Kingdoms of Life: Creating a Museum Exhibit

Created byEmma Stefanchuk

1 views0 downloads

Kingdoms of Life: Creating a Museum Exhibit

Grade 6Science21 days

In this project, 6th-grade students design a museum exhibit showcasing the diversity of the five kingdoms of life. They classify organisms, research their characteristics and adaptations, and create displays to educate visitors. The project emphasizes the importance of classification in understanding the living world and highlights the interconnectedness of life on Earth, incorporating activities such as creating classification keys and comparing vertebrates and invertebrates. Students will also research scientists who have contributed to our understanding of the diversity of living things, and reflect on their learning throughout the project..

Five KingdomsClassificationMuseum ExhibitDiversity of LifeAdaptationsVertebratesInvertebrates

Want to create your own PBL Recipe?Use our AI-powered tools to design engaging project-based learning experiences for your students.

📝

Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we design a museum exhibit that showcases the diversity of the five kingdoms of life and demonstrates the importance of classification in understanding the living world?

Essential Questions

Supporting questions that break down major concepts.

How do scientists classify the vast diversity of life on Earth?
What are the defining characteristics of each of the five kingdoms of life?
How does understanding the classification of living things help us appreciate the interconnectedness of life and the environment?
How have classification systems changed over time as new evidence is discovered?
What are the roles of different scientists in helping us to understand the diversity of living things?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Students will be able to classify organisms into the five kingdoms of life based on their characteristics.
Students will be able to design and create an informative museum exhibit showcasing the diversity within each kingdom.
Students will be able to explain the importance of classification systems in understanding the natural world.
Students will be able to identify the adaptations that allow organisms to thrive in different environments.
Students will be able to compare and contrast vertebrates and invertebrates, providing examples of each.
Students will be able to evaluate the contributions of scientists to the classification of living things.
Students will be able to define the characteristics of arthropods and classify them.

Nebraska Science Standards

6-1-04

Primary

Develop a system to classify common objects or living things into groups and subgroups, and explain the reasoning used in the system's development.Reason: This standard directly addresses the classification skills needed for the project.

6-1-05

Primary

Identify living things using an existing classification key, and explain the rationale used.Reason: Students will use classification keys to identify organisms for their museum exhibit.

6-1-06

Primary

Identify advantages and disadvantages of having a common classification system for living things, and recognize that the system changes as new evidence comes to light.Reason: The project requires students to understand and explain the common classification system.

6-1-07

Primary

Identify the five kingdoms commonly used for the classification of living things, and provide examples of organisms from each to illustrate the diversity of living things.Reason: This standard is at the core of the museum exhibit project.

6-1-08

Secondary

Recognize that many living things are difficult to see with the unaided eye, and observe and describe some examples.Reason: This standard can be incorporated into the exhibit by showcasing microorganisms.

6-1-09

Secondary

Observe and describe the diversity of living things within the local environment.Reason: Students can include local examples in their museum exhibit.

6-1-10

Primary

Recognize that the animal kingdom is divided into two groups, vertebrates and invertebrates, and differentiate between the two.Reason: The project requires an understanding of the differences between vertebrates and invertebrates.

6-1-11

Secondary

Provide examples of a variety of invertebrates to illustrate their diversity.Reason: This standard supports the exhibit's diversity focus.

6-1-12

Secondary

Compare and contrast adaptations of common arthropods, and describe how these adaptations enable them to live in particular habitats.Reason: Students can include arthropod adaptations in their exhibit.

6-1-13

Secondary

Classify vertebrates as fishes, amphibians, reptiles, birds, and mammals, and provide examples to illustrate the diversity within each group.Reason: Supports diversity showcase of the animal kingdom.

6-1-14

Secondary

Compare and contrast the adaptations of closely related vertebrates living in different habitats, and suggest reasons that explain these adaptations.Reason: Encourages deeper understanding of adaptation.

6-1-15

Supporting

Identify, based on evidence gathered gathered by paleontologists, similarities and differences in animals living today and those that lived in the past.Reason: Adds historical context to the exhibit.

