Brie Plott 1

BIO.5 a

Introduction
 Lesson Topic: Life Functions Between Organisms
 Length of Lesson: 90 minutes
 VA Standards of Learning:
BIO.5 - The student will investigate and understand life functions of archaebacteria,
monerans (eubacteria), protists, fungi, plants, and animals including humans. Key concepts
include:
a) how their structures and functions vary between and within the kingdoms

Cognitive Objectives
Students will:
 Identify the six Kingdoms of classification
 Compare the difference in structures and functions of organisms in each Kingdom
 Name the Kingdom (and in some cases Phylum) in which an organism is classified
 Review key terms of the technical names for biological characteristics
 Summarize how hierarchy and evolution is tied to biological classification

Materials/Technology and Advanced Preparation

 Premade bags of mixed chips
 Small chalkboards
 Chalk
 Paper towels
 Laptop with capability to project on a screen
 Powerpoint presentation – Kingdom
 Worksheet – The Classification of Living Organisms
 Jeopardy Game
 Homework – Where do I belong?

Teaching and Learning Sequence

Introduction/Anticipatory Set
 Each lab table will receive a bag of mixed chips and I will ask the pair of students to sort them
into piles according to characteristics each chip exhibits.
 I will explain how we have common names (i.e. chips) for large groups of things, but there are
lots of differences in each individual thing/organism that makes it unique. Just as we can group
the potato chips into piles of like characteristics, all living things are grouped together and
classified according to like characteristics.
 While the students eat the chips, I will ask them to brainstorm anything they know about the
Kingdom classification system and/or specific characteristics of organisms that make it unique.
 I will record the students’ ideas on the dry erase board at the front of the classroom.
Lesson Development
 With the use of a Powerpoint presentation, I will educate the students on vocabulary for
classifying organisms and the six Kingdoms of classification.
 Students will have a hard copy of the Powerpoint slides to follow along and write additional
notes.
Brie Plott 2
BIO.5 a

 After we have gone over the presentation, I will hand out a worksheet, The Classification of
Living Organism, to each student to complete while I circulate the room for questions. They
may work with their lab partner (sitting next to them) or they may work individually – they
may NOT move seats to work with someone besides their lab partner. (Textbooks will be used
to research).
 As a whole class, we will review the answers to the questions on the worksheet. Answers will
vary and will hopefully initiate class discussion.
Closure
 Students will be assigned into five groups and given one small chalkboard, a piece of chalk,
and a paper towel (to erase) per group to answer the Jeopardy questions.
 I will display a question or definition on the screen at the front of the class and give each team
one minute to write their answer on the chalkboard.
 We will play this game for about fifteen minutes to review the material just learned.
 During the last few minutes of class, I will pass out the homework handout (Where do I
belong?) to each student and go over the assignment to clarify the directions. The homework is
due next class and is prepping the students for the next lesson on organizing life’s diversity and
evolution.

Homework
 Students will be given a list of organisms. They will research characteristics, including
structures and functions, of each organism and determine their Kingdom and Species based on
the characteristics. They must describe the specific characteristics that set them apart from
other species.

Assessment
Formative
 Through questioning during the lecture, I will assess whether the students are paying attention
and understanding the content.
Summative
 The group discussion after completing the worksheet (The Classification of Living Organisms)
will enable me to evaluate their comprehension of the material and how it relates to evolution,
taxonomy, and real life. (Answers will vary, so defending their reasoning to each question is
important)
 The Jeopardy game of key terms and classifications will allow me to evaluate how well the
students retained the content.
 I will collect and grade the homework (Where do I belong?).

References

All in the Family. (2001). Evolution. Retrieved October 3, 2010, from

www.pbs.org/wgbh/evolution/change/family/

Friedman, E. (2003). The Classification of Living Things. Mount Kisco, NY: Human Relations
Media. Retrieved October 3, 2010 from http://www.ecb.org/guides/pdf/hsbiology09.pdf