Bio Lesson Plan

Subject:
Biology
Type of Lesson:
Fieldwork, group work, Q&A,

discussion.
Grade:
10.
CSEC OBJ:
A 1.1 Students should be able to

group living organisms according to
observed similarities and differences.
Term:
Christmas
UNIT: 1
Classification
Duration:
2 x 40 mins
Lesson: 1
Classification and keys
Week: 1
Objectives
As a result of this lesson, you will be able to:
1) Suggest various criteria that may be used in the classification of a
given group of organisms
2) Construct tables to compare organisms
3) When provided with appropriate data , construct a simple
dichotomous key
4) Use a dichotomous key to determine the identity of a specimen
5) Make large labeled drawings of organisms or parts of organisms
collected from a specific habitat
Prerequisite Student Knowledge

You should be familiar with:
1) a variety of plants and animals
2) a knowledge of categorizing objects
3) plants that can be categorized as trees
Important Points
Important points in this lesson:
1) The comparison of certain criteria, such as size, shape, presence or
absence of certain physical structures e.g. the backbone etc., can
allow us to place organisms into groups. Organisms which share
certain similarities can be placed into the same group.
2) Specifications must be followed for the making of good biological
drawings.
Student Instructional Material
3) Appropriate descriptions and a good key can be used to determine

the identity of organisms.
Key Terms
Dichotomous keys
Herbs
Shrubs
Challenge Areas
Research can be carried out to determine the criteria that have been
used to separate man from all other groups of animals what are the
unique features of man? Try to determine the characteristics used to
separate humans into various races, and argue as to whether or not in
these modern times identification of an individual by race is still of
any value.
Equipment/Material Needed
Textbook, lab notebook, well-sharpened pencil and eraser for drawing.
Note to Student
Be sure to make follow the guidelines for writing proper lab reports
when this activity is required of you. Remember that skill development
in biology is extremely important and can be tested in the CSEC exam,
so pay attention to the rules for making biological drawings and tables
that will be outlined to you by your teacher.
When comparing, ensure that the same feature on the specimens under
consideration are compared e.g. the shape of each leaf or for
arthropods the number of appendages in each organism
Introduction
1) Introductory Activity
a. Introducing classification.
i. Look carefully at your peers, what do you and all of
your peers have in common? Write that word in
your notebook and continue your observations.
ii. If you needed to separate your class into two groups
what criterion could you use to do so? Draw a
single line from your first word and then branches
into two, at the end of each new line write a word
that describes the group. You can continue the
process looking at one of the groups until an
individual name can be included. Look at the
example given in Figure 1.1.
Figure 1.1
iii. Your diagram might not bear the same descriptive
terms, but the general look should be the same. The
diagram produced should of course reflect your
observations. Use the diagram above to give a
simple description of the student Nadine. Notice
that even though Nadine has features that are
similar to others in the class, the combination of
these characteristics that she possesses allows us to
distinguish her/ him from the others.
iv. The diagram created is called a spider key.
b. Benefits of using a key.

i. Why do you think that such a diagram might be
useful to biologists?
ii. On the basis of what has been done thus far, write
your own definition of the term key as it relates to
classification.
iii. Do scientists record their descriptions of organisms
using any other methods? What are these methods?
Body of Lesson
1) Introducing the Dichotomous Key.
Notes
The word
dichotomous
comes from the
Greek meaning
in two, apart.
a. There are different types of keys. The key used in the

introduction was a spider key, but the same information can
be represented in a different form a dichotomous key. In a
dichotomous key, paired contrasting statements are used to
describe the organisms. Each pair of statements is
numbered and so sometimes the key is sometimes referred
to as a numbered key. In the same way as in the spider key,
a large group of organisms may be broken down into
progressively smaller groups until individual organisms are
identified.
i. If the spider key used in the introduction of the
lesson was to be converted to a dichotomous or
numbered key what pair of contrasting descriptions
could be used to begin? Give a reason for your
answer.
ii. Let us begin to build a dichotomous key from the
spider key used in the introduction. Follow your
teachers instructions carefully. This is what it could
look like.
1. Student is male
Student is female......................................................go to 2
2. Student has attached earlobes..................................go to 3
Student has unattached earlobes
3. Student has natural hair...........................................Nadine
Student has processed hair
iii. Notice that the key is incomplete. What do you

think would be the next step in our attempts to
complete it?
iv. Pay close attention to the next activity.
2) Practicing to construct a dichotomous key.

Important Point
In the formation of
your dichotomous
key, as you separate
each group into two,
the groups formed
may not be of equal
size.
Try This!
In your group, try to
complete the
dichotomous key for
the pieces of
cartridge paper
provided. Match
your answer to the
completed key on
the left.
a. Quickly get into a group of four students. One person in

your group should collect the pieces of cartridge paper
cutouts from your teacher. Notice that each one is labeled
by a different letter. Imagine that these are the specimens
that you need to classify.
i. Look at the items in your group and decide what
criterion can be used to separate the group into two.
Do you see any differences in the way this criterion
e.g. colour, is expressed among your specimens, i.e.
what are the different colours that you see? On the
sheet of paper that has been provided for you,
describe each group of items in terms of colour and
write your descriptions on two separate lines.
Follow your teachers instructions as to the notation
that should be used for each statement.
ii. Now look at one of the groups that you have created
and try to break it down into two smaller groups as
well! In fact follow through the activity under the
guidance of your teacher and you will realize that
that gradually you have been breaking down each
group that you have formed into smaller groups
until now, it can be broken down no more there is
only one item in one of your groups Specimen Q!
You are well on your way to constructing a
dichotomous key!
iii. Does your key look anything like the one below? If
you are having difficulties, consult with your
teacher.
3) Collection and Classification of Leaf Specimens
a. Form a small group with two more of your peers. Under the
guidance of your teacher move quietly around the school
yard and collect a leaf sample from six different plants. Be
sure to pick the entire leaf, including the petiole. (Ensure

