Post on 18-Jul-2015
Pedagogical
Plan
Designed and developed by:
SALVACION P. LLANES
ANABEL P. MARAÑO
Subject Area/Grade Level: Science 8
Grading Period/Inclusive Dates:4th Grading (one week)
Teacher: Salvacion P. Llanes and
Anabel P. Maraño
Content: Biodiversity
- Species diversity- Hierarchical taxonomic system of species- Protection and conservation of endangered and economically important species.
Content Standards:
The students are expected to demonstrateunderstanding of the concept of a species as areproductively distinct group of organisms.
The student demonstrates understanding thatspecies are further classified into ahierarchical taxonomic system (domain,kingdom, phylum, class, order, family, genus,and species).
Learning Outcome:
•Student describes, explains and lists thedistinguishing characteristics of differentorganisms in order to group them in theirappropriate level of classification.
•Student utilizes graphic organizers,completes data tables and constructsdiagrams in order to create a scrapbook onclassification of different organisms.
•Student formulates bases of groupingorganisms in order to maintain harmony andpromote survival of organisms.
Learning Competencies:
•The student explains the concept of species as a reproductively distinct group of organisms.
•The students classifies organisms using the hierarchical taxonomic system (domain, kingdom, phylum, class, order, family, genus, species) based on structure and function.
•The student explains the advantage of high biodiversity in maintaining the stability of an ecosystem.
Assessment Tasks
SummativeTest ( to be given at the end of the unit lesson)
Use the information presented in the Table below to answer the questions:
Table 1. Classification of organisms.
Classification Level
Aardwolf Gray Wolf Coyote
Lion
Blue Whale
Kingdom Animalia Animalia Animalia Animalia Animalia
Phylum Chordata Chordata Chordata Chordata Chordata
Class Mammalia Mammalia Mammalia Mammalia Mammalia
Order Carnivora Carnivora Carnivora Carnivora Cetacea
Family Hyaenidae Canidae Canidae Felidae Balenopteridae
Genus Proteles Canis Canis Panthera Balaenoptera
Species Proteles cristatus
Canis lupus Canis latrans Panthera leo Balaenoptera musculus
1. What is common among the five organisms presented in the table above?
_______________________________________________________________________
_______________________________________________________________________
2. Are these organisms similar to plants? Explain how?
_______________________________________________________________________
_______________________________________________________________________
3. Which of these five organisms is the most unique? Explain your choice.
________________________________________________________________________
________________________________________________________________________
4. Which of the organisms in the table is most similar to a tiger (Panthera tigris)? Explain
your answer.
._______________________________________________________________________
_______________________________________________________________________
5. Based on the information in the table, which two organisms have the most similar
evolutionary history? Explain.
________________________________________________________________________
______________________________________________________________________
6. Based on their kingdoms, what are the shared characteristics of the organisms in the
table? ____________________________________________________________________________
____________________________________________________________________________
PERFORMANCE ASSESSMENT (GRASPS)
Goal: You will have to create a proposal in classifying organisms that will maintain andpromote survival of the organisms. You will have to create mini-ecosystem which will
serve as evidence of your claim. You will present this project to the DENR officials andto the community in a congress (classmates and teachers).
Role: Students will be a Taxonomist and/or an Environmentalist
Audience: You will be presenting your works to the DENR officials, and to thecommunity (classmates and teachers).
Situations: Your community is experiencing loss of different species. Some of theseorganisms are identified as endangered species. It is your duty to find out the causes of
this phenomenon and provides solution to the problem.
Products/Performance: You will create a proposal in classifying organisms whichpromote harmony and survival of different species. You will include in this project amini-ecosystem which will prove your assertion.
Standard / Criteria for Success
GRASPS Rubric
5 4 3 2 1
Did you complete your GRASPS?
All 6 items are insightfully complete
All 6 items are basically complete
4-5 items are complete
3-4 items are partially complete
1-2 items are partially complete or attempted
Learning Activities:
ACTIVITY and ANALYSIS
General Directions: The class will be divided into four groups with eight members. Each
group will perform different activities. Each group should finish each activity within 15
minutes. Choose one presenter to discuss the result of the activity to the class. Written
outputs will form part of their scrapbook.
A. Taxonomy of Organisms
Directions: Write the distinguishing characteristics of the following organisms.
1. Monkey
_________________________________________________________
_________________________________________________________
2. Eagle
_________________________________________________________
_________________________________________________________
3. Crocodile
__________________________________________________________
__________________________________________________________
4. Milk fish
__________________________________________________________
__________________________________________________________
5. Frog
__________________________________________________________
__________________________________________________________
6. Mosquito
__________________________________________________________
__________________________________________________________
7. Gumamela
__________________________________________________________
__________________________________________________________
8. Pine tree
__________________________________________________________
__________________________________________________________
9. Lacto bacilli
___________________________________________________________
___________________________________________________________
10. Plankton
___________________________________________________________
___________________________________________________________
11. Mushroom
___________________________________________________________
___________________________________________________________
Analysis:
Based on the distinguishing characteristics you have cited, group these organisms.
