UNIT PLAN - LESSON PLAN

BIOLOGY 12 LIFE SCIENCE

2023-24

UNIT PLAN

Unit 4 Semester: 2nd

Biodiversity, Classification and Time allocated: 2 x 40”
Conservation Scope & Sequence no: 3

Expected Student Outcomes:

● Critically analyze complex and abstract problems in a collaborative
atmosphere. (3.1.E1)
● Developing effective learning according to their learning style. (3.1.E2)
● Creating beauty through various works of art individually or in groups.
(4.2.E3)
● Initiating a movement to care for the environment in the community.
(5.3.E2)

Learning Focus: Learning Objectives: [tujuan

 Discuss and describe biodiversity
 Outline the characteristics of
organisms as bases for
classification
 Discuss the concepts of
conservation
pembelajaran]
● define the terms species,
ecosystem and niche
● explain that biodiversity is
considered at three different
levels: • variation in ecosystems
or habitats• the number of
species and their relative
abundance • genetic variation
within each species
● explain the importance of random
sampling in determining the
biodiversity of an area
● use suitable methods, such as
frame quadrats, line transects,
belt transects and mark-release-
recapture, to assess the
distribution and abundance of
organisms in a local area
● use Spearman’s rank correlation

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UNIT PLAN - LESSON PLAN
BIOLOGY 12 LIFE SCIENCE
2023-24

and Pearson’s linear correlation

to analyse the relationships
between the distribution and
abundance of species and abiotic
or biotic factors
● use Simpson’s Index of Diversity
(D) to calculate thebiodiversity of
a habitat, using the formula
DNn12=-dcmn/ and state the
significance of different values of
D
● describe the classification of
species into the taxonomic
hierarchy of domain, kingdom,
phylum, class, order, family,
genus and species
● outline the characteristic
features of the three domains
Archaea, Bacteria and Eukarya
● outline the characteristic
features of the kingdoms
Protoctista, Fungi, Plantae and
Animalia
● explain why viruses are not
included in the three domain
classification and outline how
they are classified, limited to
types of nucleic acid (RNA or
DNA) and whether these are
single stranded or double
stranded
● discuss the threats to the
biodiversity of aquatic and
terrestrial ecosystems
● discuss the reasons for the need
to maintain biodiversity

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 UNIT PLAN - LESSON PLAN
BIOLOGY 12 LIFE SCIENCE
2023-24

● discuss methods of protecting

endangered species, including the
roles of zoos, botanic gardens,
conserved areas (national parks
and marine parks), ‘frozen zoos’
and seed banks
● discuss methods of assisted
reproduction, including IVF,
embryo transfer and surrogacy,
used in the conservation of
endangered mammals
● discuss the use of culling and
contraceptive methods to prevent
overpopulation of protected and
non-protected species
● use examples to explain the
reasons for controlling alien
species
● discuss the roles of non-
governmental organisations, such
as the World Wide Fund for
Nature (WWF) and the
Convention on International
Trade in Endangered Species of
Wild Fauna and Flora (CITES),
in local and global conservation
● outline how degraded habitats
may be restored with reference to
local or regional examples

Biblical Worldview Integration:

The Bible acknowledges the enormous variety of life forms, as demonstrated in
Genesis 1:25-25, where God created various species, each with its own distinct
traits. As scientists classify and arrange living things, the idea of classification
mirrors God's order and plan in creation. Psalm 104:24 proclaims, "How many are
your works, Lord! In wisdom, you made them all; the earth is full of your

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 UNIT PLAN - LESSON PLAN
BIOLOGY 12 LIFE SCIENCE
2023-24

creatures." This verse emphasizes the worth and splendor of God's creation,
encouraging us to value and protect biodiversity. The biblical command to take
care of and be good stewards of the earth (Genesis 1:26) serves as the foundation
for the call to conservation. We can actively participate in efforts to safeguard and
sustain the many ecosystems and species as stewards, preserving the prosperity
of God's creation for coming generations.

Resources: Clegg, C. J. 2014. Cambridge International AS & A Level: Biology.

