QUARTER 4B: DIVERSITY OF LIFE
TOPIC: BIOLOGICAL CLASSIFICATION TIME FRAME: 1 HOUR
STAGE 1: Results/ Outcomes
Learning Plan in Science
The learner demonstrates understanding of the diversity of life in appreciating other organisms and their value or usefulness. Essential Understanding:
Understanding of diverse life-forms
is the key to respecting and
protecting other organisms and
appreciating their value or usefulness through the conduct of advocacy projects or activities.
Learners will know:
•The major categories (taxa) of biological classification: kingdom, phylum, class, order, family, genus, and speciesPerformance Standard: Learners conduct comprehensive,
Community-based and innovative advocacy projects or activities to promote respect for and protection of other organisms. Essential Questions:
Why do we need to understand diverse life forms?
Learners will be able to:
•Discuss the usefulness of classification system
•Classify organisms based on what is common to them
Conduct of comprehensive, community-based
and innovative advocacy projects or activities to respect and protect other organisms and appreciate their origin and value or usefulness.
At this stage, learners shall demonstrate understanding of classifying organisms and discuss the importance of using a classification system.
ACTIVITY 1- “PICTURE PARADE”
(Teacher gives picture to each student. The pictures should be facing down so that the image is not yet revealed.)
Class I have given each of you a different kind of picture. Flip the picture and an image will reveal. Look at the image and study the picture. Write your name on it.
(Teacher posts 2 big boards in front)
As you can see, I have posted here 2 different boards. You should be able to correctly classify your picture to the group where it belongs.
I will call you per row to come in front and post each picture you have until all of you have posted your picture. The pictures should be grouped into two only.
Very good. All of you have classified and grouped the pictures correctly into two. What groups have you created?
Correct! what basis did you use in classifying them into
(Students do the activity)
Plant group and animal group Ma’am
Open the envelopes and you will see that there are many pictures of different items. Attached to the envelope is a list. I want you to figure out what each item is describing for you to find that item from the pictures. Note: you can collect 2 or more items depending on the item it describes. Collect them all.
After you have collected all the needed items on your hunt, classify them into 2 groups only.
What kind of grouping have you come up?
Very good. What basis did you use in classifying them into living and non- living things?
Good idea! What features does living things have in common that makes them different from non- living things?
Bravo! How about for the non-living things?
Correct! Now using the items you placed under living things, group them again. What groups have you created?
(Students do the activity)
We have grouped them into living and non- living things Ma’am.
We based them according to the features that they have Ma’am.
Living things are things that have life.
Non-living things are those that do not have life. They are the exact opposite of living things. They don’t grow, they don’t eat, sleep, reproduce, don’t need air and don’t respond to any forms of stimuli. Non- living things do not die.
Plant group and animal group Ma’am.
Very good! I’ll ask you again, let’s start with plants. Basing on that, what common...