Kendall Lambert

Strategy Collection
1. https://ingeniumcanada.org/scitech/education/try-this-out/design-your-own-experiment 
This website provides a step-by-step manual on how to formulate an experiment. It is
very important for students to understand all of the necessary parts of an experiment,
which is a model of phenomenon, so that their results are reliable. This relates to the topic
because it helps students know how to formulate a model and would be handy in class
because it defines all of the portions of an experiment.

For this website, I would use the strategy of having my students summarize the key
points in the article. This would be appropriate for this website because there is one clear
main idea and then it is formatted in a list form, making it conducive to summarizing as
the main points are already denoted. It would also be appropriate because it would be
helpful for students to have a quick reminder of the scientific method available to them,
and they will retain the content better if they put it into their own words. This is
supported by Marzano’s top 9 because it uses summary.

Answer Key: Students need to include that the article is about the scientific method and
talk about the steps of the scientific method, namely that it begins with a question about
which you do research and then create an experiment to answer the question. Once that is
conducted, you return to your hypothesis and edit, then continue to explain phenomena
and have those explanations reviewed by others. If they have all of these aspects, they
have effectively summarized the article.
2. How Zoologists Organize Things 
Bainbridge, D. (2020). How zoologists organize things: The art of classification. Frances
Lincoln. 
This book is another visually appealing method of fulfilling this standard and topic. In
this book the author covers the history of humanity’s attempt to classify animals. Humans
have been trying to classify animals since they first interacted with them, and this
classification has taken many forms. As this book traces the history of the different ways
human have classified animals it discusses how the primary source of classification was
visual data. As it goes through the past it provides examples of the common artistic style
used in classification, as well as providing interesting facts and debunking common
myths perpetuated by zoologists. This relates to the topic in that it provides a comparison
point for our system of classification and covers the modern system of classification,
including the Linnaean hierarchy.

For this resource, I am going to use an anticipation guide. I want to do this to create
student interest in the topic by exposing them to questions about the topic of
classification. I also want to use a classification guide because it will make students think
about what they know and what they might believe. This will be helpful for me to see
where my students might be making mistakes in understanding the interrelatedness of
organisms or misconceptions about evolution. This strategy can also be helpful because it
will show students how their minds can change and be influenced by what they read. This
strategy is supported by Marzano’s top 9 because it utilizes students thinking about the
similarities and differences between the way they thought before reading and the way
they think after reading. I think this strategy would be helpful for this topic because of
frequent misunderstandings about how humans fit into the rest of creation. This strategy
will involve giving students a handout (on next page) with a list of statements that they
can agree or disagree with, then have them read the text, and then fill out the same form
again either while they read or after they’ve read to evaluate whether their thoughts have
changed.
 Anticipation Guide for How Zoologists Organize Things
Before you read the text, fill out the left-hand column with your thoughts about whether you
agree or disagree with the statement in the middle. Then read the text and fill out the column on
the right about what your opinions are after reading.
Before Reading (agree or Statement After Reading (agree or
disagree) disagree)
Humans have only been
classifying organisms
recently
Humans are completely
different from other
organisms
Up until recent times,
classification of animals has
been based primarily on
visual data
The relationships between
organisms is best
demonstrated by a tree
Genetics have had a big
impact on modern
classification systems
Classification is unimportant
in understanding how
animals operate.
Humans have a natural
tendency toward organizing
and classifying things
around them.

Answer Key:
First column there are no right answers because students are evaluating what they think about
the topic
Third column should be:
Disagree
Disagree
Agree
Agree/Disagree. This is not necessarily a factual statement so either answer is ok as long as
they can defend why they chose it.
Agree
Disagree
Agree
3. https://www.nytimes.com/1860/03/28/archives/the-origin-of-species-on-the-origin-of-
species-by-means-of-natural.html 
The language of this news article from the 1860s is too dense and vocabulary-heavy for
most students to work through on their own. However, this is one of the first reviews of
the Origin of Species and it would be valuable to expose the students not only to the
writing of the time but also to what natural selection was originally thought to be and
how it has changed because of our knowledge of genetics. It would be used best if only
excerpts were taken from it and implemented in the classroom. 