Hodder Education, a Hachette UK Company. 338 Euston Road, London NW1
3BH, United Kingdom

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 UNIT PLAN - LESSON PLAN
BIOLOGY 12 LIFE SCIENCE
2023-24

LESSON PLAN
Meeting 25 (1st April) Semester 2_
Time allocated: 2 x 40”
Biology Statistics

Learning Objectives:
● explain the importance of random sampling in determining the biodiversity
of an area.
● use suitable methods, such as frame quadrats, line transects, belt transects,
and mark-release-recapture, to assess the distribution and abundance of
organisms in a local area.
● use Spearman’s rank correlation and Pearson’s linear correlation to analyze
the relationships between the distribution and abundance of species and
abiotic or biotic factors.
● use Simpson’s Index of Diversity (D) to calculate the biodiversity of a
habitat and state the significance of different values of D.

Instructional Methods:
 Introduction:
 Welcome students and introduce the topic of biodiversity assessment.
 Explain the significance of biodiversity in ecosystems and conservation efforts.

 Part 1: Importance of Random Sampling:

 Define random sampling and its importance in biodiversity studies.
 Discuss how biased sampling can lead to inaccurate conclusions about biodiversity.
 Provide examples of ecosystems where random sampling is crucial for accurate
assessment.

 Part 2: Methods for Assessing Distribution and Abundance:

 Introduce various sampling methods, including frame quadrats, line transects,
belt transects, and mark-release-recapture.
 Explain the principles behind each method and their suitability for different types
of organisms and habitats.
 Discuss advantages and limitations of each method.

 Activity 1: Sampling Techniques Practice:

 Divide students into groups.
 Provide scenarios or data sets for students to practice applying different sampling

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BIOLOGY 12 LIFE SCIENCE
2023-24

methods.
 Encourage students to discuss and justify their choices of sampling techniques for
each scenario.

 Part 3: Correlation Analysis:

 Introduce Spearman’s rank correlation and Pearson’s linear correlation as
statistical tools for analyzing relationships between variables.
 Explain when to use each correlation method and interpret the results.
 Provide examples of correlation analyses related to species distribution and
environmental factors.

 Activity 2: Correlation Analysis Practice:

 Distribute sample data sets for correlation analysis.
 Guide students through the process of calculating correlation coefficients using
Spearman’s rank and Pearson’s linear correlation.
 Discuss the significance of correlation coefficients and how they relate to ecological
relationships.

 Conclusion and Wrap-Up:

 Summarize key concepts covered in the lesson, including the importance of
random sampling, sampling methods, correlation analysis, and biodiversity
assessment.
 Reinforce the importance of accurate data collection and analysis in ecological
studies.
 Encourage students to apply these techniques in future research or fieldwork.

Evaluation of Learning:
 Evaluate student participation in class discussions and activities.

 Review homework assignments for comprehension and application of

concepts.
 Assess understanding through quizzes or short answer questions on

sampling methods, correlation analysis, and biodiversity assessment

techniques.

Resources:
● Clegg, C. J. 2014. Cambridge International AS & A Level: Biology. Hodder
Education, a Hachette UK Company. 338 Euston Road, London NW1 3BH,
United Kingdom

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 UNIT PLAN - LESSON PLAN
BIOLOGY 12 LIFE SCIENCE
2023-24

Meeting 26 (3rd April) Semester 2_

Time allocated: 2 x 40”
CA - Biodiversity

Learning Objectives:
● describe the classification of species into the taxonomic hierarchy of
domain, kingdom, phylum, class, order, family, genus and species
● outline the characteristic features of the three domains Archaea, Bacteria
and Eukarya
● outline the characteristic features of the kingdoms Protoctista, Fungi,
Plantae and Animalia
● explain why viruses are not included in the three domain classification and
outline how they are classified, limited to types of nucleic acid (RNA or
DNA) and whether these are single stranded or double stranded
● define the terms species, ecosystem, and niche.
● explain that biodiversity is considered at three different levels: variation in
ecosystems or habitats, the number of species and their relative abundance,
and genetic variation within each species.

Instructional Methods:
 Read the CA rules

 Administer the CA

 Collect and check the CA

 Give feedback

Evaluation of Learning:
 CA

Resources:
● Clegg, C. J. 2014. Cambridge International AS & A Level: Biology. Hodder
Education, a Hachette UK Company. 338 Euston Road, London NW1 3BH,
United Kingdom

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 UNIT PLAN - LESSON PLAN
BIOLOGY 12 LIFE SCIENCE
2023-24

Meetings 27-28 (15th - 17th April) Semester 2_

Time allocated: 4x 40”
Idul Fitri

Learning Objectives:
● Idul Fitri

Instructional Methods:
 Idul Fitri

Evaluation of Learning:
 Idul Fitri

Resources:
● Clegg, C. J. 2014. Cambridge International AS & A Level: Biology. Hodder
Education, a Hachette UK Company. 338 Euston Road, London NW1 3BH,
United Kingdom

