Which Kingdom are you from?
LESSON PLAN # 1
ClassDay/Time: 2/24/2010 9:30-11:00;11:10-12:40
Technology Lesson?
Yes
No
teachHOUSTON Student Name: Peter Nguyen
Title of lesson: Classification of Kingdoms
Date of lesson: 2/24/2010
Length of lesson: 1 hour 30 minutes
Description of the class:
Name of course: Biology
Grade level: 10
Pre/AP, Honors, Advanced, Academic: Academic
Concept Statement
Kingdoms are one of the broadest levels of classification known; almost
anything fits under a certain kingdom. Students should come out of this lesson
understanding that each kingdom has different characteristics, and from those
differences comes the way to classify them. The importance of classification is
that it teaches students the ability to observe the similarities and differences
between organisms, helping them sort out information.
Source of the lesson:
Working with Izabel H. and previous knowledge from teachHouston step
1 and step 2.
TEKS addressed:
(3) Scientific processes. The student uses critical thinking, scientific reasoning, and
problem solving to make informed decisions within and outside the classroom. The
student is expected to:
A) in all fields of science, analyze, evaluate, and critique scientific explanations by
using empirical evidence, logical reasoning, and experimental and observational
testing, including examining all sides of scientific evidence of those scientific
explanations, so as to encourage critical thinking by the student;
(E) evaluate models according to their limitations in representing biological objects
or events; and
(8) Science concepts. The student knows that taxonomy is a branching classification
based on the shared characteristics of organisms and can change as new discoveries
are made. The student is expected to:
(B) categorize organisms using a hierarchical classification system based on
similarities and differences shared among groups; and
(C) compare characteristics of taxonomic groups, including archaea, bacteria,
protists, fungi, plants, and animals.
Performance or learner outcomes
1. Students will be able to identify the Six different kingdoms
2. Students will be able to list different characteristics a kingdom may contain.
3. Students will be able to differentiate each kingdom by characteristics.
Resources, materials, handouts, and supplies needed:
For the teacher:
 10 Sets of Cards for each Pair
 A poster board w/ Kingdom diagram
o Enough space for all the cards from card sort
 20 Worksheets with Kingdom diagram for students to fill out
 20 Evaluations
For each student:
 Pen or Pencil
For each group:
Advanced Preparations:
 Create a chart for students to come up for the Explain
Safety Issues:
Because this lesson involves no real chemicals/biohazards the safety
issues at hand are negligible.
Accommodations for learners with special needs (ELLs, Special Ed, 504, G&T)
The 3rd period class has no accommodations needed.
The 5th period class is a Sheltered class, talking with the Mentor teacher she just said
to cut some work and to not overwhelm them.
Accommodation:
 For card sort, reduce the amount of cards
o Fill in the chart with 10/36 slots filled in
o 4 slots in Cell Type
o 2 in Unicellular/Multicellular
o 2 in Reproduction
o 2 in Kingdoms
 Instead of working in pairs work in a group of 4 to increase discussion.
 Print out pictures of an organism in the kingdom to help out better
understanding.
Five-E Organization
Objective Statement: Today we are going to learn about the different kinds of
Kingdoms that exist in our time. By the end of the day everyone should be able to list
the different Kingdoms, and identify them by their characteristics.
ENGAGEMENT
Time: 10 Minutes
What the Teacher
Will Do and
Probing/Eliciting Questions
What the Students Will Do
Student
and Students Responses
Misconceptions
Start off by asking the How might you classify these
Students will observe their
students to look at
shoes?
neighbor’s shoes and list out a
their neighbor’s shoe. Well there is by brand.
few ways in which they can
Have the student
… Color
classify the shoes.
check out majority of …Type (running, casual, dress)
the classroom’s
… Some are slip on
Students will participate due to
shoes.
… Some have laces
the random asking of each
student.
Begin by asking,
So if I were to say who has (insert a
“How might you
characteristic they say) , how many Student will separate a piece of
classify these shoes?” people might fall in this category?
paper into 3 sections for the
(see next column)
Well three of us have running shoes KWL Activity.
on.
Write down all the
All of us have shoe laces on.
responses on the
Well no one has blue shoes on.
board, and ask
questions of how
How might we narrow down to a
these traits help
specific person’s shoe, using one
classify the shoes.
characteristic at a time, let’s go
from broad to narrow?