6-1-16

Secondary

Identify and describe the contributions of scientists and naturalists who have increased our understanding of the diversity of living things.Reason: Students can research and present the work of relevant scientists in their exhibits.

Entry Events

Events that will be used to introduce the project to students

Classifying the Unrelated

Students are presented with a set of seemingly unrelated objects (a mushroom, a feather, a piece of bread, a petri dish with bacteria, a coral fragment). They must work together to classify these items, leading to discussions about the five kingdoms and how seemingly disparate objects are connected through the web of life. This activity culminates in the design of museum exhibits to illustrate these connections.

📚

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Kingdom Classifier Key Creator

Students will start by creating a classification key. They will select 10-15 organisms from the local environment or provided list. Using observable characteristics, they will develop a dichotomous key to classify these organisms. The key should lead to the identification of each organism and its kingdom.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Choose 10-15 organisms to classify.

2. Observe and document the characteristics of each organism.

3. Create a dichotomous key based on these characteristics.

4. Test the key to ensure accurate classification.

Final Product

What students will submit as the final product of the activityA detailed dichotomous key with labeled organisms and their respective classifications.

Alignment

How this activity aligns with the learning objectives & standardsAligns with Nebraska Science Standards 6-1-04, 6-1-05, and Learning Goal 1: Classify organisms and explain the rationale behind classification systems.

Activity 2

Kingdom Deep Dive: Research Expedition

Students will choose one of the five kingdoms of life (Monera, Protista, Fungi, Plantae, Animalia). They will research and gather information about the defining characteristics of their chosen kingdom, including representative organisms and their unique adaptations.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Choose a kingdom of life to research.

2. Gather information on the kingdom's characteristics and organisms.

3. Write a detailed research report.

4. Include illustrations or diagrams.

Final Product

What students will submit as the final product of the activityA detailed research report on the chosen kingdom, including key characteristics, representative organisms, and interesting facts.

Alignment

How this activity aligns with the learning objectives & standardsAligns with Nebraska Science Standards 6-1-06, 6-1-07, and Learning Goal 2: Design museum exhibit showcasing kingdom diversity.

Activity 3

Habitat Heroes: Adaptation Showcase

Students will focus on a specific environment and the organisms within it. They will select three organisms from different kingdoms that inhabit this environment and research their adaptations. They will create visual representations with labels of how these adaptations help the organisms survive and thrive in their habitat.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Choose a specific environment (e.g., forest, pond, desert).

2. Select three organisms from different kingdoms in that environment.

3. Research and document their adaptations.

4. Create a display board with visual representations and descriptions.

Final Product

What students will submit as the final product of the activityA display board with visual representations of three organisms and their adaptations, along with descriptions of how these adaptations aid in survival.

Alignment

How this activity aligns with the learning objectives & standardsAligns with Nebraska Science Standards 6-1-08, 6-1-09, 6-1-10, and Learning Goal 4: Understand organism adaptations.

Activity 4

Vertebrate vs. Invertebrate: Animal Kingdom Face-Off

Students will investigate the animal kingdom, focusing on vertebrates and invertebrates. They will choose one vertebrate and one invertebrate species, comparing and contrasting their physical characteristics, behaviors, and habitats. They will present their findings in a side-by-side comparison chart, highlighting the unique adaptations of each species.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Choose a vertebrate and an invertebrate species.

2. Research their characteristics, behaviors, and habitats.

3. Create a comparison chart highlighting similarities and differences.

4. Include illustrations or diagrams.

Final Product

What students will submit as the final product of the activityA comparison chart detailing the characteristics, behaviors, and habitats of a chosen vertebrate and invertebrate species.

Alignment

How this activity aligns with the learning objectives & standardsAligns with Nebraska Science Standards 6-1-12, 6-1-13, 6-1-14 and Learning Goal 5: Compare/contrast vertebrates and invertebrates.

