Pedagogical

Plan

Designed and developed by:

SALVACION P. LLANES

ANABEL P. MARAÑO

Subject Area/Grade Level: Science 8

Grading Period/Inclusive Dates:4th Grading (one week)

Teacher: Salvacion P. Llanes and

Anabel P. Maraño

Content: Biodiversity

- Species diversity- Hierarchical taxonomic system of species- Protection and conservation of endangered and economically important species.

Content Standards:

The students are expected to demonstrateunderstanding of the concept of a species as areproductively distinct group of organisms.

The student demonstrates understanding thatspecies are further classified into ahierarchical taxonomic system (domain,kingdom, phylum, class, order, family, genus,and species).

Learning Outcome:

•Student describes, explains and lists thedistinguishing characteristics of differentorganisms in order to group them in theirappropriate level of classification.

•Student utilizes graphic organizers,completes data tables and constructsdiagrams in order to create a scrapbook onclassification of different organisms.

•Student formulates bases of groupingorganisms in order to maintain harmony andpromote survival of organisms.

Learning Competencies:

•The student explains the concept of species as a reproductively distinct group of organisms.

•The students classifies organisms using the hierarchical taxonomic system (domain, kingdom, phylum, class, order, family, genus, species) based on structure and function.

•The student explains the advantage of high biodiversity in maintaining the stability of an ecosystem.

Assessment Tasks

SummativeTest ( to be given at the end of the unit lesson)

Use the information presented in the Table below to answer the questions:

Table 1. Classification of organisms.

Classification Level

Aardwolf Gray Wolf Coyote

Lion

Blue Whale

Kingdom Animalia Animalia Animalia Animalia Animalia

Phylum Chordata Chordata Chordata Chordata Chordata

Class Mammalia Mammalia Mammalia Mammalia Mammalia

Order Carnivora Carnivora Carnivora Carnivora Cetacea

Family Hyaenidae Canidae Canidae Felidae Balenopteridae

Genus Proteles Canis Canis Panthera Balaenoptera

Species Proteles cristatus

Canis lupus Canis latrans Panthera leo Balaenoptera musculus

1. What is common among the five organisms presented in the table above?

_______________________________________________________________________

_______________________________________________________________________

2. Are these organisms similar to plants? Explain how?

_______________________________________________________________________

_______________________________________________________________________

3. Which of these five organisms is the most unique? Explain your choice.

________________________________________________________________________

________________________________________________________________________

4. Which of the organisms in the table is most similar to a tiger (Panthera tigris)? Explain

your answer.

._______________________________________________________________________

_______________________________________________________________________

5. Based on the information in the table, which two organisms have the most similar

evolutionary history? Explain.

________________________________________________________________________

______________________________________________________________________

6. Based on their kingdoms, what are the shared characteristics of the organisms in the

table? ____________________________________________________________________________

____________________________________________________________________________

PERFORMANCE ASSESSMENT (GRASPS)

Goal: You will have to create a proposal in classifying organisms that will maintain andpromote survival of the organisms. You will have to create mini-ecosystem which will

serve as evidence of your claim. You will present this project to the DENR officials andto the community in a congress (classmates and teachers).

Role: Students will be a Taxonomist and/or an Environmentalist

Audience: You will be presenting your works to the DENR officials, and to thecommunity (classmates and teachers).

Situations: Your community is experiencing loss of different species. Some of theseorganisms are identified as endangered species. It is your duty to find out the causes of

this phenomenon and provides solution to the problem.

Products/Performance: You will create a proposal in classifying organisms whichpromote harmony and survival of different species. You will include in this project amini-ecosystem which will prove your assertion.

Standard / Criteria for Success

GRASPS Rubric

5 4 3 2 1

Did you complete your GRASPS?

All 6 items are insightfully complete

All 6 items are basically complete

4-5 items are complete

3-4 items are partially complete

1-2 items are partially complete or attempted

Learning Activities:

ACTIVITY and ANALYSIS

General Directions: The class will be divided into four groups with eight members. Each

group will perform different activities. Each group should finish each activity within 15

minutes. Choose one presenter to discuss the result of the activity to the class. Written

outputs will form part of their scrapbook.

A. Taxonomy of Organisms

Directions: Write the distinguishing characteristics of the following organisms.

1. Monkey

_________________________________________________________

_________________________________________________________

2. Eagle

_________________________________________________________

_________________________________________________________

3. Crocodile

__________________________________________________________

__________________________________________________________

4. Milk fish

__________________________________________________________

__________________________________________________________

5. Frog

__________________________________________________________

__________________________________________________________

6. Mosquito

__________________________________________________________

__________________________________________________________

7. Gumamela

__________________________________________________________

__________________________________________________________

8. Pine tree

__________________________________________________________

__________________________________________________________

9. Lacto bacilli

___________________________________________________________

___________________________________________________________

10. Plankton

___________________________________________________________

___________________________________________________________

11. Mushroom

___________________________________________________________

___________________________________________________________

Analysis:

Based on the distinguishing characteristics you have cited, group these organisms.

