Living Organisms · SHS1 Biology

Lesson notes

Learning Objectives

Indicator: 1.3.1.LI.2 - Explain how lower organisms are classified into their taxonomic groups.

By the end of the lesson, learners can:

State the taxonomic hierarchy used in classifying organisms, from domain down to species, in the correct order.
Place representatives of lower organisms (such as Amoeba, Euglena, Paramecium, Spirogyra, Rhizopus, and mushrooms) into their correct taxonomic groups, giving reasons for each placement.
Distinguish between characteristics used to classify lower organisms, including cell type (prokaryotic vs eukaryotic), cell number (unicellular vs multicellular), and mode of nutrition.
Explain why lower organisms are placed into separate kingdoms despite sharing some common features.
Justify the classification of a given lower organism using observable morphological features.

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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.2 - Demonstrate Understanding of the principles of classification of 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.2 - Explain how lower organisms are classified into their taxonomic groups.
Suggested placement: Semester 1, Week 18 (Week 18 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. 42

Exemplars (from the NaCCA curriculum)

Project-based, Group and Experiential Learning: learners in mixed-ability groups watch documentaries and presentations on the classification of living things, examining and making notes on their taxonomical hierarchies: learners develop the skill of critical thinking as they examine taxonomical hierarchies of living things.
Project-Based Differential Learning: learners in mixed-ability groups collect different samples of organisms from the environment and sort them out into groups based on their similarities and common morphological features: learners experience lessons in real life scenario as they collect specimens and identify common their common features.
Talk for Learning Approach: learners discuss and classify the collected samples of living organisms into their taxonomic groups such as the domains, kingdoms, phyla, class, order, etc., and give reasons for the groupings; write a report on this for a general class presentation: learners become independent thinkers through analysis; learners develop team spirit in group work; learners support one another socially and emotionally to achieve set goals.
Teaching and Learning Materials:
- Content
- Standards
- * Phylogenetic/Taxonomic tree * Taxonomic maps and charts * Numbered keys
- GESI
- * Dichotomous keys * Different common organisms insects such as butterflies, such as frogs, reptiles such as etc.)
- (e.g., amphibians lizards,
Assessment (1.3.1.AS.2). 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.