EDUC8464
Assignment 2, Part 1.
OUTLINE OF 3 CONSECUTIVE LESSONS
MARTHA WOOD
20251711
21/3/2011
WOODM06@STUDENT.UWA.EDU.AU
Overview of 3 Lessons
 The topic of these three lessons is CLASSIFICATION
in the biological sciences.
 These three lessons fit together:
Create a program - covers the outcomes for Year 8 :
principles of Classification & how to apply them.
Overview of 3 Lessons
 These lessons fit into the learning area of
(In the Western Australian Curriculum)
Science : Life & Living : Structure & Function :
Classification.
 This proposed series of lessons aimed at Year 8
students fulfills all three outcomes listed under the
aforementioned ‘Classification’ learning area section.
Lesson One
‘INTRODUCTION TO CLASSIFICATION’
Lesson One
 Topic: ‘Introduction to Classification’
 Part 1 of the 3-part program in Classification.
 Learning Area: Science: Life & Living : Structure &
Function : Classification
 Year 8’s.
 Outcomes:
Lesson One Objectives
 Show the basic principle of classification by using a
dichotomous key to identify different jelly beans
according to features.
 Indicate different characteristics organisms possess.
(Cognitive: Comprehension)
 Begin to differentiate and compare different animals
and plants based on characteristics.(Cognitive:
Analysis)
 Students will demonstrate basic knowledge of
classification.
 Prior Knowledge: Year 8’s. Expect no prior
knowledge of specifics of classification, but students
will recognize that some animals are more closely
related to/more similar to each other than others.
 Resources Required:
Capacity for Teacher’s computer to be projected at
front of class, Several packets of Jelly Belly
jellybeans.
Handouts of online resource on ‘Jelly Bean
dichotomous keys’ OR if students have own laptops,
provide them with a link to the resource.
Lesson Steps
 This is a Morning class in the beginning of the week. It is only 45
minutes long.
 1) 10.00 am: Introduce topic. Begin with ‘Hook’ - Youtube video of
organisms (eg. David Attenborough Documentary clip) (ICT)
 2) 10.05 am: Ask class – how are all these organisms different?
Introduce concept that it is possible to organise the different
animals according to the features they have in common. Introduce
idea in a simple way by showing some ordinary classroom objects,
and organising them according to different features.
 3) 10.15 am: Activity 1: Dichotomous keys of jelly beans. Online
resource:http://www.ansp.org/education/special_programs/senses
/pdf_gwms/harrypotter.pdf. Set students up with this activity and
walk around to see if they are understanding it, ask them questions
to gage their understanding in class.
Lesson Steps
 4) 10.30 am: Class discussion. Are Dichotomous keys
useful? Why do humans want to classify things?
What purpose is there in classifying/grouping
animals and plants (etc)
 5) 10. 38 am: Set homework. Homework is: to pick 4
organisms students can find around their home (Pet
cat, roses in the garden, little brother) and make
their own dichotomous key. (Would have handout)
 6) 10.45 am: Class dismissed. (Kids can eat Jelly
Beans)
Assessment
 Observation during dichotomous keys activity.
Asking the quiet students some questions to gauge
their understanding.
 Students hand in their dichotomous keys of jelly
beans sheet.
 Discussion. If one student has worked particularly
hard/is very interested/needs praise but won’t feel
punished by being asked to speak/present, ask them
to show how they found one particular jellybean in
the key.
 Homework (To be collected in lesson 2)
Lesson Two
CLASSIFICATION:
GETTING DOWN TO BUSINESS
Lesson Two
 Topic: ‘Classification: getting down to business’
 Part 2 of the 3-part program in Classification.
 Learning Area
 Year 8’s.
 Outcomes:
Lesson Objectives
 Recall the Kingdoms, and the Mnemonic ‘Kings Play
Cards On Fibre-Glass Surfboards’ and the levels of
classification referred to in the Mnemonic.
 Explain what kinds of characteristics are/can be used
to classify organisms at Kingdom level. That is,
identify some characteristics which differentiate
between organisms.
 Understand Classification to a higher level than in
Part 1 of this 3-part program.
 Prior Knowledge: Students will be expected to have
an adequate grasp of the content and concepts from
lesson one.
