Lesson - Classification of Life
- 1. SMU Lesson Plan Framework Name: Joni Rorije Date Turned In: 4/22/2014 Date Taught: 4/23/2014 Subject/Grade: Biology Teacher’s Initials & Date: Unit/Lesson Topic/Essential Question(s): Classification of Life Time Limit: 45 min STATE STANDARDS TEKS: (8) Science concepts. The student knows that taxonomy is a branching classification based on the shared characteristics of organisms and can change as new discoveries are made. The student is expected to: (A) define taxonomy and recognize the importance of a standardized taxonomic system to the scientific community; (B) categorize organisms using a hierarchical classification system based on similarities and differences shared among groups; and (C) compare characteristics of taxonomic groups, including archaea, bacteria, protists, fungi, plants, and animals CCRS: (VI)(E)(1) Know ways in which living things can be classified based on each organism’s internal and external structure, development, and relatedness of DNA sequences. OBJECTIVES Students will be able to: Define the levels of classification based on shared derived characteristics Compare characteristics of and examplesfrom each kingdom of life (Archaea, Eubacteria, Fungi, Plantae, Animalia) Classify life forms into their proper kingdoms based on their characteristics. Language Objectives: 2I – listening comprehension 3B – use new vocabulary about topic 4F – pictures / semantics to support reading (predictable text) 4J – make inferences about text & graphics Assessment During the Powerpoint/note-taking portion of the lesson, I will be asking content-checking questions over different segments to be sure that students are paying attention and are on the same page. Afterwards, I will give students their worksheets where they should be able to classify all of the organisms given. For ELLs, I will make sure as I walk by that they understand the vocabulary words and are able to use the pictures as a guide to complete the classification assignment. Materials Powerpoint slides, Classification work sheet
- 2. SMU Lesson Plan Framework Procedures A. Introduction/Motivation (Set Induction/Anticipatory set) 1. (5 min) Ask students: How many of you are the super-organized type? Everything in its place, labels, etc. Talk about being organized and the difficulties of being unorganized. B. Lesson Activities Sequence and Procedures: (~25 min) 2. Today we will be learning about how life is organized. How do we put all living things into categories? 3. The levels go from broadest to most specific. You can define what characteristics a living thing has based on what categories it is in, just like an address tells you where something is located, from country, state, county, etc. 4. One good way to remember Kingdom, Phylum, Class, Order, Family, Genus, Species: King Phillip Came Over For Great Spaghetti 5. Naming system is called binomial nomenclature – have class say it back to you – What is it called? 6. Call on a row (check prior knowledge) – can anyone give us an example of a kingdom? 7. Short overview of 6 kingdoms –specific info on slides – remember important traits! a. Archebacteria/Archaea – Bacteria are so diverse that they had to split them up into two kingdoms. Archaea are more primitive, live in harsh environments, etc b. Eubacteria – more familiar, bacteria that cause disease, live everywhere c. Protista/Protists – algae, amoebas d. Fungi – yeast, mold, mushrooms e. Plants – finally something familiar f. Animals 8. Ask – what was the name of this naming system again? Write binomial nomenclature on the board. (Pre-AP only?) What does “bi-“ mean? What about “nom-“ – what does it sound like? (two names) 9. The proper way to write a species name is Genus first and capitalized, species last and NOT capitalized. C. Closure (15 min) Students will be given a worksheet and asked to classify organisms into their respective kingdoms. Students work independently with teacher’s help and monitoring as needed. Differentiation/Modifications I will use a combination of pictures, real-world examples and anecdotes, written content and spoken content in order to accommodate different learning styles and engage the entire class. During the independent work, I will give as much individual attention to students as I can. For ELLs, I will make sure the students have a firm grasp on the vocabulary by presenting it in written, spoken, and visual form.