that for compound leaves, the leaf and not only the leaflet is
obtained). Make a record of the type of plant from which
the leaf was obtained a tree, shrub, vine etc. and where on
the school compound the plant was located.
i. Remember to show care and concern for the
environment do not damage plants, or collect
more samples than are necessary.
ii. After you have collected the leaves, follow the
criteria for good drawings that have been provided
for you by your teacher and make large labeled
drawings of the leaf specimens that you have
collected. Fine details of venation are not required.
iii. Create a table of comparison for the leaves
collected. Again follow the criteria for drawing a
good table given by your teacher. Think of the
various criteria that you may use for comparison
and list them for e.g. leaf colour, leaf size.
iv. Use the information in the table as well as your
drawings as a source of information to create a
simple dichotomous for the leaves collected.
Closure
In-Class Assignments
1) Practise creating your own dichotomous key using Worksheet 1.1
provided by your teacher.
Out-of-Class Assignment
1) Complete the dichotomous key for the leaves that you have
collected and write up your lab properly for submission to your
teacher for grading.
Supplemental
Glossary of Terms
Herb
Relatively short plants with soft stem that wilt

easily if the plant is deprived of water e.g.
callaloo plant
Shrub
These plants tend also not to be very tall and

have stiffer stems; they tend to branch frequently
fairly near to the ground. E.g. Hibiscus
Dichotomous key
A convenient method of identifying organisms

consisting of paired contrasting statements. This
type of key allows a large group of organisms to
be progressively broken down into smaller
groups until the organism is identified.
CSEC Questions
None available
Recommended Materials
Websites
http://www.clemson.edu/extfor/publications/bul117/characteristics.htm
http://www.svusd.org/hp_images/1752/Arachnid%20Class.pdf
Bibliography
1) Atwaroo-Ali, L (2003) CXC Biology Macmillan Caribbean
Publishers
2) Campbell, N. A. (1996) Biology 4th Edition The Benjamin
/Cummings Publishing Company, Inc
3) Roberts, M. B. V. & Mitchelmore, J. (1985) Biology for CXC
Thomas Nelson and Sons Ltd
WORKSHEET 1.1: Create your own dichotomous key.

A scientist visits an uninhabited island and discovers the insects shown
in the illustration below. Make up a common name for each insect e.g.
Foofoo Bug etc. and devise a dichotomous / numbered key which
would enable another visitor to the island to identify them. The body
parts of one of the specimens have been labeled to help you in the
description of your chosen criteria.
http://www.amnh.org/learn/biodiversity_counts/ident_help/Text_Keys/
arthropod_keyA.htm
antenna
head
legs
Abdomen
antenna
Source: Mitchelmore, J. & Roberts, M.B.V. (1985) Biology for CXC
Thomas Nelson and sons Ltd Publishers. p. 11)
Subject:
Biology
Type of Lesson:
Discovery, cooperative learning,

brainstorming
Grade:
10
CSEC OBJ:

observed similarities and differences
(Expansion of obj. A 1.1)
Term:
Christmas
UNIT: 1
Classification
Duration:
40 mins
Lesson 2:
Grouping and Naming Organisms
Week: 1
Objectives
1) Suggest reasons why taxonomy (identifying, classifying and
naming organisms) is an important aspect of biology.
2) Suggest various criteria that may be used in the classification of a
given group of organisms
3) Group living organisms according to observed similarities and
differences.
4) Describe the taxonomic hierarchy used by scientists in the
classification of organisms.
5) Demonstrate the correct protocol in the writing of scientific names.

You should be familiar with:
1) Characteristics of living things.
2) Introduction to differences and similarities between plants and
animals.
3) Lesson 1 Classification and Keys
Important Points
Important points in this lesson:
1) Variation exists among living things, this variation can be used to
classify organisms.
2) The use of scientific names allows us to differentiate accurately
between organisms.
Key Terms
Taxonomy
Nomenclature
Binomial
Species, Genus
Family, Order, Class
Phylum, Kingdom
Challenge Areas
Students can research the various divisions into which plants fall and
the characteristics of each division. Notes should be made of each one.
Equipment/Material Needed
Worksheets will be provided for you by your teacher.
Note to Student
Your ability to make detailed observations would be very useful here
record observations accurately.
Introduction
a. The identification parade.
i. If you were given a list of five descriptions relating
to a particular individual in your class do you think
that you would be able to identify the required
person? Lets try it!
ii. Look carefully at the individuals placed at the front
of the class by your teacher. Listen to the
descriptions that your teacher is reading. Can you
determine who the individual is after the first
description is read? Why not? What happens as you
teacher gives more and more descriptions?
iii. Give the name of the student who needed to be
identified.
Important Point
The term used by
scientists to
describe the act of
placing organisms
into groups
according to
observed similarities
and differences is
classification.
b. Now answer the following questions:

