Biology as the Science of Life · SHS1 Biology

Lesson notes

Learning Objectives

Indicator: 1.1.1.LI.1 - Observe and identify the various orientations and symmetries of different organisms.

By the end of the lesson, learners can:

Define orientation, symmetry, bilateral symmetry, radial symmetry, and asymmetry in their own words using at least one example for each term.
Identify whether specimens such as orange fruits, Crotalaria flowers, Allamanda flowers, cockroaches, and butterflies exhibit bilateral symmetry, radial symmetry, or asymmetry.
Explain the three main body orientations (anterior, posterior, dorsal, ventral, lateral) and the three anatomical planes (sagittal, frontal, transverse) using simple diagrams and specimens.
Draw and label at least one specimen, correctly indicating its orientation and line(s) of symmetry.
Justify why knowledge of symmetry and orientation is useful in fields such as medicine, agriculture, and food processing, giving at least one practical example.

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Curriculum details

Strand: Exploring Biology in Society (Strand 1)
Sub-strand: Biology as the Science of Life (1.1)
Content standard: 1.1.1.CS.3 - Demonstrate knowledge and understanding of symmetry, orientation, sectioning, and biological drawings of specimens. 1.1.1.LO.1 Explain the importance of Biology and its branches and relate this to everyday life. 1.1.1.LO.2 Solve everyday problems using the scientific method. 1.1.1.LO.3 Apply knowledge of body symmetry, orientation, and sectioning of various organisms, and make labelled drawings of specimens. 1.1.1.LO.4 Explain the safe ways of using the light microscope and the functions of its parts.
Indicator: 1.1.1.LI.1 - Observe and identify the various orientations and symmetries of different organisms.
Suggested placement: Semester 1, Week 3 (Week 3 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 29

Exemplars (from the NaCCA curriculum)

Group Project-Based Learning: in mixed ability, gender-neutral task-based groups, collect biological specimens (e.g., orange fruits, flowers of Crotalaria and Allamanda, and insects such as cockroaches, butterflies, etc.) and display them on a table: Learners build self-confidence through talking during discussion, and psychological strength as they offer emotional support for each group member.
Observational and Differential Learning: learners in mixed-ability groups critically observe and identify the orientations and symmetries of the collected specimens, and each group member should draw and label any one of the specimens: Learners research independently and therefore become independent thinkers; learners learn from one another and receive social and emotional support for one another.
Initiate Talk for Learning: mixed-ability groups discuss their observations and prepare a group report on their key findings for class presentation: In every group work, all individuals, introverts and extroverts play a role, and this builds teamwork spirit.
Teaching and Learning Materials:
- * Sweep nets * Sample bottles
- * Fruits * Flowers
- * Insects * Razor blade/knife
- Hand lens
Assessment (1.1.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.