Explain your bases of groupings.
B. Classification of Organisms
Directions: Place the first two names that come to your mind next to each category.
1. Mammal- hair, mammary glands (produce milk), endothermic (body
temperature maintained within the animal)
a. ______________________________________________________
b. ______________________________________________________
2. Bird- feathers, lay eggs, endothermic
a. ______________________________________________________
b. ______________________________________________________
3. Reptile- scales, lay eggs, exothermic ( body temperature maintained outside of
the animal)
a. _______________________________________________________
b. _______________________________________________________
4. Fish- scales, breath with gills, exothermic
a. _______________________________________________________
b. _______________________________________________________
5. Amphibian- larvae has gills, adult has lungs
a. _______________________________________________________
b. _______________________________________________________
6. Insect, Arachnids, Crustaceans- exoskeleton, multiple eggs
a. _______________________________________________________
b. _______________________________________________________
7. Angiosperm (Flowering plants)
a. ________________________________________________________
b. ________________________________________________________
8. Gymnosperm (Trees with cones)
a. ________________________________________________________
b. ________________________________________________________
9. Bacteria- microscopic, prokaryotic (nucleus not enclose by nuclear membrane)
a. ________________________________________________________
b. ________________________________________________________
10. Protists (Algae, Protozoans, Slime molds)
a. ________________________________________________________
b. ________________________________________________________
11. Fungi – saprophyte, non-photosynthetic
Analysis:
How do organisms categorized into different groups? Explain your answer
C. Decode Me !
Directions: Arrange the pictures to form sentence then use the beginning letter of each
word to identify the levels of classification.
&
Analysis:
1. What sentence have you formed?
2. What does each beginning letter corresponds to the levels of classification?
3. What are the levels of classification of organisms?
D. Interpreting Graphics- Taxonomy
Directions: Analyze the diagram below. Write inside the table the correct levels of
classification of each organism similar to the sample given.
Analysis::
How did you classify the organisms in the graphic organizer above?
E. Levels of Classification
Directions: Study and compare the different organisms in each level of classification.
Analysis:
1. How are the organisms in each category related to one another?
2. Why the number of organisms does decreases as you move from one level to
another?
ABSTRACTION
Think-Pair-Share
Directions: Choose a partner and discuss the answers to the questions that follows.
1. A person tells you that two organisms belong to the same family but to different
classes. Can that information be correct? Explain your answer.
2. Imagine a planet with an atmosphere like Earth’s atmosphere billions of years ago.
Which organisms present on Earth today do you think would be most likely to survive on
that planet? Explain your reasoning.
Student pairs will share their output with the entire class during discussion facilitated by
the teacher. Written outputs will form part of their scrapbook.
APPLICATION
1. Scrapbook-making
TASK: Students will gather pictures of different organisms, and compile these pictures to
create a scrapbook. Students will create a scrapbook of different organisms showing the
hierarchical taxonomic system of species.
Criteria for evaluating the scrapbook:
Project layout.
Content
Use recyclable materials
Creativity
Presentation
Scrapbook Rubric
Exemplary
4
Accomplished
3
Developing
2
Beginning
1
Earned
Points
Project
Layout
Provides a
clear and
concise
logical
content
Provides a
minimal logic
and clarity of
ideas.
Shows a
limited logic
and ideas are
not clearly
presented.
Does not
provide a
clear and
concise
logical content
Content The
scrapbook
includes
detailed
information
and places the
organisms
into each
correct
category.
The
scrapbook
contain most
of the
information
and place
most of the
organisms
into each
correct
category
The scrapbook
contains some
of the
information
and places
some of the
organisms into
each correct
category.
The scrapbook
contains a
little
information
and places
little
organisms into
each correct
category.
Use
Recyclable
Materials
All the
materials used
are
recyclables.
Most of the
materials used
are
recyclables.
Some of the
materials used
are
recyclables.
Do not use
recyclable
materials.
Creativity Contains an
adequate
amount of
graphics and
enhancements
that adds
attraction
without
taking away
from the
content.
Includes a
good amount
of graphics
and
enhancement
that
appropriate
for the
scrapbook.
Contains some
graphic and
enhancements.
Contains a
few graphics
and
enhancements.
Presentation Scrapbook
looks
excellent.
Scrapbook has
a few minor
problems.
Could have
been neater.
A scrapbook
looks okay.
Some
problems with
looks.
Scrapbook
looks like it
was thrown
together. Parts
are falling off
or don’t fit.
References:
https://www.google.com.ph/search?q=levels+of+classification+worksheet&tbm=isch
http://utahscience.oremjr.alpine.k12.ut.us/sciber99/7th/classify/sciber/7levels.htm
http://classification1.weebly.com/seven-levels-of-classification.html
Thank You for Listening!