i. What do you think was the aim of this activity?
ii. What features do all six students have in common?
iii. The students who are standing before the class are
not close relatives. What would you have noticed if
these students were siblings, i.e. had the same
parents? Why are we still able to tell sisters or
brothers apart?
iv. What is the feature that allows us to separate the
student identified from all the others what makes
him/her unique?
Body of Lesson
1) Why classify?
a. Biologists are not the only persons who use classification
in fact we all do in our everyday lives, we are constantly
placing things into groups.
Notes
Taxonomy is that the
branch of biology
concerned with
identifying, naming
and classifying
organisms.
i. Get into a group with two of your peers. One

member of your group must read the questions
given by the teacher and ensure that the discussion
remains on track, the other should record the
groups answer, and you should be prepared to
communicate the findings to the class.
ii. Think of a situation in everyday life in which
classification is used. Identify the objects that are
classified and list the criteria used to classify them.
Suggest two benefits associated with the use of
classification in that situation.
iii. Share your response with the class.
iv. Listen to what your peers have to say and generate a
list of reasons why classification in general is
important. Decide which of these reasons might also
apply to the classification efforts of biologists.
2) Taxonomic Hierarchy
Notes
Taxonomic hierarchy
Related groups
into which
organisms can be
placed that
decrease in size as
one gets closer to
identifying the
specific animal. The
groups used in
descending order of
size are:
Kingdom, phylum,
class, order, family,
genus and species.
a. Reflect again on the introductory activity, and answer the

following questions:
i. What happened to the size of the group stepping
forward as each description was read?
ii. How helpful was this in determining the identity of
the individual being described?
iii. Modern day classification schemes used by
biologists follow a similar pattern.
3) When, why and how do scientists classify organisms?

a. Form a small group with one more of your peers. Your
teacher will provide each of you with a copy of Worksheet
2.1 on grouping and naming things. Read the information
provided, discuss possible answers to the questions with

your partner and write answers in the spaces provided.
i. After you have completed your worksheet,
participate in the discussion guided by your teacher
to ensure youre your answers are accurate. Be sure
to ask any questions that might be on your mind
concerning classification.
ii. Whats in a name? Why are names important? One
reason is that it sometimes provides us with useful
information. Each student in the classroom has at
least two names. What kind of information do these
names provide us with?
iii. Each organism known to man has also been
assigned a scientific name, as you discovered on
your worksheet. Scientific names indicate the
groups to which an organism belongs.
iv. List once again, the major categories or taxa that are
used in the classification of organisms. Your teacher
will write your response on the board and you will
be guided through an exercise to classify humans
using these taxa. Be sure to participate in this
exercise by answering the questions that you
teacher asks.
v. Now look at the finished product various taxa to
which man belongs:
Kingdom:
Phylum:
Class:
Order:
Family:
Genus:
Species:
Animalia
Chordates
Mammals
Primates
Homonidae
Homo
sapiens
The scientific name of man is a combination of the

genus name and the species name: Homo sapiens.
b. Do you recall the special protocol that should be followed
when writing scientific names? Be sure to summarize these
in your notebook. Remember that although the common
name of an organism may change from place to place, the
scientific name always remains the same!
Closure
1) Complete the crossword puzzle on Worksheet 2.2 provided by your
teacher.
1) Using the taxonomic hierarchy (kingdom to phylum), classify the
domestic cat and one other living organism.
2) Find out the common names and the scientific names of any five
plants around your home or community. Write a short description
of each plant and state exactly where it was found. Remember to
follow the protocol for writing scientific names.
Supplemental
Glossary of Terms
Taxonomy
Nomenclature
The branch of biology concerned with

identifying, naming and classifying organisms
Giving of scientific names to organisms
Taxon
Plural taxa. The name given to categories used

in classifying organisms i.e. species, genus,
family, order, class, phylum, kingdom
Species
Group of organisms which can mate to produce

fertile offspring. Smallest group in taxonomic
hierarchy.
CSEC Questions
There are no relevant CSEC questions for these concepts
http://anthro.palomar.edu/animal/animal_1.htm:
Bibliography
Publishers
Thomas Nelson and Sons
Worksheet 2.1: Grouping and Naming Living Things

Instructions: You may visit the following website:
http://anthro.palomar.edu/animal/animal_1.htm
OR if it is not available you may read the following slightly modified
excerpt and answer the questions that follow. Take a look at the
questions before you begin to read, this will guide you.
Title: When, why and how did scientists begin classifying living
things?
Before the advent of modern, genetically based evolutionary studies,
European and American biology consisted primarily of taxonomy, or
classification of organisms into different categories based on their
physical characteristics. The leading naturalists of the 18th and 19th
centuries spent their lives identifying and naming newly discovered
plants and animals. However, few of them asked what accounted for
the patterns of similarities and differences between the
organisms, since most naturalists two centuries ago held the view that
plants and animals (including humans) had been created in their
present form and that they have remained unchanged. As a result, it
made no sense to ask how organisms have evolved through time.
One of the most important 18th century naturalists was a Swedish
botanist and medical doctor named Carolus Linnaeus. In 1735,
Linnaeus published an influential book in which he outlined his
scheme for classifying all known and yet to be discovered organisms
according to the greater or lesser extent of their similarities. This
Linnaean system of classification was widely accepted by the early
19th century and is still the basic framework for all taxonomy in the
biological sciences today.
The Linnaean system uses two Latin name categories, genus and
species, to designate each type of organism. A genus is a higher level
category that includes one or more species under it. Such a dual level
designation is referred to as a binomial (literally "two names" in Latin)
nomenclature. This is the organisms scientific name and it is
internationally accepted the same all around the world. For example,
Linnaeus described humans in his system with the scientific name
Homo sapiens, or "man who is wise"--Homo is our genus and sapiens
is our species. In specific places however local people may use
common names to identify a specific organism e.g. guinep (Jamaica)
also called chennet (Trinidad) or ackee (Barbados) carries the scientific
name Melicoccus bijugatus.
Linnaeus also created higher, more inclusive classification categories
or taxa (singular: taxon) in sequence from smallest to the largest
group are as follows: species, genus, family, order, class, phylum and
Worksheet 2.2: Lets Review Classifying and Naming Organisms
Subject:
Biology
Type of Lesson:
Group Work
Grade:
10
CSEC OBJ:

