Lesson Plan

Day: M T W T F

Date: 04/09/2015

Learning Area: Science

Year: 7

Topic: Classification

Curriculum content description:

(from ACARA)

ACSSV111- There are differences within and between groups of organisms;

classification helps to organise this diversity

Students prior knowledge and experience:

(Outline what the students already know about this topic)
-

Students have been learning about classification of organisms

Students understand the concept of grouping organisms into
- Kingdom
- Phylum
- Class
- Order
- Family
- Genus
- Species
Students have done some work with reference to kingdoms and the phylum
Chordata.
Students are able to recognise common organisms including insects and
crustaceans
Students may be familiar with some of the classification vocabulary related
to this specific topic i.e. crustaceans, arachnids, insects.

Learning purpose:

(May refer to the Elaborations of the curriculum content

description here)
To demonstrate how to use scientific conventions for naming species whilst
grouping organisms in order to place them within the hierarchal systems.

Learning objectives:

Evaluation:

On completion of this lesson,

students will be able to:

(Explain how you will know that lesson

objective have been achieved / monitor
student learning)

(What will students know and be able to do

at the completion of the lesson specific,
concise and attainable objectives)

Engagement in classroom
discussion

1. Recall one or two distinguishing

characteristics of the Phyla
Arthropod
2. Name the different classes of
Arthropod
3. Be able to position organisms in
their respective classes of
arthropod

Responses formed whilst

completing the activity
Answers to directed questions

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment
will be required)
-

Sets of Arthropod organism images (one between two)

Arthropod classification banners
PowerPoint slide to guide student learning

Catering for diversity

(detail any adjustments considerations for

educational/resource adjustments)
-

A range of Arthropod organism images from relatively easy to difficult to

encompass all student abilities
PowerPoint slide and organism images for visual cues to target visual
learners
Organism images to physically move into groups to target kinesthetic
learners
Students in pairs to allow for discussion and cooperation to find the right
answer
- Capable students will aid less capable students
- Confidence issues will be addressed through working and responding
as a team

Timi
ng:

Learning Experiences:

Introduction
-

Wait for students to line up correctly

Split students into two groups

MY TIME/ FREE TIME

Please excuse me if I point or gesture toward you as it has been
difficult to learn all of your names
-

Recap prior learning using visual aid (PowerPoint)

Visually stimulating and engaging

1. CLASSIFICATION- slide 2
Who can tell me the order?
To remember this use mnemonic
2. KINGDOMS- slide 3
Who can tell me what they are?
Prompt- there are 5
Today we will be looking at the ANIMAL kingdom again
3. PHYLUM- slide 4
Who can tell me what they are?
Prompt- there are 9
Today we will be looking at ARTHROPODS

Sequence of learning experiences

4. ARTHROPODS- slide 5
What can you see that makes these two organisms similar?
5. CLASSES- Slide 6
6. Show examples- slide 7
Each organism on the board has something special which makes it different from
the other examples. These differences are what we use to put these organisms in
a CLASS.
What might these be?
-

Class discussion/student input here

Pair students up.

If odd number- 1 group of 3

7. EXPLAIN ACTIVITY
You will be given a set of cards
On each card is an animal or organism

You will need to place each card under the appropriate

class heading

Hand out sets of cards (one per pair)

Give students some time to complete activity

8. Class Discussion
What animals did you place under the class
myriapods/insects/arachnids/crustacean?
Why?

Lesson Conclusion
9. Questioning to gauge understanding
What kingdom were we focusing on today?
What Phylum were we focusing on today?
What do characteristics do all arthropods have in common?
What are the four classes of arthropods?
What is an example of a myriapod/insect/arachnid/crustacean?
What characteristics are specific to
myriapods/insects/arachnids/crustaceans?

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)
- The slide worked well in prompting students to revisit what they had learned in class
in a very simple, structured way so that students could make sense of where this
topic fits into classification as a whole.
- Making the slide visually appealing meant that students were engaged and liked
going through the small snippets of information as a group.
- The small, specific but vital amount of information on the slides meant that the
students did not question do we need to know this and was easy for them to learn
and recall all that was expected of them.
- I was extremely happy with most pairs of students working very well together during
the activity.
- Students enjoyed the activity and felt a sense of accomplishment when completed.
- All students could tell me why they placed the image of an organism under each
heading which showed that the lesson had achieved its purpose.
- The activity meant that the lesson was engaging and fun; a memorable learning
experience.
- The use of my time/ free time meant that students knew exactly what was required
of them as it is the same in any other class they take with their teacher. It meant I
could control the group and they knew what the consequences/rewards would be
without having an explanation which would have eaten into activity/lesson time.
- Questioning worked well as students were able to demonstrate what they had
learned and summarise all learning done during this lesson.
- Next time I will ensure that I pay close attention to which pairs are off task and move

toward these pairs more often during my demonstration or the activity. I did so on
several occasions but could have done this more often.
I could have supplied students with a worksheet to fill out while they completed the
activity so that they could keep these in their folder or science books to revisit if
need be.