Explain your bases of groupings.

B. Classification of Organisms

Directions: Place the first two names that come to your mind next to each category.

1. Mammal- hair, mammary glands (produce milk), endothermic (body

temperature maintained within the animal)

a. ______________________________________________________

b. ______________________________________________________

2. Bird- feathers, lay eggs, endothermic

a. ______________________________________________________

b. ______________________________________________________

3. Reptile- scales, lay eggs, exothermic ( body temperature maintained outside of

the animal)

a. _______________________________________________________

b. _______________________________________________________

4. Fish- scales, breath with gills, exothermic

a. _______________________________________________________

b. _______________________________________________________

5. Amphibian- larvae has gills, adult has lungs

a. _______________________________________________________

b. _______________________________________________________

6. Insect, Arachnids, Crustaceans- exoskeleton, multiple eggs

a. _______________________________________________________

b. _______________________________________________________

7. Angiosperm (Flowering plants)

a. ________________________________________________________

b. ________________________________________________________

8. Gymnosperm (Trees with cones)

a. ________________________________________________________

b. ________________________________________________________

9. Bacteria- microscopic, prokaryotic (nucleus not enclose by nuclear membrane)

a. ________________________________________________________

b. ________________________________________________________

10. Protists (Algae, Protozoans, Slime molds)

a. ________________________________________________________

b. ________________________________________________________

11. Fungi – saprophyte, non-photosynthetic

Analysis:

How do organisms categorized into different groups? Explain your answer

C. Decode Me !

Directions: Arrange the pictures to form sentence then use the beginning letter of each

word to identify the levels of classification.

&

Analysis:

1. What sentence have you formed?

2. What does each beginning letter corresponds to the levels of classification?

3. What are the levels of classification of organisms?

D. Interpreting Graphics- Taxonomy

Directions: Analyze the diagram below. Write inside the table the correct levels of

classification of each organism similar to the sample given.

Analysis::

How did you classify the organisms in the graphic organizer above?

E. Levels of Classification

Directions: Study and compare the different organisms in each level of classification.

Analysis:

1. How are the organisms in each category related to one another?

2. Why the number of organisms does decreases as you move from one level to

another?

ABSTRACTION

Think-Pair-Share

Directions: Choose a partner and discuss the answers to the questions that follows.

1. A person tells you that two organisms belong to the same family but to different

classes. Can that information be correct? Explain your answer.

2. Imagine a planet with an atmosphere like Earth’s atmosphere billions of years ago.

Which organisms present on Earth today do you think would be most likely to survive on

that planet? Explain your reasoning.

Student pairs will share their output with the entire class during discussion facilitated by

the teacher. Written outputs will form part of their scrapbook.

APPLICATION

1. Scrapbook-making

TASK: Students will gather pictures of different organisms, and compile these pictures to

create a scrapbook. Students will create a scrapbook of different organisms showing the

hierarchical taxonomic system of species.

Criteria for evaluating the scrapbook:

Project layout.

Content

Use recyclable materials

Creativity

Presentation

Scrapbook Rubric

Exemplary

4

Accomplished

3

Developing

2

Beginning

1

Earned

Points

Project

Layout

Provides a

clear and

concise

logical

content

Provides a

minimal logic

and clarity of

ideas.

Shows a

limited logic

and ideas are

not clearly

presented.

Does not

provide a

clear and

concise

logical content

Content The

scrapbook

includes

detailed

information

and places the

organisms

into each

correct

category.

The

scrapbook

contain most

of the

information

and place

most of the

organisms

into each

correct

category

The scrapbook

contains some

of the

information

and places

some of the

organisms into

each correct

category.

The scrapbook

contains a

little

information

and places

little

organisms into

each correct

category.

Use

Recyclable

Materials

All the

materials used

are

recyclables.

Most of the

materials used

are

recyclables.

Some of the

materials used

are

recyclables.

Do not use

recyclable

materials.

Creativity Contains an

adequate

amount of

graphics and

enhancements

that adds

attraction

without

taking away

from the

content.

Includes a

good amount

of graphics

and

enhancement

that

appropriate

for the

scrapbook.

Contains some

graphic and

enhancements.

Contains a

few graphics

and

enhancements.

Presentation Scrapbook

looks

excellent.

Scrapbook has

a few minor

problems.

Could have

been neater.

A scrapbook

looks okay.

Some

problems with

looks.

Scrapbook

looks like it

was thrown

together. Parts

are falling off

or don’t fit.

References:

https://www.google.com.ph/search?q=levels+of+classification+worksheet&tbm=isch

http://utahscience.oremjr.alpine.k12.ut.us/sciber99/7th/classify/sciber/7levels.htm

http://classification1.weebly.com/seven-levels-of-classification.html

Thank You for Listening!