observed similarities and differences.
Term:
Christmas
UNIT: 1
Classification
Duration:
2 x 40 mins.
Lesson: 3
A Survey of the Five Kingdoms
Week: 2
Objectives
1) construct tables to compare organisms
2) list at least three distinguishing features that separate members of
each of the five kingdoms from each other.
3) suggest reasons why it is important to preserve the range of
biodiversity that exists within these kingdoms.
1) Understand the meaning of the terms kingdom and phylum
in relation to taxonomic hierarchy
2) Introduction to differences and similarities between plants and
animals
Important Points
1) Organisms share many similarities but can be separated into
groups based on differences with each of the kingdoms and their
respective phyla possessing specific distinguishing features.
2) Knowledge of the distinguishing features of various phyla allows
us to easily identify new organisms and make predictions about
them.
3) Construction of good tables is guided by specific criteria.
Key Terms
protists
biodiversity
unicellular
multicellular
Challenge Areas: The viruses are usually not placed into any of the five kingdoms
typically listed. Find out about the structure and function of viruses
suggest why this is so. Can you identify any possible benefit to
their
existence?
and
The bacteria have gotten quite a lot of bad press! There are those who
wish that they did not exist. Do you agree or disagree with some
sentiment? Write an essay using biologically sound arguments to
support your response.
You and a group of your friends can set up an aquarium in a small
corner of your classroom or the school lab Try to include not only fish,
but plants and other organisms that would add value to this type of
environment. Be sure to ensure that the responsibilities related to care/
maintenance of the aquarium are properly distributed. Describe the
adaptations shown by members of the new aquatic community.
Equipment/Material Needed:
Multimedia projector, computer, microscope, internet access for lesson
video clips
Specimens: mushrooms, pin mould growing on bread, dry yeast, yeast
solution, any variety of potted plant, sample of pond water containing
protists, any live animal e.g. an earthworm,.
Note to Student
Plants and animals are not the only two groups of living things that
exist. Classification schemes are subject to change based on new
findings, for example the algae are no longer classified as plants even
though both groups seem so similar. Discoveries about how these
groups reproduce have led scientists to place the algae into a separate
kingdom. Many textbooks, however, still have the algae classified as
plants.
Introduction
a. Carefully view the three short video clips listed below and
identify as many living organisms as possible, making note
of where they are found and at least two physical features
of each group of organisms. Two of the videos are
accompanied by a narration. Listen carefully and record at
least three reasons why it is important to protect the wide
range of living things that can be found in the environment.
The following clips may be useful:
i.
ii.
iii.
http://videos.howstuffworks.com/hsw/11888-plantsplants-in-the-tropical-rain-forest-video.htm
http://www.tropical-forests.com/2008/09/rainforestanimals-video/
http://www.youtube.com/watch?v=TxfAVuarVTI
Reefs of Malaysia
Body of Lesson
Notes
Plants are multicellular, autotrophic
and non-motile.
Animals are multicellular,
heterotrophic (food
is ingested then
digested), and
motile.
1) Grouping living things

a. Now that you have recorded your observations share your
findings with the wider class. Your teacher will create a list
on the whiteboard of the various organisms that you and
your peers have observed from the videos.
b. Place the organisms listed into two main groups based on
their similarities and differences and assign with reasons a
name to each group.
c. What were the characteristics that you used to assign
organisms to each group?
2) Introducing the Five Kingdoms

a. In a previous lesson we met the term taxonomic hierarchy.
Can you list the taxa in order of smallest to largest groups?
b. Be reminded that kingdoms represent the largest category
into which organisms are placed. Two well known
kingdoms of living things are the plant and the animal
kingdoms, but they are not the only ones. Until the middle
of the 20th century all living organism were classified into
two groups - namely plants and animals - but today the
more widely accepted classification systems identify five

kingdoms. Can you suggest why the two kingdom system
of classification is no longer accepted?
c. Can you think of the name of any living thing that would
not fit into the plant or animal kingdom? Your answer
might help you to determine the names of the three
kingdoms not listed so far.
Notes
The five kingdoms of
living things are:
Bacteria
Protists
Fungi
Plants
Animals
3) Activity: Group Work - Bacteria, Protists and Fungi.