Activity 5

Science Stars: Classification Pioneers

Students will research a scientist or naturalist who has made significant contributions to the classification of living things (e.g., Carl Linnaeus, Charles Darwin, Lynn Margulis). They will create a biography display highlighting the scientist's life, work, and impact on our understanding of the diversity of life.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Choose a scientist or naturalist to research.

2. Gather information about their life and work.

3. Create a biography display with text and visuals.

4. Highlight their contributions to classification.

Final Product

What students will submit as the final product of the activityA biography display about a scientist or naturalist, including their contributions to the classification of living things.

Alignment

How this activity aligns with the learning objectives & standardsAligns with Nebraska Science Standards 6-1-15, 6-1-06 and Learning Goal 6: Contributions of scientists to classification.

Activity 6

Museum Exhibit Proposal

Students will create a proposal that will outline how they will design their museum exhibit. This should include which kingdom they plan to build their exhibit on, what organisms they would like to include, what characteristics they will be highlighting and what interactions they hope to make with those who view the exhibit.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Choose the kingdom to focus the exhibit on.

2. Choose the organisms to display.

3. Choose which characteristics to display.

4. Describe desired viewer interactions.

Final Product

What students will submit as the final product of the activityA museum exhibit proposal.

Alignment

How this activity aligns with the learning objectives & standardsAligns with Nebraska Science Standards 6-1-06, 6-1-07, 6-1-08 and Learning Goals 2 & 3

🏆

Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Kingdoms of Life Museum Rubric

Category 1

Kingdom Classifier Key

Assesses the student's ability to create an accurate, clear, and well-justified dichotomous key for classifying organisms.

Criterion 1

Classification Accuracy

Accuracy of the classification key in correctly identifying organisms and assigning them to the appropriate kingdom.

Exemplary

4 Points

The dichotomous key accurately classifies all organisms with clear and logical steps, demonstrating a sophisticated understanding of organism characteristics and kingdom classifications.

Proficient

3 Points

The dichotomous key accurately classifies most organisms with generally logical steps, demonstrating a thorough understanding of organism characteristics and kingdom classifications.

Developing

2 Points

The dichotomous key classifies some organisms correctly, but contains inconsistencies or illogical steps, indicating an emerging understanding of organism characteristics and kingdom classifications.

Beginning

1 Points

The dichotomous key struggles to classify organisms accurately and lacks logical steps, demonstrating a beginning understanding of organism characteristics and kingdom classifications.

Criterion 2

Key Clarity and Organization

Clarity and organization of the dichotomous key, including the use of appropriate terminology and formatting.

Exemplary

4 Points

The key is exceptionally clear, well-organized, and uses precise scientific terminology, making it easy to follow and understand. The formatting enhances the key's usability.

Proficient

3 Points

The key is clear, well-organized, and uses appropriate scientific terminology, making it easy to follow and understand. The formatting supports the key's usability.

Developing

2 Points

The key is somewhat clear and organized, but may contain some ambiguous terminology or formatting issues that occasionally hinder understanding.

Beginning

1 Points

The key lacks clarity and organization, making it difficult to follow. Terminology is often inappropriate or missing, and formatting is poor.

Criterion 3

Justification of Choices

Justification of classification choices based on observable characteristics and scientific reasoning.

Exemplary

4 Points

Provides thorough and insightful justifications for all classification choices, demonstrating a deep understanding of the scientific rationale behind kingdom classifications and observable characteristics.

Proficient

3 Points

Provides clear justifications for most classification choices, demonstrating a solid understanding of the scientific rationale behind kingdom classifications and observable characteristics.

Developing

2 Points

Provides some justifications for classification choices, but these may be incomplete or lack a clear scientific rationale. Shows emerging understanding.

Beginning

1 Points

Provides minimal or no justifications for classification choices, indicating a limited understanding of the scientific rationale behind kingdom classifications and observable characteristics.

Category 2

Kingdom Deep Dive

Evaluates the student's research skills, depth of understanding, and ability to communicate information about a chosen kingdom of life.

