Republic of the Philippines

Department of Education
CARAGA Region
SCHOOLS DIVISION OF AGUSAN DEL SUR

School AGUSAN DEL SUR NATIONAL HIGH Grade Level 12- STEM
SCHOOL
Teacher JOLIEMAR C. MANCERA, LPT, MST- Learning Area GENERAL BIOLOGY
CAR II
Teaching Date & Quarter THIRD QUARTER
Time
A. Content The learner demonstrates understanding of the basic Taxonomic Concepts and
Standards Principles, Description, Nomenclature, Identification, and Classification.

B. Performance The learners should be able to differentiate the 3-Domain Scheme from the 5-
Standards Kingdom Scheme of classification of living things.

C. Most Essential Identify the unique/ distinctive characteristics of a specific taxon relative to other
Learning taxa. (STEM_BIO11/12IIIhj-15)
Competency
(MELC) with
code
At the end of the lesson, the students will be able to:
1. Familiarize the unique distinctive characteristics of a specific taxon
relative to other taxa found in the community;
D. Objectives: 2. Compare and contrast the two species found in the community based on
their classification using graphic organizers; and
3. Value the importance of organisms as Gods creation towards effective
monitoring and conservation of endangered species.
I. CONTENT Linnaean System of Classification
II. LEARNING
RESOURCES
A. References:
1. Teacher’s Guide
2. Learner’s Material
Pages
3. Textbook pages
4. Additional Self-Learning Module/Learning Activity Sheet
Materials from Negros Oriental Module
Learning
Resource (LR)
portal
5. Instructional Hand-outs, Charts, PPT Presentation, Worksheets, Television set, Laptop and
Materials: Printed materials
B. Strategy/ies:  4 A’s
 Inquiry based learning Strategy by McCarthy, J. (2015)
 Cooperative learning by John et al (1994) and May Ann Bague
Valencerina
 Homework & practice by: [Link]/articles/1682/the-
value-of-hom
 Graphic organizers
III. PROCEDURES

PRIMING ACTIVITY
  Prayer
 Checking of Attendance
 Setting of classroom standards

Review
By using the Duck Race the teacher will choose one student to
recall the previous topic about the Evolutionary
Relationships Among Organisms.

Lesson Proper

 Reading of Lesson Objectives

Motivation
(Quizizz)
 The teacher will use the Quizizz game, wherein the
students are tasked to answer the following questions
online. The student who won the game will receive a prize.

 The teacher will also incorporate the 4B’s (Bawat, Bata,

Bumabasa ng Bibliya). Genesis 1:24-26

Activity

Four Stations of Knowledge

 Students will be divided into four group. Each group will
designate a leader and a reporter to discuss their output
throughout the activity.
 Each group must answer the four stations to complete the
task. If the teacher signals move, the group must proceed
to the next station.

 Group 1- Station 1
 Group 2- Station 2
 Group 3- Station 3
 Group 4- Station 4

STATION 1- Which is which?

Guide Questions:
1. Which organisms are similar up to Order Category?
2. How do you identify the scientific name of an organism?

STATION 2- Top Bottom, Bottom Top!

Arrange the Linnean Classification from the top down to the

bottom and from the bottom to the top. Then find the
corresponding definition of each classification that can be found
inside the envelope.

STATION 3- Fill in the missing me!

Complete the table below with the missing details. Refer to the
words pool to complete the table by filling in the blank cells with
the correct answer.

Words Pool

STATION 4- Raise your flag!

Each group must answer the given question After that, they must
raise their flag, a sign that they completed the task.

 Group 1- Red
 Group 2- Blue
 Group 3- Yellow
 Group 4- Green
Question
1. As a student of STEM strand what are the ways that you
can contribute to conservation efforts and monitoring of
our endangered species?

After completing all the task in every stations. Each group must
paste their answers to the board.

Analysis
Tanong ko Sagot mo!

1. What is Taxonomy?
2. Who is Carolus Linnaeus?
3. Why there is a need to classify organisms?
4. What do you think is the importance of Linnaean system of
classification?
5. How do we classify organisms?
6. How do you identify the scientific name of an organism?
7. As a student of STEM strand what are the ways that you can
contribute to conservation efforts and monitoring?

