Living Organisms · SHS1 Biology

Lesson notes

Learning Objectives

Indicator: 1.3.1.LI.3 - Discuss the life processes and economic importance of lower organisms (Amoeba, Euglena and Spirogyra)

By the end of the lesson, learners can:

Describe the key life processes of Amoeba, Euglena and Spirogyra, including nutrition, locomotion, reproduction and response to stimuli.
Compare the three lower organisms by constructing a table of their distinguishing features.
Explain at least two economic or ecological benefits and two harmful effects of each of the three organisms.
Draw and label simple diagrams of Amoeba, Euglena and Spirogyra from microscope observations or video images.
Evaluate the significance of these lower organisms in Ghanaian water bodies, farms and human health, using evidence from their life processes.

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Curriculum details

Strand: Diversity of Living Things and Their Environmnet (Strand 3)
Sub-strand: Living Organisms (3.1)
Content standard: 1.3.1.CS.3 - Demonstrate knowledge and understanding of the life processes of living things. 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.3 - Discuss the life processes and economic importance of lower organisms (Amoeba, Euglena and Spirogyra)
Suggested placement: Semester 1, Week 20 (Week 20 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. 43

Exemplars (from the NaCCA curriculum)

Differential Task-based Learning: in mixed ability, all-inclusive, task based- groups, learners observe the Amoeba, Euglena and Spirogyra in turn under the light microscope from temporary slides prepared from freshly fetched water from a ditch or pond; make diagrams of these in sketch books: Learners acquire the skill of critical observation skills; learners develop their technological skills; learners in groups learn to acknowledge the contributions of each member.
Experiential/Talk for Learning: learners in mixed-ability groups critically observe the activities of simple/unicellular life forms (Amoeba/Euglena/Paramecium) under the microscope; compare and discuss their distinctive features: Learners improve on critical thinking skills; learners develop independent learning abilities; learners learn the skill of oratory.
Teaching and Learning Materials:
- * Computer/projectors/TV/smart phone * Pen drive * Pictures
- * Light microscopes * Slides of Amoeba
- * Euglena and * Videos on lower living as Amoeba,
- Spirogyra.
- Spirogyra life processes of organisms such
- Euglena and
Assessment (1.3.1.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.