Ask about if the shoes Lets go with Shoe > Color > Laces
were a kingdom, what > Nike > (name of the shoe)
might be another
kingdom other than
So instead of the Shoe Kingdom,
shoes? (Find out prior what might be another kingdom?
knowledge of if they
Shirt Kingdom, Pencil, Pants,
understand that
Backpack.
Kingdoms are the
I don’t know what the kingdom is.
broadest
classification)
(if students don’t understand ask)
So do you remember what a
After all is done, ask
kingdom is?
each student to get
Well it’s the broadest level of
out a piece of paper
classification.
and have them do a
Um, all I remember is King.
KWL activity.
Ask them what they
might already about
kingdoms and the
characteristics that
might go along with
each kingdom.
Remind them about
how they chose to
separate their shoes.
So if kingdoms are really broad, and
shoes are broad what might be
another kingdom other than shoes?
Well clothes can be broad…
Now everyone take out a sheet of
paper and split it up into three
sections. Label each section K, W,
L and in the first section I want
everyone to write a few things that
they know about kingdoms. I will
be picking this up at the end of
class.
Misconceptions:
Clarify why
Eubacteria and
(Insert Random student name) what
Archae bacteria are 2 is something that you might already
different kingdoms.
know about kingdoms?
Clarify differences
There are 5 kingdoms?
between prokaryotes/ They are broad
eukaryotes.
They are at the top of the
Don’t let students
classification.
think that unicellular
I know animals and plants are a
and multicellular are
kingdom
the same thing as
prokaryote/
eukaryote.
Transition Statement
Now that we remember a few things about Kingdoms, today we are going to dive a little deeper
into how we can separate each kingdom by their characteristics. Just like how we separated each
shoe in the class, we’re going to try and do the same with the next activity.
EXPLORATION
What the Teacher Will Do
and Student
Misconceptions
Before passing out the card sort
say, “Okay class now in the W
section of your piece of paper,
write a few things that you
would want to learn about
kingdoms.”
Next begin to pass out each
card sort to each pair in the
classroom. Tell the students not
Time: 30 Minutes
Probing/Eliciting
Questions and
Student Responses
What do you think that
unicellular means?
I think it means that there
it has one cell.
I think that it means it has
cells.
What about multicellular?
It means that there are
multiple cells.
I don’t know…
What the Students Will Do
Students will work in pairs and
discuss the different type of
characteristics from each
kingdom.
Students will ask questions on
any cards that they don’t know
where to put.
Students will answer questions as
to start until everyone has it.
Explain that each card is either
a characteristic that belongs to a
kingdom card in the card sort.
The objective is to sort the 5
characteristics that belong to a
kingdom under the kingdom
card. Only one type of
characteristic goes under the
kingdom, make sure to not have
any similar
As students are doing card sorts
ask them why they think that a
certain characteristic fits under
the kingdom.
After about five minutes, hand
out a visual of the Six
kingdoms to each pair. Have
them try and use the photos to
differentiate each kingdom.
Roam the classroom to see if
students understand the visual,
if you notice that the students
don’t understand it, grab the
class’ attention and go over it
with them. Have students
determine the identity of each
photo.
Misconception:
Believe that only Prokaryotes
can be unicellular, and
Eukaryotes are multicellular.
Students might not have prior
knowledge of what a Protista,
be prepared to have photos and
examples of what a protista is.
Believe that reproduction is
strictly between humans
(sexual), and that (asexual)
means organism has 2 sexes.
(Have them break down
the word if there are any
confusions)
What do you think the
difference between an
autotroph and
heterotrophy?
Well I think that a
autotroph is like a
animal, and a
heterotrophy is a plant.
Autotrophs don’t need
food from outside,
heterotrophs do…
What kind of an organism
doesn’t need a partner to
reproduce?
Asexual reproduction
needs no partner to
reproduce.
I think that a non-sexual
organism has no need for
partners.
(If students can’t seem to
get the correct word, ask
them to look at their
cards)
What are some
advantages of being
motile?
What does motile mean?
It can easily get away
from harm.
(If students don’t
understand what motile
is…)
What does motile sound
like?