a. You teacher will divide the class into three groups and
place you into one of them. One group will be called the
bacteria, the other protists and the last, fungi. Each group
will have their relevant resource materials.
b. Firstly you will work individually to view all the resources
presented by your teacher for your given group.
c. Use the resources to identify at least three characteristic
features of the organisms belonging to the kingdom to
which you were assigned.
d. In addition make note of three named examples of
organisms belonging to these groups.
e. At the end of the individual work period join the other
members of your group and share your findings.
Closure
1) The group should create a list of characteristic features on the sheet
of cartridge paper provided. Display your findings by attaching it
to the chalkboard for viewing by the wider class. The group must
also make a creative five minute presentation of their findings to
the wider class e.g. a short rap, a story, news broadcast, an
interview etc lasting no longer than 5 minutes.
2) Use the rest of the time available to view first hand some of the
resources used by the other groups to collect their information.
1) Putting it all together - Individual work: Constructing tables
a. Create a table to record the key features of the five
kingdoms of living things in your note book.
b. Be sure to remember the criteria for creating good tables as
follows:
i. The title should be self-explanatory and should be
written above the actual table and underlined.
ii. The table can be drawn in pencil and must be a neat
completely enclosed box divided into columns and
rows.
iii. Rows and columns should also have appropriate
headings that would give meaning to the table
contents.
Supplemental
Glossary of Terms
Biodiversity
Unicellular
The total number of species within an ecosystem

and the resulting complexity of the interactions
between them.
A one-cell organism
Multicellular
A description given to organisms made up of

many cells
Protists
Unicellular organisms that possess a true nucleus

but lacks a cell wall. They are heterotrophic.
CSEC Questions
No relevant CSEC questions found.
http://videos.howstuffworks.com/hsw/11888-plants-plants-in-thetropical-rain-forest-video.htm
http://www.tropical-forests.com/2008/09/rainforest-animals-video/
http://www.youtube.com/watch?v=TxfAVuarVTI
Bibliography
Publishers
2) Campbell, N. A. (1996) Biology 4th Edition The Benjamin
4) Chinnery, L. Glasgow, J., Jones, G., Jones, M. (latest Ed) CXC
Biology. Cambridge
Subject:
Biology
Type of Lesson:
Discovery, group work, discussion,

use of Internet.
Grade:
10
CSEC OBJ:

observed similarities and differences
Term:
Christmas
UNIT: 1
Classification
Duration:
40 mins
Lesson: 4
Animal Classification
Week: 2
Objectives
1) list at least three key features of each animal phylum
2) classify organisms into appropriate phyla after an examination of
external features
3) relate the key features of members of named animal phyla to
adaptations for survival in a given habitat.

1) Knowing a variety of plants and animals.
2) Understand the meaning of the terms kingdom and phylum and
class in relation to taxonomic hierarchy.
Important Points
1) Organisms show physical and physiological adaptations that make
them more suited for the habitat in which they live.
2) Members of the animal kingdom can be grouped into various phyla
and classes based on internal and external features.
3) The vertebrate group can be sub-divided into five major classes
with a trend towards better adaptation to life on land being evident
among the groups.
Key Terms
appendage
arachnid
arthropod
autotrophic
bilaterally symmetrical
coelenterates / cnidaria
crustacean
echinoderm
mollusc
myriapod,
radially symmetrical
segmented
vertebrate
Challenge Areas
1) Research
The vertebrate group can be sub-divided into five major classes with a
trend towards better adaptation to life on land being evident among the
groups.
a. Describe the main features of each of the five classes of
vertebrates.
b. Which group is best suited to life on land? Why?
c. Is man really unique? What are the features that separate
man as a species from all other organisms?
Colorful pictures of organisms belonging to various phyla; specimens
of animals from various phyla especially the arthropods and the
vertebrates; multimedia projector and screen.
Note to Student
The names given to some organisms might cause you to mistakenly
classify them as animals or to place into the wrong phyla. Listen
carefully as your teacher makes mention of some of these and try to
make accurate observations so as to avoid these pitfalls.
Introduction
a. Try to remember the video clips used in the Lesson 3 A
Survey of the Five Kingdoms. Can you name some of the
organisms shown in them? Suggest reasons why it is
important to preserve the wide range of living things
present on the planet.
b. Based on the previous lesson, can you list the names of the
five kingdoms of living things?
c. Animals possess features that make them similar to the
members of other kingdoms, but there are also some
differences. Can you list some of these similarities and
differences?
d. View the following video clip at the following website and
answer the questions below:
http://videos.howstuffworks.com/hsw/11756-the-world-ofanimals-classification-video.htm
Questions:
i. State at least three reasons why classification is
useful to biologists?
ii. What are some of the characteristics that we use to
classify living things?
iii. Give the name of the two broad groups into which
animals are often classified.
iv. Which of the two groups that you have named is
larger? Can you suggest why?
e. Todays lesson will focus on the classification of animals.
Remember that by the end of the lesson you should be able
to:
i. List the names of the major phyla (groups)into
which animals are classified
ii. State at least three major characteristics of each
phylum
iii. Give the common names of at least two animals that
belong to each phylum
iv. When provided with an unknown organism, suggest
with reasons to which phylum it would most likely
belong.
Body of Lesson
Notes
Vertebrates are
animals with
backbones;
Invertebrates are
animals without
backbones.
1) Groups of animals -Vertebrates and invertebrates