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 UNIT PLAN - LESSON PLAN
BIOLOGY 12 LIFE SCIENCE
2023-24

Meetings 29-30 (15th - 17th April) Semester 2_

Time allocated: 4 x 40”
PA - Biodiversity

Learning Objectives:
● describe the classification of species into the taxonomic hierarchy of
domain, kingdom, phylum, class, order, family, genus and species
● outline the characteristic features of the three domains Archaea, Bacteria
and Eukarya
● outline the characteristic features of the kingdoms Protoctista, Fungi,
Plantae and Animalia
● explain why viruses are not included in the three domain classification and
outline how they are classified, limited to types of nucleic acid (RNA or
DNA) and whether these are single stranded or double stranded
● define the terms species, ecosystem, and niche.
● explain that biodiversity is considered at three different levels: variation in
ecosystems or habitats, the number of species and their relative abundance,
and genetic variation within each species.

Instructional Methods:
 Read the PA rules/rubrics

 Administer the PA

 Collect and check the PA

 Give feedback

Evaluation of Learning:
 PA

Resources:
● Clegg, C. J. 2014. Cambridge International AS & A Level: Biology. Hodder
Education, a Hachette UK Company. 338 Euston Road, London NW1 3BH,
United Kingdom

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 UNIT PLAN - LESSON PLAN
BIOLOGY 12 LIFE SCIENCE
2023-24

Meetings 31-32 (22nd - 24th April) Semester 2_

Time allocated: 4 x 40”
BA - Variation & Biodiversity

Learning Objectives:
● describe the differences between continuous and discontinuous variation
and explain the genetic basis of continuous (many, additive genes control a
characteristic) and discontinuous variation (one or few genes control a
characteristic)
● explain, with examples, how the environment may affect the phenotype of
plants and animals
● use the t-test to compare the variation of two different populations
● explain why genetic variation is important in selection
● explain that natural selection occurs as populations have the capacity to
produce many offspring that compete for resources; in the ‘struggle for
existence’ individuals that are best adapted are most likely to survive to
breed and pass on their alleles to the next generation
● explain, with examples, how environmental factors can act as stabilising,
disruptive and directional forces of natural selection
● explain how selection, the founder effect and genetic drift may affect allele
frequencies in populations
● use the Hardy–Weinberg principle to calculate allele, genotype and
phenotype frequencies in populations and explain situations when this
principle does not apply
● describe how selective breeding (artificial selection) has been used to
improve the milk yield of dairy cattle
● outline the following examples of crop improvement by selective breeding:•
the introduction of disease resistance to varieties of wheat and rice• the
incorporation of mutant alleles for gibberellin synthesis into dwarf varieties
so increasing yield by having a greater proportion of energy put into grain•
inbreeding and hybridisation to produce vigorous, uniform varieties of
maize
● state the general theory of evolution that organisms have changed over
time
● discuss the molecular evidence that reveals similarities between closely
related organisms with reference to mitochondrial DNA and protein

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BIOLOGY 12 LIFE SCIENCE
2023-24

sequence data
● explain how speciation may occur as a result of geographical separation
(allopatric speciation), and ecological and behavioural separation
(sympatric speciation)
● explain the role of pre-zygotic and post-zygotic isolating mechanisms in the
evolution of new species
● explain why organisms become extinct, with reference to climate change,
competition, habitat loss and killing by humans
● describe the classification of species into the taxonomic hierarchy of
domain, kingdom, phylum, class, order, family, genus and species
● outline the characteristic features of the three domains Archaea, Bacteria
and Eukarya
● outline the characteristic features of the kingdoms Protoctista, Fungi,
Plantae and Animalia
● explain why viruses are not included in the three domain classification and
outline how they are classified, limited to types of nucleic acid (RNA or
DNA) and whether these are single stranded or double stranded
● define the terms species, ecosystem, and niche.
● explain that biodiversity is considered at three different levels: variation in
ecosystems or habitats, the number of species and their relative abundance,
and genetic variation within each species.

Instructional Methods:
 Read the BA rules

 Administer the BA

 Collect and check the BA

 Give feedback

Evaluation of Learning:
 BA

Resources:
● Clegg, C. J. 2014. Cambridge International AS & A Level: Biology. Hodder
Education, a Hachette UK Company. 338 Euston Road, London NW1 3BH,
United Kingdom

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