It kind of sounds like
mobile.
It sounds like motel.
a pair or individually depending
on teacher.
What are some
disadvantages of being
unmotile?
If anything happens, it
has to die.
It can’t run away.
What are some
differences between a
Eukaryote and
Prokaryote?
Well I remember
eukaryotes have
membrane bound
organelles.
Prokaryotes are really
simple, and have unbound
organelles.
Do you think that bacteria
is unicellular or
multicellular?
Well bacteria seems to
have existed awhile, so I
think it might be
unicellular.
Well because
multicellular things take a
bit of work to survive,
then bacteria might be
What do you think a
protist is?
It’s a very small
organism.
It’s a little more advanced
than bacteria.
They live in aquatic
conditions.
Decision Point/Formative Assessment
Looking at the outcome of the card sort can give a good
reminder of if you need to spend a bit more time in the
explain to clear up any of the confusion. Also the
understanding of each student as teacher probes with
questions will give good indication whether to move on.
Student Outcomes
There is the probability of
students having a few cards that
don’t belong, but as long as they
try and are close to the answer,
moving to the explain is advised.
Transition Statement
Next class we are going to see the whole class room’s results, so that we can compare it to our
own. There is the chance that someone might be mistaken, but let’s encourage a discussion of
why it might be a mistake. So look at your group’s card sort and get ready to explain.
EXPLANATION
What the Teacher Will Do
and Student
Misconceptions
Pass out a worksheet with a
chart for them to fill in with the
kingdom characteristics.
Probing/Eliciting
Questions and
Student Responses
So why did you decide to
put (Insert whichever card
handed to them) in that
part?
Ask for a pair to go up to the
Well it says Eukaryote,
board and receive a card to
and since bacteria are
place on the big chart. (Students prokaryote…
will be called by random pairs) Well I thought I’d fill in
the chart slowly and the
Have them explain why they
person after me would
placed it there, and ask if the
narrow it down.
class agrees.
Well because there is only
one spot left.
If the class agrees, move on, if
I placed it there because I
they disagree have a person
know that prokaryotes
who disagrees explain why.
can only be bacteria.
Well I know that plants
Encourage for them to talk, if
are autotrophs.
they are unwilling, don’t force
them to step out of their
So what are some of the
comfort zone and maybe ask a
things that you notice
volunteer to explain why.
about prokaryotes?
Well it seems that mostly
all prokaryotes are
Misconceptions:
Because there are a few
unicellular.
characteristics that are similar
Prokaryotes seem to only
for all kingdoms, make sure
be bacteria.
you have examples or photos to There aren’t a lot of
help clear up any questions.
prokaryote kingdoms.
Students believe that plants
cannot sexually reproduce.
So do you think
eukaryotes came before
or after the prokaryote?
I think eukaryote came
after prokaryotes,
Time: 30 Minutes
What the Students Will Do
Students will be called to place a
card onto a chart that describes
the characteristics of each
kingdom.
Students will explain why they
chose to place the card on that
part of the chart.
Students will correct others if
there is any mistake, or justify
why it’s correct.
because it went from
being one cell, to many
cells.
Eukaryotes came first
because what happens is
prokaryotes divided from
it.
So do characteristics
make a difference when
you are sorting things?
Well, if you changed one
characteristic, then the
kingdom would also
change.
Looking at the pictures,
what are some of the
things you notice about
each cell?
The top don’t have any
labeling on them.
The bottom ones look a
lot more complex.
What happens if the cell
doesn’t have any
organelles?
It must be a prokaryote.
It is a simple cell.
Looking at the photos,
what would you consider
to be a multicellular cell?
Well the ones at the
bottom seem to look a lot
bigger.
It can’t be the top ones
because there isn’t that
much stuff in them.
Decision Point/Formative Assessment
Judging by how well they explain why the characteristics fit,
the students should be able to help each other. If not spend
some more time having guiding questions so that students
can realize their mistakes.
Student Outcomes
If students have a healthy
dialogue, it will help make
corrections easier.
Transition Statement
Now that we learned the different kind of characteristics we look for in a kingdom, let’s try and
think of something even larger than a kingdom. With the chart we just filled, there are going to
be three more cards to add on.
