Global Indian International School
Month: Curriculum:CB
No. of periods:
SE Subject: BIOLOGY
Teacher:SHAMSHAD
Working
Date (From – to) :
days:15 Class: 11
Chapter No-1 Description- THE LIVING WORLD
Concept map:
WHAT IS LIVING?
DIVERSITY IN LIVING WORLD BINOMIAL NOMENCLATURE
THE LIVING WORLD
CONCEPT OF SPECIES
TAXONOMIC AIDS
TAXONOMIC CATEGORIES
Global Indian International School
Global Indian International School
Learning Objectives
To observe and describe the living things in their world.
To take note of the abundance and location of various species.
How different organisms relate to each other as well as to people.
How the species and their habitats change over time.
How changes in human activity affect other species.
Learning Resources:
Digital Content Apps / websites E-books / digital library Any other
https://www.woodstown.org/c Oswaal GSEB Mind map, Science text book
ms/lib4/ https://www.youtube.com/watch?v=3JENhTE9EB4 Biology Class-11
NJ01001783/Centricity/Domain/ https://www.youtube.com/watch?v=dh0Al_HTop4 (oswaalbooks.com)
8/Texts/ACS/resources/ab/ch9/ https://www.eekwi.org/explor
e/identification/water-critter-
act1.pdf
key-life-pond
Lesson Progress Key Questions and structures / Effective Questions to enhance
student participation
Prior learning:
The seven signs of life MRSGREN
How will you respond when you touch a hot pan? Which
Pedagogy ( description of how the learning will progress ) property of life is depicted in this situation?
Day 1.
Objective: the characters of living organisms will be outlined
Starter:
Teacher asks about the characteristics of life such as Homework : write 2 examples each for anabolic and catabolic
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movement,reproduction,sensitivity,growth,respiration,excretion,and nutrition. reaction.
: Lesson Development PPT
Activity:differentiate the living thing and non living thing.
Differentiate anabolism amd catabolism
Differentiation: To introduce ‘living’- the meaning and its salient features and
diversity
To know the difference of anabolism and catabolism
Plenary:
, drawing, categorising, questioning
Day 2:
Objective: To understand the systematic in the study of living world.
3) To understand the binomial nomenclature
Starter:
Recapitulates biodiversity.
: Lesson Development The widespread diversity of living organisms and
how to solve the problems of naming will be discussed.
- Here is the need of classification.
Teacher explains the need of classification with the help of the video and a
flow chart
Activity:
Ask students to list down what they call mango,banana,hibiscus, etc in their
language. Emphasising the need for classifying the things scientifically with their
generic name and species name.
Differentiation:
able to know plants and animals are identified in different names in
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different parts of the world.
able to understand that living things are scientifically named which is
recognised globally..
able to understand binomial nomenclature.
Plenary:
Q &A , categorising
Day 3
Starter : shows the PPT.
Lesson development:
Recapitulates the levels of organisation of a living being, starting from simple
to complex, same like taxonomical hierarchy is also well explained.
Taxonomy and systematic will be elaborated.
The species, genus, family, will be explained.
Activity:
Ask students to list the common features of insects.
Taxonomic categories and hierarchy can be illustrated by an example.
Plenary:
Q &A , categorising
Day 4
Objectives:
The species, genus, family, order, class, phylum, kingdom will be discussed.
- Sample specimen will be shown to students and its classification will be
explained.
Starter :
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Recalls the hierarchy of classification with the help of flow chart.
Project : make a herbarium of various leaves
Lesson development:
heirarchy of classification is continued with the remaining taxon.
taxonomic category is showed with the help of flow chart.
Activity :
Students are given different animals to classify with their taxonomic category.
Plenary:
Q &A , categorising
Day 5:
Objectives:
To get acquainted with different taxonomic aids.
To understand the importance of taxonomic aids in biodiversity.
Starter :
Shows the PPT of different taxonomic aids such as herbarium,zoo,botanical
garden,etc.
Lesson development:
What are taxonomic aids? Students will be asked for any zoo/botanical garden of
their locality. Other taxonomic aids will be explained.
Activity of classification will be done online.
Activity :
List down some of the botanical garden,or zoo they had visited in UAE.
Plenary:
Q &A , categorising
Day 6:
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Objectives:
To get acquainted with different taxonomic aids.
To understand the importance of taxonomic aids in biodiversity.
Starter:
Recapitulates the different taxonomical aids with the help of PPT.
Activity:
Discussion of the textual exercises.
Plenary:
Q &A , categorising
Key vocabulary
Binomial nomenclature,
Taxa,
Systematics,
taxonomic hierarchy,
taxon,
Taxonomic aids
herbarium
Extension and Projects / Worksheets:
MYGIIS INTEGRATION Google Classroom Integration magic box integration
PPT,WORKSHEETS,LINK OF THE YOUTUBE VIDEO,flow chart
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Recap Cross Curricular links:
Art, scientific enquiry
Reinforcement (H.W)
Competency based assessment Blooms Taxonomy: Summative Assessment Details:
Method:
o Concept map o Remembering Test Date –
o Quick Quiz (MCQ) o Understanding
o Creative Journal o Applying Pen and paper
o One Minute paper o Analysing
Google classroom
o Assignment o Evaluating
o Experimentation/activity o Creating Eklavya Integration –
o Viva
o Group discussion
o Presentations
o Any other
Learning Outcomes achieved
Able To observe and describe the living things in their world.
Able To take note of the abundance and location of various species.
Able to relate different organisms to each other as well as to people.
Able to analyse How the species and their habitats change over time.
Able to observe How changes in human activity affect other species.
Conclusion / Reflection:
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Skill Development : Blended Learning Skills :21st Century Skills - Mapped with 9 GEMS
9 GEMS
Academic Excellence
Sports Excellence
Visual and Performing arts
Personality Development
Innovation and Creativity
Entrepreneurship and
Leadership
Universal Value and Ethics
Community and Care
In-charge teacher’s signature Co-ordinator’s signature Principal’s signature
