scale product Identify the relevant TEKS and ISTE Standard for Teachers
Subject What do you (Must include at - How are you (What is the final and Students
Area want the least 2 going to product? i.e.
students to technology evaluate your presentation slides,
do/achieve? tools that you student’s work WordCloud,
have used in newsletter, Reflective
this class for Essay?
each subject
area)
Science What is The students -Presentation I will evaluate the Newsletter TEKS: (E) Organisms and environments. Students will gain
taxonomy will use the -Textbook student’s work by and understand the broadest taxonomic classifications of
presentation -Youtube Video making sure they organisms and how characteristics determined their
classification
and Youtube understand how to classification. (12) The students know all organisms are
? video to create a newsletter classified into domains and kingdoms. Organisms within
create a
using the these taxonomic groups share similar characteristics that
newsletter
information that allow them to interact with the living and nonliving parts
about what is
was covered in of their ecosystem.
taxonomy.
class. I will make
They will have
sure that they have ISTE Standard for Teachers: 2.1.a, 2.2.a, 2.3.c, 2.4.a,
to research if
they can’t find the correct 2.5.a, 2.5.b, 2.6.b, 2.6.d, 2.7.b, 2.7.c
enough information in the ISTE Standard for Students: 1.1.c, 1.3.b, 1.4.b, 1.5.b,
information newsletter. Then I
1.5.c, 1.6.a, 1.6.c, 1.7.a
with the will post everyone’s
materials work around the
given. classroom, so the
students can view
each other’s work.
ELAR Who is the The students -Presentation I will evaluate my Digital Storybook TEKS: (10) Composition: listening, speaking, reading,
taxonomy will create a - Storybook student’s work by writing, and thinking using multiple texts. The students
king? mind map of making sure the use the writing process recursively to compose multiple
-MindMap
their own so story they create is texts that are legible and use appropriate conventions. (B)
they have informational, Develop drafts into a focused, structured, and coherent
ideas when
organized, have the piece of writing. By making sure students write the
they create
correct writing beginning, middle, and end in a story.
the digital
mechanics, and
storybook. As
makes sure there’s a ISTE Standard for Teachers: 2.1.a, 2.2.a, 2.3.c, 2.4.a,
they create
beginning, middle, 2.5.a, 2.5.b, 2.6.b, 2.6.d, 2.7.b, 2.7.c
the storybook,
the students and end to their ISTE Standard for Students: 1.1.d, 1.2.c, 1.3.c, 1.4.a,
will focus on story.
1.4.b, 1.6.a, 1.6.d
making sure
that they have
a beginning,
middle, and
 end for their
digital
storybook.
Social What are the They will -Presentation I will evaluate my Multimedia Poster TEKS: (B) Knowledge and Skills (3) Geography. The student
Studies taxonomy research each -Timeline student’s work by understands the factors that influence the locations and
classifications continent and -Youtube Video checking to see if characteristics of locations of various contemporary
in each the taxonomy societies on maps or globes such as landscape and
each continent
continent? that is located environment
within. Then has information
they will for it, if the poster
ISTE Standard for Teachers: 2.1.a, 2.2.a, 2.3.c, 2.4.a,
create a is well organized,
multimedia 2.5.a, 2.5.b, 2.6.b, 2.6.d, 2.7.b, 2.7.c
creative, and clear,
poster ISTE Standard for Students: 1.1.b, 1.2.c, 1.3.c, 1.4.a,
and concise.
presenting the 1.4.b, 1.5.c, 1.6.a, 1.6.c
knowledge
they gained
and
discovered for
taxonomy in
each
continent.

Component Target Acceptable (2 pts. deduction) Unacceptable (5 pts. deduction)

Number of subjects/Length Lesson plans made for three Lesson plans made for two subjects Lesson plans made for less than two
subjects subjects

Component Target – 3 pts Acceptable – 1 pts Unacceptable–0 pts

Unit Theme, Thematic Unit/Lesson thematic questions Unit/Lesson thematic questions are Unit/Lesson thematic questions are lacking,
Question(s) for the Unit and are provided (2pts), and adequate; learners grade level is there is no big theme; no indication of
subject areas, Indication of the learners grade level is indicated provided learners grade level
learners grade level (1pt)

Component Target Acceptable (1 pt deduction) Unacceptable (5 or more pts deduction)

Mechanics, Spelling and
Punctuation
Component
Centers (Activities);
Technology Integration;
Students Products or Portfolio
Component
Relatively no or little errors;
reflective of college level writing;
clear, articulate, concise
Target –10 pts
Description of activities is clear
and concise.
Technology use in the activities
described clearly; More than 2
technology tools are
incorporated in the activities.
Students final product is
described clearly; and
corresponds to the activities and
technology use.
Target – 7 pts
Errors are present, but still readable;
somewhat clear, and well-written
Acceptable –7 pts
Description of activities is adequate
and relates to the theme of the unit.
Activities are appropriate for the grade
level
Technology use in the activities
described vaguely.
2 technology tools used in the
activities.
Students' final product is indicated but
did not correspond with the activities
and technology use.
Acceptable – 5 pts
Many errors; not clear, lengthy or wordy and
not well-written
Unacceptable–5 pts
Description of activities is not clear. Activities
did not relate to the theme of the unit.
Activities are not appropriate for the grade
level.
Technology use in the activities is non
existence and/or vague; no variety of
technology tools integrated in the activities.
Students final product is not indicated
and/or not clear; Students final product did
not correspond with the activities and
technology use.
Unacceptable–2 pts
 Assessment and TEKS, ISTE-NETs
standards
Student demonstrates the ability
to assess student achievement
and is able to articulate clear and
concise criteria from the
standards/benchmarks;
Student demonstrates the ability
to use content instruction and
assessment strategies that are
enriched by technology and
literacy (TEKS and ISTE-NETs for
Teachers)
Student demonstrates the ability to Assessments not well thought out;
assess student achievement; assessments poorly written;
Student demonstrates the ability to TEKS and ISTE not adequately addressed
use content instruction and
assessment strategies that are
enriched by technology and literacy
(TEKS and ISTE-NETs for Teachers and
Students)

Score: 20 points