ELABORATION
What the Teacher Will Do
and Student
Misconceptions
Have students pull out their
KWL sheet, and ask them to
write down and turn in what
they have learned after the card
sort.
There will be three extra cards
that will be placed on the chart.
Have three volunteers go up
and try to place the “Domain”
card above the proper
kingdoms.
Have them explain why they
placed that card above the
kingdom they chose. Or ask the
class of where the card should
be placed.
Ask if students know what this
is called.
Discuss about how a domain is
even broader than a kingdom.
Misconceptions:
Believe that the Domain
Bacteria contains both
Eubacteria and Archae
Bacteria.
Time: 10 Minutes
Probing/Eliciting
Questions and
Student Responses
So if you have the card
“Archae” where do you
think you should put this?
Well I think I would put it
on top of archaebacteria
because the word is in it.
I would put it over
animals, because they
both start with a.
Where would we put
eukarya?
I’d put the eukarya over
eubacteria because there
is eu in front of it.
I’d put it over all
eukaryotes.
I’d place eukarya over
just plants.
Where would you put the
card Bacteria?
I’d place the bacteria
over archae bacteria.
I’d place the card over
eubacteria because it has
bacteria in it.
What kind of
classification level do you
think this is?
Domain.
A Super kingdom
A broad kingdom
Which domain contains
the most organisms?
I think eukarya because
What the Students Will Do
Volunteers will try to justify their
judgment of the domain chosen.
The class will debate over where
which card belongs
there’s like 4 kingdoms
under it.
Why might the Bacteria
and Archae domain
contain two different
bacteria?
Well seeing as each
characteristic changes
it’s classification, it’s
probably because the two
bacteria have different
characteristics.
Decision Point/Formative Assessment
Using the KWL, and how well the students discuss the
domains, you can judge to spend a little bit more time
clarifying any questions the students have. Try to support
students answering students, but if they asked detailed
questions be prepared!
EVALUATION
What the Teacher Will Do
Pass out the assessment to
each student.
Give the students a time limit
of 10 minutes, and to turn it
in before they leave to the
class.
Promote them to try their
best, and ask questions over
any instructions that they do
not understand.
Student Outcomes
Students will begin to grasp that
there are things that are beyond
just kingdoms, and through
discussion will aide their
understanding
Time: 10 Minutes
Probing/Eliciting
Questions
What the Students Will Do
Students will use the
knowledge they learned
during the lesson to answer
the questions from evaluation.
Name_______________________
Kingdom
Cell Type
Unicellular
/Multicelluar
Autotroph
/Heterotroph
Motile
/Non-Motile
Reproduction
Eubacteria
Archaebacteria
Protista
Fungi
Plantae
Animalia
Prokaryotic
Prokaryotic
Eukaryotic
Eukaryotic
Eukaryotic
Eukaryotic
Autotrophic
Autotrophic
&Heterotrophic
Autotrophic
&Heterotrophic
Heterotrophic
Autotrophic
Heterotrophic
Non-motile
Non-motile
Non-motile &
Motile
Non-motile
Non-motile
Motile
Asexual
Asexual
Asexual
Asexual &
Sexual
Asexual &
Sexual
Sexual
Unicellular
Unicellular
Unicellular
Unicellular &
Multicellular
Multicellular
Multicellular
K
W
L
Name _________________
Period _____
Kingdom Evaluation
1. Today we learned about the Kingdoms, list the Six kingdoms
a. ____________________
b. ____________________
c. ____________________
d. ____________________
e. ____________________
f. ____________________
2. Of the three Kingdoms above, List at least two characteristics they have.
a. Kingdom _______________
i. __________________
ii. __________________
b. Kingdom _______________
i. __________________
ii. __________________
c. Kingdom _______________
i. __________________
ii. __________________
3. Identify the following Kingdoms from their characteristics:
a. I am a Eukaryote, I am an Autotroph, and I am not motile.
What kingdom am I? _________________________
b. I am a Eukaryote, I am a Heterotroph, and I am motile.
