Lesson Plan: B2.4.01


LESSON PLAN
Teacher Subject Period Date Year Ability LSA/Other Support
Science

Context and
Landmark
Assessment		 B2.4.01
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
How are living things classified?
Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding
Success Criteria: You will show your learning by...
  1. Traditionally living things have been classified into groups depending on their structure and characteristics in a system developed by Carl Linnaeus
  2. Linnaeus classified living things into kingdom, phylum, class, order, family, genus and species.
  3. Organisms are named by the binomial system of genus and species.
  4. Students should be able to use information given to show understanding of the Linnaean system.
  5. Students should be able to describe the impact of developments in biology on classification systems.
  6. As evidence of internal structures became more developed due to improvements in microscopes, and the understanding of biochemical processes progressed, new models of classification were proposed. (WS) Understand how scientific methods and theories develop over time.
  7. Due to evidence available from chemical analysis there is now a ?three- domain system? developed by Carl Woese. In this system organisms are divided into: ? archaea (primitive bacteria usually living in extreme environments) ? bacteria (true bacteria) ? eukaryota (which includes protists, fungi, plants and animals).
  8. Evolutionary trees are a method used by scientists to show how they believe organisms are related. They use current classification data for living organisms and fossil data for extinct organisms.
  9. Students should be able to interpret evolutionary trees (WS)
Think about how you can match the needs of ALL students
Keywords:
  • Taxonomy: the branch of science concerned with classification, especially of organisms. (1)
  • Genus: a principal taxonomic category that ranks above species and below family, and is denoted by a capitalized Latin name, e.g. Leo. (1)
  • Kingdom: the highest category in taxonomic classification. (1)
  • Classification: the arrangement of animals and plants in taxonomic groups according to their observed similarities (1)
Links: Literacy, Numeracy, SMSC, British values
Memory Anchor:

AFL/Key Questions:
  1. How have organisms been classified traditionally and who by?
    Traditionally living things have been classified into groups depending on their structure and characteristics in a system developed by Carl Linnaeus
  2. What did Linnaeus classify all living things into?
    Linnaeus classified living things into kingdom, phylum, class, order, family, genus and species.
  3. How are organisms named scientifically?
    Organisms are named scientifically first by the genus and then by the species.
  4. What development lead to new models of classification and how?
    As evidence of internal structures became more developed due to improvements in microscopes, and the understanding of biochemical processes progressed, new models of classification were proposed.
  5. Who developed the 'three-domain system' and how are organisms in this system classified?
    Due to evidence available from chemical analysis there is now a ?three- domain system? developed by Carl Woese. In this system organisms are divided into: ? archaea (primitive bacteria usually living in extreme environments) ? bacteria (true bacteria) ? eukaryota (which includes protists, fungi, plants and animals).
  6. Why are evolutionary trees used by scientists and what data do they use for it?
    Evolutionary trees are a method used by scientists to show how they believe organisms are related. They use current classification data for living organisms and fossil data for extinct organisms.
Identify questions for high, middle, low and identify questioning techniques- Challenge questions

Learning Phases/Episodes
Think about how you can match the needs of ALL students
Differentiation: AGT, SEND, LLL, Disadvantaged
Remember to check for PROGRESS
Starter Activity Differentiation and Challenge question/task
  • Students to copy and complete the keywords.
  • Teacher reveals missing letters; Students correct mistakes;
  • Discuss the scientific meanings of the words.
  • Students to write down the definitions of the most important / new keywords.
  • Discuss the 'Memory Anchor'.
    • What does it show?
    • How does it relate to the what we are learning about today (title)?
Think about PACE – Develop, consolidate and deepen knowledge, skills and understanding
Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension
Remember to give time to apply knowledge, skills and understanding
Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension

Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension

Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension


Plenary Differentiation and Challenge question/task
  • Students to answer the 'Key Questions' with learning partners.
Progress Check
  • Teacher to reveal and discuss the answers to the questions.
 Extension
  • What have learnt about the 'Big Ideas' today?

Homework Differentiation and Challenge question/task