a. Some animals show great similarities and can be easily
classified together into large groups which contain many
sub-groups. The animal kingdom can therefore be broken
down in different phyla (singular: phylum = large group)
and each phylum can be further broken down into classes.
b. View the short film on classification of animal phyla on the
website with address:
http://videos.howstuffworks.com/hsw/20473-the-animallife-series-how-we-classify-animals-video.htm
c. As you view the film, make short notes on:
i. The names of the major categories of animals given
by the presenter.
ii. Key features of members of each groups
iii. Examples of animals belonging to each group.
Listen carefully because the information collected will be
useful in the completion of the group activity that will
follow.
2) Group Work - Phyla names and features
a. You will be placed into a group with three of your peers.
The strips of paper that you receive each has the name of a
particular animal phylum
i.
Sponges (Porifera)
ii. Coelenterates / cnidaria
iii. Flatworms (Platyhelminthes)
iv. Roundworms (Nematodes)
v.
Ringed worms (Annelids)
vi. Molluscs
vii. Echinoderms
viii. Arthropods
ix. Chordates / vertebrates
b. You will also be provided with an information sheet
summarizing the key features of each group. The name of
the group to which the information belongs is missing.
c. Pictures of various groups of animals will also be given to
you.
d. Your task is to match the correct phylum name to the

appropriate descriptions and then to place below these, the
pictures of animals representative of the group. Attempts
should be made to identify the organisms shown using
common names. Matching the descriptions to the pictures
will help. You may use your text for further help.
3) Activity: Looking carefully at one animal group- Arthropods

a. Your group will be provided with a sample of the following
real specimens on a tray a shrimp, a centipede or
millipede, a spider, a butterfly, a caterpillar, a cockroach, an
earthworm and a snail.
b. You will also be provided with a handout summarizing the
key features of the following arthropod groups the
crustaceans, the myriapods, the arachnids and the insects.
Once you have received all of your material, do the
following:
i. State the common name of each animal on the tray.
ii. Decide whether or not the each animal is an
arthropod, and if so, into which class it would best
fit. Reasons should be provided for answers given.
iii. Indicate where each organism is usually found and
suggest which features of the animal that makes it
well suited to its environment.
c. Record your answers, because each group will report on
one of the organisms in the tray. Be prepared because you
do not know which organism you will be required to report
on!
Closure
Create a concept map of your own by using the following words:
coelenterates, mollusc, echinoderm, arthropod, crustacean, myriapod,
arachnid, appendage, bilaterally symmetrical, radially symmetrical,
segmented, animal, vertebrate, invertebrate, coral, starfish, scorpion,
grasshopper, tapeworm, octopus, aquatic, terrestrial.
Note. A concept map is a diagram that shows the relationships that
exists between concepts (see Figure 4.1). A concept is an idea or a
mental picture of a specific thing. It can be clearly described /
identified, and examples can be found of it. Your teacher will explain
this to you further but Figure 4. 1 gives you an idea of what a concept
map looks like. You may probably have made them before but never
called them by this name!
Figure 4.1 A concept map for Living Things
1) Animal Collection
a. Each group will be assigned a particular location on the
school grounds and will be asked to collect samples of
animals found in that location using jars or clear plastic
bags.
b. Each specimen should be identified and classified.
c. The collection should then be neatly and creatively
displayed.
d. The name of the collector and the specific place where the
animal was collected should also be noted. This could be
used to augment the school collection.
e. With your teachers permission, you may add to the groups
collection by finding organisms at your home or from your
community.
2) Research
a. Conduct research on animal rights groups.
b. Determine whether any such groups can be found in
Jamaica and suggest why they are important.
Supplemental
Glossary of Terms
Appendage
A projecting part of an organism with a

distinct appearance or function e.g. legs,
antennae
Arachnid
This group of arthropods includes the spiders,

mites, ticks and scorpions. They have no
antennae, simple eyes and the head and the
thorax or chest region is separated from the
abdomen by a narrow constriction.
Arthropod
Bilaterally symmetrical organisms that have a

tough outer skeleton (exoskeleton) to which
muscles are attached for movement. Bodies
are segmented with each segment bearing a
pair of appendages. All except the arachnids
possess antennae. Includes the insects,
centipedes, millipedes, arachnids and the
crustaceans.
Autotrophic
Autotrophic organisms can make their own

food using simple compounds found in the
environment along with an energy source. E.g.
green plants are autotrophic they use carbon
dioxide and water in the presence of light
(energy source) to make their own food.
Bilaterally
symmetrical
The animal can be cut in half only along one

plane.
Coelenterate
Also referred to as the Cnidarians. Radially

symmetrical aquatic organisms (usually
marine) whose body wall consists of two
layers. They possess a single opening for
taking in food and getting rid of the waste
products of digestion. Includes jellyfishes, sea
anemones and corals.
Crustacean
A group of mainly aquatic arthropods. Head is

not clearly defined and compound eyes (eyes
composed of numerous sub-units) are on
raised stalks, as well as two pairs of antennae.
Includes crabs, lobsters and woodlice.
Mollusc
Group of animals that includes snails, slugs,

oysters and octopuses. Their bilaterally
segmented body tends to be soft and fleshy
with a hump on the back that is often covered
by a tough shell.
Myriapod
Arthropods that possess many legs and

includes the millipedes and the centipedes
Radially
symmetrical
The organism can be cut in half across any

diameter and the two halves will be identical.
Segmented
The animals boy is divided into repeated

typically similar units called segments
Vertebrate
An animal that possesses a vertebral column

or backbone. It is a classified under the
phylum chordates as a sub-group.
CSEC Questions
1) You are given four diagrams of animals of the same major group.
They are said to be one of the most successful groups of living
organisms because they are found abundantly in all types of
habitat.
a. Identify one characteristic which can be used to put these