Criterion 1

Research Depth and Accuracy

Depth and accuracy of research on the chosen kingdom, including the identification of key characteristics and representative organisms.

Exemplary

4 Points

The research report demonstrates an exceptionally deep and accurate understanding of the chosen kingdom, including detailed information on key characteristics, diverse representative organisms, and relevant scientific concepts.

Proficient

3 Points

The research report demonstrates a thorough and accurate understanding of the chosen kingdom, including key characteristics and representative organisms.

Developing

2 Points

The research report demonstrates an emerging understanding of the chosen kingdom, but may contain some inaccuracies or lack depth in certain areas.

Beginning

1 Points

The research report demonstrates a beginning understanding of the chosen kingdom, with significant inaccuracies or a lack of essential information.

Criterion 2

Report Clarity and Organization

Clarity and organization of the research report, including the effective use of illustrations and diagrams.

Exemplary

4 Points

The report is exceptionally clear, well-organized, and engaging, with illustrations and diagrams that significantly enhance understanding and presentation of information.

Proficient

3 Points

The report is clear, well-organized, and includes relevant illustrations and diagrams that support the presentation of information.

Developing

2 Points

The report is somewhat clear and organized, but may suffer from minor clarity issues or less effective use of illustrations and diagrams.

Beginning

1 Points

The report lacks clarity and organization, making it difficult to follow. Illustrations and diagrams are either missing or ineffective.

Criterion 3

Interesting Facts and Adaptations

Integration of interesting facts and unique adaptations of organisms within the chosen kingdom.

Exemplary

4 Points

The report skillfully integrates numerous interesting facts and detailed descriptions of unique adaptations, demonstrating a sophisticated understanding and appreciation of the kingdom's diversity.

Proficient

3 Points

The report includes several interesting facts and descriptions of unique adaptations, demonstrating a solid understanding and appreciation of the kingdom's diversity.

Developing

2 Points

The report includes a few interesting facts or descriptions of unique adaptations, but these may be superficial or lack detail. Shows emerging understanding.

Beginning

1 Points

The report includes minimal or no interesting facts or descriptions of unique adaptations, indicating a limited understanding of the kingdom's diversity.

Category 3

Habitat Heroes

Focuses on the student's ability to showcase organism adaptations within a specific environment, integrating knowledge from different kingdoms.

Criterion 1

Adaptation Accuracy

Accuracy in representing organisms and their adaptations within the chosen environment.

Exemplary

4 Points

The display board accurately and comprehensively represents organisms and their adaptations within the chosen environment, demonstrating a sophisticated understanding of ecological relationships.

Proficient

3 Points

The display board accurately represents organisms and their adaptations within the chosen environment, demonstrating a thorough understanding of ecological relationships.

Developing

2 Points

The display board represents organisms and their adaptations with some inaccuracies or omissions, indicating an emerging understanding of ecological relationships.

Beginning

1 Points

The display board contains significant inaccuracies or omissions in the representation of organisms and their adaptations, demonstrating a beginning understanding of ecological relationships.

Criterion 2

Visual Quality and Clarity

Quality and clarity of visual representations and descriptions of organism adaptations.

Exemplary

4 Points

Visual representations are exceptionally clear, creative, and effectively illustrate organism adaptations. Descriptions are detailed, insightful, and enhance understanding.

Proficient

3 Points

Visual representations are clear and effectively illustrate organism adaptations. Descriptions are detailed and support understanding.

Developing

2 Points

Visual representations are somewhat clear, but may lack detail or effectiveness in illustrating organism adaptations. Descriptions are basic and may lack depth.

Beginning

1 Points

Visual representations are unclear or ineffective, failing to adequately illustrate organism adaptations. Descriptions are minimal or missing.

Criterion 3

Adaptation Integration

Integration of information from different kingdoms and demonstration of how adaptations aid survival in the selected environment.

Exemplary

4 Points

The display board seamlessly integrates information from different kingdoms, demonstrating a profound understanding of how adaptations enable organisms to thrive and interact within the selected environment.