Abstraction

Classifying organisms will help explain the great diversity

of life on Earth and how organisms are related to each
other. These living things must be organized into groups
that have biological meaning.
 According to Linnaean Classification, organisms can be
classified accordingly: kingdom, phylum, class, order,
family, genus, and species. The kingdom is the largest
group while the species is the smallest. The classification
starts with the larger groupings where many organisms
have a fewer major similarity. Then it moves down into
smaller groupings where fewer organisms have more
similarities. Taxon refers to a selected example during a
category. A kingdom is the highest level of category. It
consists of a number of smaller groups called phyla. A
phylum is consists of a number of classes. A class
consists of several orders. An order consists of several
families; a family of several genera; a genus of several
species.
The Binomial System of Naming Organisms
 The present system of naming organisms called the
Binomial Nomenclature (or binomen which suggests “two
names” in Latin) is the legacy of the Swedish naturalist,
Carl von Linne (Carolus Linnaeus) who proposed and
commenced to supply two Latinized names for each
organism. The first name called the Genus always starts
with a capital letter while the second name called the
species always starts with a small letter. This two-word
name is called the scientific name of a selected organism.
Scientific names are always written either in italics when
printed or are underlined when handwritten.

After the short discussion the teacher will show a video to the
students. And before proceeding to the next activity, the teacher
will let the students sing the classification of organisms by
incorporating the tone of watermelon song.

Domain, Kingdom 2x
Phylum, Class 2x
Order, Family Genus Species 2x
Linnaeus 2x

Integration across different learning areas:

 Sociology- the classification of organisms can be related

to the concept of social stratification, which is the division
of society into different social classes, based on factors
such as income, education, and occupation. Just as
taxonomists they classify organisms into different
taxonomic group based on shared characteristics.
 English- the classification of organisms is related to the
study of English literature. Many literary works, such as
fables, myths, and fairy tales, involve the use of animal
symbolism to convey deeper meaning. The classification
can help readers better understand the symbolism and
meanings behind these stories.
 Filipino- The classification of organisms can also be
related to Filipino folklore and methodology, there are so
many stories involving animals and their supernatural
powers. Example the aswang is a mythical creature that is
said to transform into various animals, such as dog or a
bird, to prey on humans.
 Business- The classification of organisms can be related
to the concept of branding in business. Just as different
organisms are given scientific names to differentiate them
from each other, business often use branding to
distinguish their products or services from those of their
competitors.
 Gender and Development- The study of taxonomy can
provide a useful framework for understanding the diversity
and complexity of biological systems, including the
differences and similarities between different genders. It
can help us to identify and classify different gender-based
traits, behaviors, and characteristics, and to analyze the
underlying biological and environmental factors that
contribute to these differences.

Application (Compare and contrast)

 Each group must choose two organisms that can be found
in the community. They must compare and contrast the
two species using the different graphic organizers.
 Examples of graphic organizers: Venn Diagram, T-Chart,
Double bubble map.
 The teacher will check the output of every group.

Evaluation
Okay this time let’s have an Evaluation. Get ¼ sheet of paper.

I. MULTIPLE CHOICE. Read and understand each item carefully.

Write yours answers in a ¼ sheet of paper.

1. Which of the following shows a decreasing order in the levels of

classification?
A. species, genus, family, phylum
B. genus, species, kingdom, phylum
C. kingdom, phylum, genus, species
D. genus, kingdom, phylum, species
2. Which is an acceptable way in writing the scientific name for
humans?
A. Homo Sapiens
B. Homo Sapiens
C. homo sapiens
D. Homo sapiens
3. Who originated the system of binomial nomenclature?
A. Charles Darwin
B. Carl Linnaeus
C. Robert Hooke
D. Aristotle
4. Refer to Table 1.

Which organisms are similar up to Order Category?

A. Domesticated cat and Bangus
B. Bangus and Dog
C. Domesticated cat and Dog
D. Domesticated cat, bangus and dog
[Link] is the significance of community involvement in
conservation and monitoring of endangered species?
A. To exploit the endangered species.
B. To eliminate endangered species from their natural
habitats.
C. To provide additional habitats.
D. To ensure long term success of conservation efforts by
engaging local people.
II. List down at least two importance of classifying organisms.
1.________________________________
2.________________________________

Key answer

1. C
2. D
3. B
4. C
5. D
Part II
1. To identify a specific classification where an organism belongs
2. To show how living things relate to one another
3. For easier communication for other scientists who conducted
similar organism/species as used in their studies.

Additional Activity
K. Homework and Using the Frayers model graphic organizers, organize the things that you have
Practice learned about the Linnean System of Classification. Use the given format below
to complete the task.

Quotations to reflect

V. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress.
What works? What else needs to be done to help the pupils/students learn? Identify what help
your instructional supervisors can provide for you so when you meet them, you can ask them
relevant questions.

A. No. of learners who earned

80% in the evaluation
B. No. of learners who require
additional activities for
remediation

C. Did the remedial lesson

work? No. of the learners who
have caught up with the lesson.

D. No. of learners who continue

to require remediation

E. Which of my teaching
strategies worked well? Why did
these work?

F. What difficulties did I

encounter which my principal or
supervisor can help me solve?

G. What innovation or localized

materials did I used/discover
which I wish to share with other
teachers?

Prepared by:
Teacher II Checked and Verified by:

Head Teacher I/ Instructional Supervisor