four organisms into different sub-groups.
b. State three ways in which lizards are different from the
group shown. To which of the four animals shown is the
cockroach most closely related? Give two reasons for your
answer.
c. Briefly describe B using the headings: shape, anterior end,
appendages.
d. Which two features of the group do you think have made
them successful? Give a reason for each answer. (1998)
2) In studying a particular habitat, students found specimens A,B,C,D
(similar to above). The students claimed that the specimens belong
to the same group.
a. Identify two features shown tin the drawings that can be
used to classify the specimens.
b. Accurately draw specimen B twice the size shown in the
diagram. State the magnification of your drawing. (2005)
3) Similar question in 2008, using five different organisms.
http://www.svusd.org/hp_images/1752/Arachnid%20Class.pdf
http://www.pbs.org/wgbh/nova/teachers/activities/3305_jewel.html
http://www.amnh.org/learn/biodiversity_counts/ident_help/Text_Keys/
arthropod_keyA.htm
http://nerds.unl.edu/Pages/preser/sec/skills/dkeys.html
http://www.clemson.edu/extfor/publications/bul117/characteristics.htm
Bibliography
1)
2)
3)
4)
5)
Atwaroo-Ali, L (2003) CXC Biology Macmillan Caribbean

Publishers
Campbell, N. A. (1996) Biology 4th Edition The Benjamin
Roberts, M. B. V. & Mitchelmore, J. (1985) Biology for CXC
Chinnery,L. Glasgow, J. Jones,M & Jones, G. CXC Biology,
Cambridge University Press, Latest edition.
Figure 4.1 http://cmaps.conectate.gob.pa/servlet/SBReadResourceServlet?
rid=1118173141234_1679116569_2028&partName=htmljpeg
Subject:
Biology
Type of Lesson:
Group activity, Practical activity
Grade:
10
CSEC OBJ:
A. 1.1 Students should be able to

group organisms according to
observable similarities and
differences.
Term:
Christmas
UNIT: 1
Classification
Duration:
80 mins
Lesson: 5
Classifying plants
Week:
Objectives
1) identify the main differences between flowering and nonflowering plants using specimens provided.
2) describe the main differences between monocotyledons and
dicotyledons
3) describe the special features of cone-bearing plants, ferns, mosses
and liverworts
4) make diagrams to illustrate the features of named plants or parts of
plants
5) classify all plants using a spider key
An appreciation of the need for classifying objects
Important Points
1) Although algae are photosynthetic and possess cells with cell
walls, they are no longer classified as plants because of differences
in their development.
2) All plants are multicellular and photosynthetic. Plants live in a
variety of habitats (aquatic and terrestrial) and exhibit a wide
diversity of form. Plant structure is often related to the type of
habitat in which they are found.
Key Terms
cone
cotyledons
dicotyledons
flower
fruit
liverworts
monocotyledons
seed
vascular plants
Challenge Areas
1) Work in teams to research and creatively present findings in each
of the following areas:
a. Given the current world food crisis, examine the state of
agriculture in Jamaica and make suggestions on how we
can respond creatively to this crisis.
b. Explore the use of Jamaica plants in traditional medicine
and also as part of our folklore.
c. Endemic species - are we really protecting our precious
plants?
i. Find out the names and locations of unusual and
rare Jamaican plants, and list reasons why they
should be protected.
ii. Design posters to encourage persons to exercise
greater care and concern for plants in general.
Your teacher will provide you with the following:
specimens or photographs of a variety of plants
soaked red peas, soaked corn grains, fern plants, pine cones,
mosses, liverworts, seedlings with tap root, seedlings with fibrous
roots, leaves with parallel and net veins
grass with flowers
sheets of cartridge paper, markers
Note to Student
You need your text as a reference during this session.
Introduction
Notes
Plants are often
simply categorized
as flowering or nonflowering.
Flowers are
reproductive
structures, thus
plants that lack them
use other types of
reproductive
structures. Try to
identify these in your
lesson.
1) Introductory Activity Test yourself! True or false

a. Carefully read each of the following statements and write
true or false next to it.
i.
ii.
iii.
iv.
v.
Flowers are always colourful. ________

All fruits are edible. _________
Seeds are only found in or on fruits. ________
Croton is a non-flowering plant. __________
Flowering plants cannot survive in aquatic habitats.
_______
vi. Mosses are plants. ____________
vii. Plants are capable of sexual reproduction.
__________
b. You may change your answers during the teaching session, but
you are not to discuss answers with your classmates. Submit
your answers to your class teacher at the end of this lesson.
Body of Lesson
1) Classifying Plants.
1. Use the paper strips and marker provided by your teacher to
make the following labels:
i.
Flowering
ii. Non-Flowering
iii. Monocotyledonous
iv. Dicotyledonous
v.
Cone-Bearing Plants
vi. Mosses
vii. Liverworts
viii. Vascular
ix. Non-vascular
2. Using your text books as a resource, write down at least
three features of each of the groups listed
3. Try to categorize the specimens and photographs provided
by your teacher under the labels that you have made to the
list. Be sure to ask your teacher for assistance if you are
experiencing difficulty. You may also refer to the glossary
of terms provided at the end of the lesson for assistance.
34
2) Practical Activity - Distinguishing monocotyledonous plants