Proficient

3 Points

The display board integrates information from different kingdoms, demonstrating a clear understanding of how adaptations aid organism survival in the selected environment.

Developing

2 Points

The display board attempts to integrate information from different kingdoms, but the connections between adaptations and survival in the selected environment may be weak or unclear. Shows emerging understanding.

Beginning

1 Points

The display board fails to integrate information from different kingdoms or demonstrate how adaptations aid organism survival in the selected environment, indicating a limited understanding.

Category 4

Vertebrate vs. Invertebrate

Assesses the student's ability to compare and contrast vertebrates and invertebrates, focusing on their characteristics, behaviors, habitats, and unique adaptations.

Criterion 1

Comparison Accuracy

Accuracy in the comparison of vertebrate and invertebrate characteristics, behaviors, and habitats.

Exemplary

4 Points

The comparison chart accurately and comprehensively compares vertebrate and invertebrate characteristics, behaviors, and habitats, demonstrating a sophisticated understanding of animal diversity.

Proficient

3 Points

The comparison chart accurately compares vertebrate and invertebrate characteristics, behaviors, and habitats, demonstrating a thorough understanding of animal diversity.

Developing

2 Points

The comparison chart compares vertebrate and invertebrate characteristics, behaviors, and habitats with some inaccuracies or omissions, indicating an emerging understanding of animal diversity.

Beginning

1 Points

The comparison chart contains significant inaccuracies or omissions in the comparison of vertebrate and invertebrate characteristics, behaviors, and habitats, demonstrating a beginning understanding of animal diversity.

Criterion 2

Adaptation Detail

Depth of detail in describing unique adaptations of chosen species.

Exemplary

4 Points

Provides an exceptionally detailed and insightful analysis of the unique adaptations of both the vertebrate and invertebrate species, highlighting the evolutionary advantages of these adaptations.

Proficient

3 Points

Provides a detailed analysis of the unique adaptations of both the vertebrate and invertebrate species, explaining the evolutionary advantages of these adaptations.

Developing

2 Points

Describes some of the unique adaptations of the vertebrate and invertebrate species, but the analysis may lack depth or insight. Shows emerging understanding.

Beginning

1 Points

Provides minimal or superficial descriptions of the unique adaptations of the vertebrate and invertebrate species, indicating a limited understanding of their evolutionary advantages.

Criterion 3

Visual Effectiveness

Effectiveness of the visual representation (illustrations, diagrams) in highlighting key differences and similarities.

Exemplary

4 Points

The visual representation is exceptionally effective in highlighting key differences and similarities between the vertebrate and invertebrate species, enhancing understanding and demonstrating creativity.

Proficient

3 Points

The visual representation is effective in highlighting key differences and similarities between the vertebrate and invertebrate species, supporting understanding.

Developing

2 Points

The visual representation is somewhat effective, but may lack clarity or detail in highlighting key differences and similarities between the vertebrate and invertebrate species.

Beginning

1 Points

The visual representation is ineffective and fails to adequately highlight key differences and similarities between the vertebrate and invertebrate species.

Category 5

Science Stars

Evaluates the student's ability to research and present the life and work of a scientist or naturalist who has contributed to the classification of living things.

Criterion 1

Research Accuracy and Depth

Accuracy and depth of research on the chosen scientist or naturalist.

Exemplary

4 Points

The biography display demonstrates exceptionally accurate and in-depth research on the chosen scientist or naturalist, including detailed information about their life, work, and motivations.

Proficient

3 Points

The biography display demonstrates accurate and thorough research on the chosen scientist or naturalist, including key aspects of their life and work.

Developing

2 Points

The biography display demonstrates emerging research skills, but may contain some inaccuracies or lack depth in certain areas.

Beginning

1 Points

The biography display contains significant inaccuracies or a lack of essential information, demonstrating a beginning level of research skills.

Criterion 2

Display Clarity and Organization

Clarity and organization of the biography display, including the effective use of text and visuals.

Exemplary

4 Points

The display is exceptionally clear, well-organized, and engaging, with text and visuals that significantly enhance understanding and presentation of information.