What kingdom am I?__________________________
Content
Knowledge
Identifying the Six
Comprehend
Application
Analysis
Synthesis Evaluation
1
Kingdoms
Listing Characteristics of
Each Kingdom
2
Differentiate Kingdoms by
3
their Characteristics
50 pt Evaluation
Kingdom Evaluation
1. Today we learned about the Kingdoms, list the Six kingdoms (12 points, 2 pts each)
a. Eubacteria______
b. Archaebacteria_________
c. Protista__________
d. Fungi____________
e. Plantae_____________
f.
Animalia_____________
2. Of the three Kingdoms above, List at least two characteristics they have.(24 pts, 4 pts each)
a. Kingdom _______________
i. __________________
ii. __________________
See chart next page
b. Kingdom _______________
i. __________________
ii. __________________
Anything that belongs in that
chart is a correct answer.
c. Kingdom _______________
i. __________________
ii. __________________
3. Identify the following Kingdoms from their characteristics: (14 pts, 7 pts each)
a. I am a Eukaryote, I am an Autotroph, and I am not motile.
What kingdom am I? _Plantae____________
b. I am a Eukaryote, I am a Heterotroph, and I am motile.
What kingdom am I?_Animalia______________
Bacteria
Archae
Eukarya
Kingdom
Eubacteria
Archaebacteria
Protista
Fungi
Plantae
Animalia
Cell Type
Prokaryote
Prokaryote
Eukaryote
Eukaryote
Eukaryote
Eukaryote
Unicellular
/Multicellular
Unicellular
Unicellular
Unicellular &
Multicellular
Unicellular &
Multicellular
Multicellular
Multicellular
Autotroph
/Heterotroph
Autotrophic &
Heterotrophic
Autotrophic &
Heterotrophic
Autotrophic &
Heterotrophic
Heterotrophic
Autotrophic
Heterotrophic
Motile
/Non-Motile
Motile
Non-motile
Non-motile &
Motile
Non-motile
Non-motile
Motile
Reproduction
Asexual
Asexual
Asexual
Asexual &
Sexual
Asexual &
Sexual
Sexual
Name_______________________
Knowledge Package
1. Prior Knowledge
a. Classification
i. Kingdom
1. Broadest of all classification
ii. Phylum
iii. Class
iv. Order
v. Family
vi. Genus
vii. Species
1. Most specific classification
b. Cell Type
i. Prokaryotic
1. No membrane bound organelles
2. Typically unicellular
ii. Eukaryotic
1. Have membrane bound organelles
2. Has a nucleus
3. Contains complex structures
iii. Misconception
1. Prokaryotic = Unicellular
2. Eukaryotic = Multicellular
3. Prokaryote has a nucleus
c. Ecology
i. Autotroph
1. Producer
2. Creates its own energy
ii. Heterotroph
1. Consumes organic material for energy
d. Amount of cells in an organism
i. Unicellular
1. Contains only one cell in membrane
ii. Multicellular
1. Contains many cells in membrane
iii. Misconception
1. Multicellular = Eukaryote
2. Unicellular = Prokaryote
e. Reproduction
i. Asexual
1. Reproduces without contact from another organism
2. Binary fission
ii. Sexual
1. Needs a partner to reproduce
2. Higher variation of genes
iii. Misconception
1. Asexual means organism has both sexes
2. Plants can’t reproduce sexually
3. Reproduction involves the act of two humans
f. Mobility
i. Motile
1. Ability to move around
ii. Non-motile
1. Stationary, does not have the ability to move
iii. Misconception
1. Organisms need feet/legs to move.
2. Differentiating Kingdoms
a. Eubacteria
i. Prokaryote, Unicellular, Autotroph, Non-motile, Asexual
b. Archaebacteria
i. Prokaryote, Unicellular, Autotroph/Hetero, Non-motile, Asexual
c. Protista
i. Eukaryote, Unicellular, Hetero, Non / Motile, Asexual
d. Fungi
i. Eukaryote, Uni/Multi, Hetero, Non-motile, Asexual/Sexual
e. Plantae
i. Eukaryote, Multi, Autotrophic, Non-motile, Asexual/Sexual
f. Animalia
i. Eukaryote, Multi, Hetero, Motile, Sexual
3. Connections
a. Evolution
i. Characteristics of each kingdom show how things are similar, but different due to
“evolution”
b. Scientific Process
i. Many years of observations, it goes from a 2 part classification, to many different
levels
ii. Different test have lead the way of better analysis for classification.