(monocots) from dicotyledonous plants (dicots)
a. Examine the seeds of red peas and corn provided. Note the
number of seed leaves or cotyledons. Record your findings.
Compare the pictures of the corn and pea plant provided by
your teacher. In what ways do these plants differ?
b. Using your textbook, find as many other differences
between dicots and monocots as you can. Write these
down.
c. Look at the group of specimens that you have categorized
as flowering plants. Classify them as monocots or dicots
using the characteristics that you have identified for each
group thus far.
3) Practical activity - Distinguishing among cone bearing plants,

ferns, mosses and liverworts.
a. Carefully examine samples of the plants provided by your
teacher and Look for these features:
i. Plant parts with seeds not enclosed in a fruit (naked
seeds)
ii. Plants with reproductive structures on the underside
of leaves
iii. Delicate little plants with leaves and stems but no
true roots
b. Using your text book, classify your plants as cone-bearing;
ferns and liverworts / mosses. Make two observations
about each of these types of plants. Write these down.
35
Closure
In-Class Assignment
1) Create a spider key using the strips made earlier and putting
samples of plants as examples. Your teacher will check and make
corrections. Copy the key that you have made into your note book.
1) Research the group of monocots that provide food for a large
proportion of people worldwide.
2) To which group of plants do these national symbols of Jamaica
belong - ackee, lignum vitae, blue mahoe?
3) Project Collect and press samples of leaves and flowers of at
least ten plants. Attach each sample securely to different pages of a
scrapbook. Write the common name and scientific name of each
plant, as well as any descriptions that would help an observer to
identify the plant in the field. Also note the location and type of
habitat in which the plant was found.
Supplemental
Glossary of Terms
Flower
The sexual reproductive parts of a flowering

plant, usually possessing female and male part
or parts, surrounded by petals and sepals. N.B.
not all flowers are large and colourful.
Flowering plant
The largest group of land plants which
reproduce by producing flowers
Dicotyledonous
A type of flowering plant with seeds that have
plant
two seed leaves or cotyledons e.g. peanut, red
peas
Monocotyledonous A type of flowering plant with seeds that have
plant
one seed leaf or cotyledon.
Vascular plant
Plant with vascular system, i.e., xylem and
phloem vessels
Fibrous root
A type of root system where all the many roots
are the same size
Tap root
A type of root system where there is one main
root which is larger than the others that branch
from it. Dicotyledonous plants have this system
36
CSEC Questions
1) State FOUR observable characteristics that can be used to classify
plants in a grassy field. Give two reasons why you think it is
important to classify organisms. (6 marks) (2003)
2) With the aid of a diagram, show the internal structure of a seed of a
dicotyledon. (3 marks) (2003)
http://static.howstuffworks.com/gif/define-ferns-1.jpg
http://www.easttennesseewildflowers.com/albums/Fall-RoadsidesYellow/Copy_of_Grass_flowers_HR.jpg
http://www.virtualherbarium.org/JAMAICA/ikey.html
http://trc.ucdavis.edu/biosci10v/bis10v/week8/rootsystems.gif
Bibliography
1) Carrington, Agard and Sealy, Biology Skills for Excellence,
London: Longman Caribbean, 1995.
2) Chinnery, Glasgow, Jones & Jones, CXC Biology, London:
Cambridge University Press, latest edition.
3) Roberts & Mitchelmore, Biology for CXC, London: Thomas
Nelson, latest edition.
4) Soper & Smith with King, Caribbean biology for CXC: An
integrated approach, London: Macmillan Caribbean, latest edition.
37
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Fieldwork, group work, Q&A,

A 1.1 Students should be able to

Classification and keys

Prerequisite Student Knowledge

Student Instructional Material

3) Appropriate descriptions and a good key can be used to determine

Student Instructional Material

Student Instructional Material

b. Benefits of using a key.

a. There are different types of keys. The key used in the

iii. Notice that the key is incomplete. What do you

2) Practicing to construct a dichotomous key.

a. Quickly get into a group of four students. One person in

Student Instructional Material

sure to pick the entire leaf, including the petiole. (Ensure

Student Instructional Material

Relatively short plants with soft stem that wilt

These plants tend also not to be very tall and

A convenient method of identifying organisms

Student Instructional Material

WORKSHEET 1.1: Create your own dichotomous key.

Student Instructional Material

Discovery, cooperative learning,

A 1.1 Students should be able to

Grouping and Naming Organisms

Prerequisite Student Knowledge

Family, Order, Class

Student Instructional Material

b. Now answer the following questions:

Student Instructional Material

i. Get into a group with two of your peers. One

a. Reflect again on the introductory activity, and answer the

3) When, why and how do scientists classify organisms?

Student Instructional Material

provided, discuss possible answers to the questions with

The scientific name of man is a combination of the

Student Instructional Material

The branch of biology concerned with

Plural taxa. The name given to categories used

Group of organisms which can mate to produce

Worksheet 2.1: Grouping and Naming Living Things

Worksheet 2.2: Lets Review Classifying and Naming Organisms

Student Instructional Material

A 1.1 Students should be able to

A Survey of the Five Kingdoms

Student Instructional Material

Student Instructional Material

1) Grouping living things

2) Introducing the Five Kingdoms

Student Instructional Material

more widely accepted classification systems identify five

3) Activity: Group Work - Bacteria, Protists and Fungi.

Student Instructional Material

The total number of species within an ecosystem

A description given to organisms made up of

Unicellular organisms that possess a true nucleus

Student Instructional Material

Student Instructional Material

Discovery, group work, discussion,

A 1.1 Students should be able to

Prerequisite Student Knowledge

Student Instructional Material

Student Instructional Material