Proficient

3 Points

The display is clear, well-organized, and includes relevant text and visuals that support the presentation of information.

Developing

2 Points

The display is somewhat clear and organized, but may suffer from minor clarity issues or less effective use of text and visuals.

Beginning

1 Points

The display lacks clarity and organization, making it difficult to follow. Text and visuals are either missing or ineffective.

Criterion 3

Contribution Significance

Significance and clarity in highlighting the scientist's contributions to the classification of living things.

Exemplary

4 Points

The display skillfully highlights the scientist's profound and lasting contributions to the classification of living things, demonstrating a sophisticated understanding of their impact on scientific thought.

Proficient

3 Points

The display clearly highlights the scientist's significant contributions to the classification of living things, demonstrating a solid understanding of their impact.

Developing

2 Points

The display attempts to highlight the scientist's contributions to the classification of living things, but the connections may be weak or unclear. Shows emerging understanding.

Beginning

1 Points

The display fails to adequately highlight the scientist's contributions to the classification of living things, indicating a limited understanding of their impact.

Category 6

Museum Exhibit Proposal

Assesses the student's ability to create a well-thought-out and feasible proposal for a museum exhibit, including choices about organisms, characteristics, and viewer engagement.

Criterion 1

Proposal Clarity and Completeness

Clarity and completeness of the proposal in outlining the museum exhibit design.

Exemplary

4 Points

The proposal is exceptionally clear, detailed, and comprehensive, providing a complete and well-articulated plan for the museum exhibit design, including specific organisms and characteristics.

Proficient

3 Points

The proposal is clear, detailed, and provides a thorough plan for the museum exhibit design, including organisms and characteristics.

Developing

2 Points

The proposal is somewhat clear and provides a basic plan for the museum exhibit design, but may lack detail in certain areas. Shows emerging understanding.

Beginning

1 Points

The proposal lacks clarity and completeness, providing a minimal or incomplete plan for the museum exhibit design.

Criterion 2

Organism and Characteristic Relevance

Thoughtfulness and feasibility of the chosen organisms and characteristics to display.

Exemplary

4 Points

The chosen organisms and characteristics are exceptionally thoughtful, relevant, and highly feasible for creating an engaging and informative museum exhibit.

Proficient

3 Points

The chosen organisms and characteristics are thoughtful, relevant, and feasible for creating a good museum exhibit.

Developing

2 Points

The chosen organisms and characteristics are somewhat relevant and feasible, but may present some challenges for creating a compelling museum exhibit. Shows emerging understanding.

Beginning

1 Points

The chosen organisms and characteristics are not relevant or feasible for creating a meaningful museum exhibit.

Criterion 3

Viewer Interaction and Engagement

Creativity and originality in describing desired viewer interactions and engagement strategies.

Exemplary

4 Points

The proposal demonstrates exceptional creativity and originality in describing desired viewer interactions and engagement strategies, promising a highly interactive and memorable museum experience.

Proficient

3 Points

The proposal describes clear and effective viewer interactions and engagement strategies that will enhance the museum experience.

Developing

2 Points

The proposal describes some viewer interactions and engagement strategies, but these may lack creativity or effectiveness. Shows emerging understanding.

Beginning

1 Points

The proposal provides minimal or no description of desired viewer interactions or engagement strategies.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

How has your understanding of the five kingdoms of life evolved throughout this project?

Text

Required

Question 2

What was the most challenging aspect of designing your museum exhibit, and how did you overcome it?

Text

Required

Question 3

In what ways did collaborating with your peers enhance the quality of your museum exhibit? Provide specific examples of how teamwork led to improved outcomes.

Text

Required

Question 4

To what extent do you think your museum exhibit effectively communicates the diversity and interconnectedness of life within the five kingdoms? Use evidence from your exhibit design to support your answer.

Text

Required

Question 5

If you had the opportunity to further develop your museum exhibit, what additional elements or interactive components would you incorporate to enhance the visitor experience and understanding?

Text

Required