Living Organisms · SHS1 Biology

Lesson notes

Learning Objectives

Indicator: 1.3.1.LI.1 - Identify living organisms using numbered and dichotomous keys.

By the end of the lesson, learners can:

Define a biological key and explain its purpose in identifying living organisms.
Distinguish between numbered keys and dichotomous keys, describing one structural feature of each.
Apply a given dichotomous key to identify at least five common organisms from their local environment, stating the sequence of choices made.
Construct a simple numbered key to separate five common organisms based on observable features.
Justify the choice of distinguishing features used in a key, explaining why each feature is reliable for separating the organisms.

Sign in with your phone number to read the full note and download the GES plan - free.

Sign in with phone number

Curriculum details

Strand: Diversity of Living Things and Their Environmnet (Strand 3)
Sub-strand: Living Organisms (3.1)
Content standard: 1.3.1.CS.1 - Demonstrate knowledge and understanding of the use of biological keys in identifying living organisms. 1.3.1.LO.1 Apply the knowledge of biological keys to identify living things. 1.3.1.LO.2 Apply the principles of classification to group lower living things. 1.3.1.LO.3 Describe the life processes and economic importance of lower organisms.
Indicator: 1.3.1.LI.1 - Identify living organisms using numbered and dichotomous keys.
Suggested placement: Semester 1, Week 17 (Week 17 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.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

content standard text - p.41: the content-standard token is visibly printed `1.1.3.1.CS.1` under Year 1, Strand 3, Sub-Strand 3.1; `1.3.1.CS.1` is used as the import code
indicator text - p.41: the indicator token is visibly printed `1.1.3.1.LI.1` under section 1.3.1; `1.3.1.LI.1` is used as the import code
exemplars - p.41: the assessment token is visibly printed `1.1.3.1.AS.1` under section 1.3.1; its content is retained and associated by table position
Curriculum reference: NaCCA curriculum document, p. 41

Exemplars (from the NaCCA curriculum)

Project-based and Experiential Learning: in small task-based, mixed-ability groups, learners sample common living organisms in their environment and identify common features and patterns observed among them (e.g.: types of eye, body parts and segmentation, colour and nature of body covering etc.) and make notes on them; learners work together through team working to collect samples and therefore develop team-spirit; learners learn to be observant and critical thinkers in identifying common features of living organisms.
Talk for Learning Approach: learners in mixed-ability groups analyse and discuss the nature of biological keys (taxonomic keys) and examine the types (numbered keys and dichotomous keys, (briefly mention polytomous key)): learners support one another psychologically and emotionally in group learning; learners develop the skill of independent thinking through analysis. Learners learn the skill of oratory by contributing in group discussions.
Differential Project-Based Learning: learners in mixed-ability groups collect different samples of organisms within the school community and apply the acquired knowledge in biological keys to group the sampled organisms, assigning reasons in each case: Learners learn from one another as members in each group attempt to identify samples collected by the different groups; learners learn to work together to develop socially.
Teaching and Learning Materials:
- * Different groups of common organisms (e.g., insects such as butterflies, amphibians such as frogs, reptiles such as lizards, etc.) * sampling equipment e.g., Sweep nets, butterfly net, pooter, sample bottles, preservatives etc.
Assessment (1.3.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.