Global Indian International School

Month: Curriculum:CB
No. of periods:
SE Subject: BIOLOGY
Teacher:SHAMSHAD
Working
Date (From – to) :
days:15 Class: 11
Chapter No-1 Description- THE LIVING WORLD

Concept map:

WHAT IS LIVING?

DIVERSITY IN LIVING WORLD BINOMIAL NOMENCLATURE

THE LIVING WORLD

CONCEPT OF SPECIES
TAXONOMIC AIDS
TAXONOMIC CATEGORIES
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Learning Objectives

 To observe and describe the living things in their world.

 To take note of the abundance and location of various species.
 How different organisms relate to each other as well as to people.
 How the species and their habitats change over time.
 How changes in human activity affect other species.

Learning Resources:

Digital Content Apps / websites E-books / digital library Any other

https://www.woodstown.org/c Oswaal GSEB Mind map, Science text book
ms/lib4/ https://www.youtube.com/watch?v=3JENhTE9EB4 Biology Class-11
NJ01001783/Centricity/Domain/ https://www.youtube.com/watch?v=dh0Al_HTop4 (oswaalbooks.com)
8/Texts/ACS/resources/ab/ch9/ https://www.eekwi.org/explor
e/identification/water-critter-
act1.pdf
key-life-pond

Lesson Progress Key Questions and structures / Effective Questions to enhance

student participation
Prior learning:
The seven signs of life MRSGREN
How will you respond when you touch a hot pan? Which
Pedagogy ( description of how the learning will progress ) property of life is depicted in this situation?

Day 1.
Objective: the characters of living organisms will be outlined

Starter:
Teacher asks about the characteristics of life such as Homework : write 2 examples each for anabolic and catabolic
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movement,reproduction,sensitivity,growth,respiration,excretion,and nutrition. reaction.
: Lesson Development PPT

Activity:differentiate the living thing and non living thing.

Differentiate anabolism amd catabolism

Differentiation:  To introduce ‘living’- the meaning and its salient features and
diversity
To know the difference of anabolism and catabolism
Plenary:

, drawing, categorising, questioning

Day 2:
Objective: To understand the systematic in the study of living world.
3)      To understand the binomial nomenclature

Starter:

Recapitulates biodiversity.

: Lesson Development The widespread diversity of living organisms and

how to solve the problems of naming will be discussed.
-         Here is the need of classification.
Teacher explains the need of classification with the help of the video and a
flow chart
Activity:
Ask students to list down what they call mango,banana,hibiscus, etc in their
language. Emphasising the need for classifying the things scientifically with their
generic name and species name.

Differentiation:
 able to know plants and animals are identified in different names in
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different parts of the world.
 able to understand that living things are scientifically named which is
recognised globally..
 able to understand binomial nomenclature.

Plenary:
Q &A , categorising

Day 3

Starter : shows the PPT.

Lesson development:
Recapitulates the levels of organisation of a living being, starting from simple
to complex, same like taxonomical hierarchy is also well explained.
Taxonomy and systematic will be elaborated.
 The species, genus, family, will be explained.

Activity:

Ask students to list the common features of insects.

Taxonomic categories and hierarchy can be illustrated by an example.

Plenary:
Q &A , categorising

Day 4

Objectives:
The species, genus, family, order, class, phylum, kingdom will be discussed.
-         Sample specimen will be shown to students and its classification will be
explained.

Starter :
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Recalls the hierarchy of classification with the help of flow chart.
Project : make a herbarium of various leaves
Lesson development:
heirarchy of classification is continued with the remaining taxon.
taxonomic category is showed with the help of flow chart.

Activity :
Students are given different animals to classify with their taxonomic category.
Plenary:
Q &A , categorising

Day 5:
Objectives:
To get acquainted with different taxonomic aids.
To understand the importance of taxonomic aids in biodiversity.

Starter :
Shows the PPT of different taxonomic aids such as herbarium,zoo,botanical
garden,etc.

Lesson development:

What are taxonomic aids? Students will be asked for any zoo/botanical garden of
their locality. Other taxonomic aids will be explained.
Activity of classification will be done online.

Activity :
List down some of the botanical garden,or zoo they had visited in UAE.
Plenary:
Q &A , categorising

Day 6:
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Objectives:
To get acquainted with different taxonomic aids.
To understand the importance of taxonomic aids in biodiversity.

Starter:
Recapitulates the different taxonomical aids with the help of PPT.

Activity:
Discussion of the textual exercises.
Plenary:
Q &A , categorising

Key vocabulary
Binomial nomenclature,
Taxa,
Systematics,
taxonomic hierarchy,
taxon,
Taxonomic aids
herbarium

Extension and Projects / Worksheets:

MYGIIS INTEGRATION Google Classroom Integration magic box integration

PPT,WORKSHEETS,LINK OF THE YOUTUBE VIDEO,flow chart

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Recap Cross Curricular links:
Art, scientific enquiry

Reinforcement (H.W)

Competency based assessment Blooms Taxonomy: Summative Assessment Details:

Method:
o Concept map o Remembering Test Date –
o Quick Quiz (MCQ) o Understanding
o Creative Journal o Applying Pen and paper
o One Minute paper o Analysing
Google classroom
o Assignment o Evaluating
o Experimentation/activity o Creating Eklavya Integration –
o Viva
o Group discussion
o Presentations
o Any other

Learning Outcomes achieved

 Able To observe and describe the living things in their world.

 Able To take note of the abundance and location of various species.
 Able to relate different organisms to each other as well as to people.
 Able to analyse How the species and their habitats change over time.
 Able to observe How changes in human activity affect other species.

Conclusion / Reflection:
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Skill Development : Blended Learning Skills :21st Century Skills - Mapped with 9 GEMS

9 GEMS
Academic Excellence 
Sports Excellence 

Visual and Performing arts 

Personality Development 
Innovation and Creativity 

Entrepreneurship and
Leadership 
Universal Value and Ethics 
Community and Care 

In-charge teacher’s signature Co-ordinator’s signature Principal’s signature