For this article I would want students to use annotation. The students would only read
portions of this article because of the difficulty, but I think that using annotation would
help them to gain a better understanding of what the text is saying because they would
have to identify support for arguments and understand how the different parts of the text
work together. This is supported by Marzano’s top 9 because it identifies similarities and
differences between passages of the text and will provide cues to the students later when
they come back to the text while studying. It would help them identify words that they do
not understand and highlight the most important portions of the text. This could help to
reinforce the idea that one does not need to necessarily understand every word of a text to
understand the main point. This would be accomplished through teaching the students
about different annotation methods and allow them to use their own symbols, as long as
they had a key. I would work through portions of the text together first and then have
them do it themselves.

*This would not need an answer key as the aspects of annotation are up for interpretation
and what one student thinks is important may not be considered important by another
student, and words that one student knows another may not.

Example of how this annotation can be used is on the next page.:

 Starting Point Annotation Symbols

Key Content Vocabulary:

Difficult or Confusing Words:

Main Ideas or Important Points:

Supporting Evidence for Main Ideas/Supporting Points:

Procedural Words:

Transition Words: *

Confusing Information: ?

Your own annotation

Key Content Vocabulary:

Difficult or Confusing Words:

Main Ideas or Important Points:

Supporting Evidence for Main Ideas/Supporting Points:

Procedural Words:

Transition Words:

Confusing Information:
4. https://journeynorth.org/tm/oriole/Baltimore-BullocksSplit_Rising.html 

This is an article on how species sometimes are not always reproductively distinct. It is
about Baltimore Orioles and Bullocks Orioles and how there have been struggles in
properly classifying them due to their reproducing with one another. I think that this
would be relevant because it addresses what it is that makes species distinct but also
demonstrates the real difficulties that scientists have when dealing with the natural world.

For this article, it would be helpful for students to use a 3-2-1 journal. In this journal,
students would be required to write down 3 things that they learned from the article, 2
main points that the article had, and 1 question they had about the article. Because of how
short the article is, it would be repetitive to do a complete summary, but using a 3-2-1
journal would still allow students to obtain the important information for future studying
while also delving deeper into the text. This is supported by Marzano’s top 9 because it
uses notetaking and questions. Having students ask a question about the text also creates
more purpose for a short text because it will cause students to think beyond just what they
text says and think about it in the context of other information. The students would read
the article and complete the 3-2-1 journal either during reading or after reading,
depending on what they prefer.

Answer Key: For this strategy, the 3 and 1 portions of the journal are subjective and
would be correct as long as the information could have been taken from the article. For
the 2 portion, there are several ideas that could be considered main ideas, including
defining a species, what a hybrid is and how that impacts determining what a species is,
the difficulty in determining whether Baltimore and Bullock’s Orioles are one or two
species, and the supporting pieces of evidence for why they are 2 separate species. These
would be the primary main ideas, but if students came up with others that made sense
from the text, they would also be accepted.
5. https://www.smithsonianmag.com/history/facing-a-bumpy-history-144497373/ 
This is a Smithsonian magazine article that can be found online. This article covers the
history of phrenology and the common modern reaction to it. It also discusses how
phrenology fell by the wayside, which was a result of the uncovering of new evidence.
However, it was not completely useless, and the article relays how it impacted modern
psychology. This relates to the topic because it shows how even well-accepted theories
must be revised in the light of new evidence and how those theories can be used to
formulate new ideas.

Students would be helped in reading this article if they were supported in vocabulary.
Because the main concept, phrenology, is not something that many people are familiar
with as it has fallen out of favor in the scientific community, phrenology and its adjacent
vocabulary need to be addressed prior to the reading of the text. The specific vocabulary
strategy I would want to use is semantic mapping, because not only are the students being
taught new words, they are learning about a new field with many words and people that
relate to the main concept. This strategy is supported by Marzano’s top nine because it
involves graphic organizers. Semantic mapping would be accomplished by teaching the
general concept of semantic mapping and then having students create their own, with or
without a graphic organizer template being given to them, depending on what they want.
The students will be instructed to write phrenology in the center and then write related
words or people that they find in the article and that they are not already familiar with in
the circles around the center circle, as well as the connection on the lines between them.
The students will write the definitions in the circles with the words and then write tallies
of frequency of use in the article.

*The semantic map would not have an answer key as students would be determining
individually which words they think are most important or that thy do not understand. As
long as the definitions are correct and they have phrenology in the proper spot in the
middle, their semantic map would be correct.
Semantic Mapping Graphic Organizer