 Resources Required:
Capacity for Teacher’s computer to be projected at
front of class. Also need speakers. Computer needs
‘Inspiration’ software.
Lesson Steps
 This class is an afternoon class in the middle of the week. It is 60
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minutes long.
1) 12.50 pm: I might start the class by doing a relaxation exercise.
(Cortisone levels are highest at this point in the day)
2) 1.00 pm: Collect homework. Do a recap of dichotomous keys –
Online resource
http://www.biologycorner.com/worksheets/pamishan.html work
with students in class to solve identity of a few of the ‘Parmishan
creatures’.
3) 1.07 pm: Introduction: Talk for 7 minutes introducing the
concept of the levels of classification: Kings Play Cards On Fibre
Glass Surfboards. Define the 5 Kingdoms.
4) 1.14 pm: This 6 min youtube video introducing the concept
http://www.youtube.com/watch?v=5uJ8QeFRvJA&feature=related
 5) 1.30 pm: Use projected computer screen to show
inspiration program. Now we know the kingdoms – have
5 bubbles already there – ask students, what are some
features that mean an organism will fit into each bubble
– construct explosion chart interactively with students
(email this to them afterwards). This may turn into class
discussion. Let discussion flow if it is productive.
 7) 1.45 pm: Homework: Each student is to research a
different Phyla and return with an A4 page of
information about that phyla and how you would classify
an animal into that phylum.
Assessment
 Did they hand in homework?
 Parmishan creatures activity
 Discussion and involvement in brainstorming
activity.
 Homework (to be handed in the next lesson)
Lesson Three
CLASSIFICATION: CLARIFYING CONCEPTS
Lesson Three
 Topic: ‘Classification: Clarifying Concepts’
 Part 3 of the 3-part program in Classification.
 Learning Area: Science : Life & Living : Structure &
Function/Classification
 Year 8’s.
 Outcomes:
Lesson Three Objectives
 Differentiate between different groups using Online
Activity set.
 Explain what kinds of characteristics are/can be used to
classify organisms at Kingdom, phylum, and class level.
That is, identify some characteristics which differentiate
between organisms.
 Decide/Evaluate what kingdom, phylum and class a
variety of nominated organisms should belong to when
given sufficient information about their structure and
function.
 Understand Classification to a higher degree than in part
2 of this 3-part program on classification.
 Prior Knowledge: Students will be expected to have
an adequate grasp of the content and concepts in
lessons one and two.
 Resources Required:
Capacity for Teacher’s computer to be projected at
front of class.
Students need to have own internet access for online
activity
Quiz/test handouts.
Lesson Steps
 Lesson is later in week, class in the morning.
 1) 9.05 am: Collect homework.
 2) 9.08 am: Video at beginning - Sir David Attenborough :
http://www.youtube.com/watch?v=J6nUc0pwFow
 3) 9.15 am: Explain to students that we want students to have an
appreciation of classification AND the interconnectedness of all
things! Talk about The further steps of classification and how it is
possible to see even more precisely how closely different organisms
are related as you move down the levels of classification. But we are
only going so far as class. Use some of the classes of chordates –
mammalia, amphibia, aves, reptilia, osteichthyes as examples.
Describe some features which define them.
 4) 9.25 am: Activity 1 : Start class with this simple online activity:
http://www.sciencenetlinks.com/interactives/class.html
 5) 9. 35 am: Activity 2: Practice with whole class. Give example of an
animal. First of all, it consumes food via photosynthesis. What
kingdom could it belong to? (Could belong to more than one.) ask
class: what question could you ask to find out what kingdom it
belongs in: (is it multicellular/unicellular). It is in plantae. Then ask
for suggestions – what features could you ask about the further
classify it – characteristics pertainign to structure and function!
 6) 9.45 am: Activity 3: Mini quiz/test. Questions similar to the one
above, refer to dichotomous keys, and other content covered so far
in the course.
 7) 9.55 am: Pens down, collect work.
 8) 10.00 am: Set homework: After school, go home and think about
how all the animals and plants and mushrooms and organisms you
can’t even see are interrelated, and how they all evolved from a
single-celled organism! Amazing! And have a go0d weekend!
Assessment
 Collected homework from previous lesson
 Quiz/test