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COURSE: Grade 11 Biology, University Preparation LevelUnit Plan Completed by: Jessica Graham, Rosa Rossi and Khagen Dhakal
Unit of Study:The Diversity o !iving Things
C"rric"l"m:#hat$illst"dentslearn%
Unit Overview:
Living things come in all shapes
and sizes. In this unit
students will look at the six
kingdoms that are used to
classify the diverse life on
this planet. They will explore
the world of bacteria to theworld of animals. Despite the
diversity, all life on this planet
is interdependent on each
other. tudents will learn how
changes brought on by human
activity impact upon diversity.
They will be challenged to
investigate, report, analyze,
and interpret humaninterventions and assess
outcomes.
Overall Epe!tations:
!".analyse the effects of various human activities on the diversity of
living things#
!$.investigate, through laboratory and%or field activities or through
simulations, the principles of
scientific classification, using appropriate sampling and classification
techni&ues#
!'. demonstrate an understanding of the diversity of living organismsin terms of the principles of taxonomy and phylogeny.
Key Questions:
( )hat is biodiversity* )hy is it so important*
( +ow do scientists collect, identify and classify organisms on
arth*
( +ow do humans impact the diversity of living things*
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Designing the Day
( -ne day is one / minute period
( Learning skills will be assessed through observation and student learning logs
Topic Day 0oncept and Learning
1oals
Teaching and Learning
trategies
2ssessment 324 and
valuation 34
xpectation
s
-verview " Introduction to unit and
first assignment. Defining
the term biodiversity*
!y the end of this lesson,
students should be able toexplain the term
biodiversity and give some
examples of why it is so
important.
tudents divided into
teams and play Trivia
game that highlights
the meaning of
biodiversity and why
it is so important.
Lecture
5ideo6 78lanet arth 9
The :uture;
2 9 Diagnostic6
!iodiversity Trivia
game
2 9 !rief class
discussion%brainstormafter video to create
a class definition of
biodiversity.
+omework6
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levels of classification by
identifying the ? kingdoms
3binomial nomenclature4 ofliving things. They will see
how these kingdoms are
subdivided into the =
levels of classification
3dichotomous names4
based on features of
organisms.
columns.
0lassification 1ame6
orting sportse&uipment
Lecture
0reate ? >ingdoms%=
0lassification Levels
@neumonics and play
mneumonic game
nake or Lizard
classification activity
and discussion
2 9 3ongoing4
contributions to >)L
chart
2 9 tudent
responses to snake
and Lizard
classification activity
+omework6 Text page
'?, A /, ?, =, "B.
8rokaryotic versus
ukaryotic 0ells online
reading and handout
0ells C !acteria ' Introduction to
prokaryotic versus
eukaryotic cells. volution
of cells.
!y the end of this lesson,
students will be able to
identify the maor
differences in structure
and function between
Think(8air(hare6
8rokaryote versus
ukaryote homework.
Lecture and Lab
preparation.
2nthrax tory6 online
reading and Eoutube
2 9 0lass 0omparison
chart of prokaryotes
versus eukaryotes
based on think(pair(
share activity.
2 9 ummative6
8roper identification
of bacterial colonies
grown by lab groups.
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prokaryotic and eukaryotic
cells. They will describe
characteristics andfunctions of bacteria.
video.
@ini 0ooperative Lab2ctivity6 1row a
colony of bacteria.
+omework6 ingdoms F Investigate the
characteristics of
organisms that belong
each kingdom.
!y the end of this lesson,
students will be able to
describe the anatomy and
physiology of organisms
from each >ingdom.
Lab 8reparation mart
board T or : based on
homework assignment.
ating the )ay
Through the >ingdoms
lab activity
Domains Gigsaw
2ctivity
2 9 Lab preparation
answers
2 9 ating the )ay
Through the >ingdoms
Lab procedures and
responses
2 9 Domain Gigsaw
answers
+omework6 >ingdoms
online article search
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8rotista, :ungi
and 8lantae
/ Hse knowledge from
yesterdays lab to further
investigate the
characteristics and
7)ide ingdoms online
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functions of protists,
fungi and plants.
!y the end of the lesson
students describe and
represent various
organisms within each of
the ? >ingdoms. They will
see how this knowledge
applies to the biodiversity
of ecosystems.
resources from
homework activity4.
0reate / 7:act or
:ake; trivia cards
based on readings.
8lay 7:act or :ake;
article search
homework
Dichotomous
>eys
? Define the term
dichotomous key. Hse
dichotomous keys to
identify organisms.
!y the end of this lesson,
students will understandhow to create and use a
dichotomous key. They
will see how biologists use
dichotomous keys to
identify organisms.
-nline introduction to
dichotomous keys on
1izmos.
Lecture
Dichotomous >ey@onster 2ctivity6
0reate dichotomous
key by sorting wacky
monsters.
2 9 @onster
Dichotomous key
2 9 1izmo activity
9 Dichotomous >ey
0lass !ook assignment
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Introduction to
Dichotomous >ey 0lass
!ook assignment
Dichotomous
>eys
0reation of Dichotomous
>ey 0lass !ook.
!y the end of this lesson,
groups of students will
create and test a
dichotomous key for
identifying a group of
anatomically similar, local
organisms. >eys will be
placed into a class book to
be used for identifying a
variety of species in the
nearby marsh ecosystem.
Lab%Dichotomous >ey
0reation preparation.
0ollaborative Learning
Task6 Dichotomous
>ey 0reation based on
samples of groups of
anatomically similar
organisms.
cientific 8ublishers
30ross(curricular
connection 9 students
from gr. "" literacy
class46 Hse of
computer software tocreate class book.
2 9 3ummative4
Dichotomous >eys for
class book
2 9 3ummative4
2pplication of class
dichotomous key in
the nearby marsh
3:ield Trip on day "4.
2 9 Lab procedures
and responses
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0haracteristics
of life
= Identify the
characteristics of life.
Introduction to viruses.
0ompare the structure
0haracteristics of
Life Trivia 0hallenge.
)iki 5irus
2 9 3Diagnostic4
Juiz on
characteristics of
living things
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and function of different
viruses.
!y the end of this lesson,
students should be able to
determine if something is
living or non(living based
on the characteristics of
life. They will recognize
the characteristics of
various virus forms and
identify ways in which
viruses affect
humans%animals.
Investigation6 xplore
characteristics of
viruses 3i.e.,classification,
reproduction4.
mall 1roup Debate6
Is a virus living or
non(living 3based on
findings from )iki4
Lecture
!rainstorm and
0oncept map6 how
differences and
similarities among
viruses.
5ideo6 :lu attack onyoutube.
9 hort answer
&uestions anddiagrams from )iki
5irus Investigation
2( Debate6 peer
feedback
2 9 +omework6 5irus
1izmo activity and
concept map
volution of
-rganisms
K Define the terms evolution
and phylogeny.
Introduction to phylogenic
trees and natural and
Lecture6 0ompare
phylogenic trees to
the analogy of the
human body.
( 1roup discussion
note about impacts of
habitat degradation
on diversity and the
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artificial selection.
!y the end of the lesson,
students will be able touse a set of criteria to
create a phylogenic tree.
They will understand how
natural and artificial
selection can affect the
evolution of organisms.
7ame that Tune;
0ooperative 2ctivity60reate a phylogenic
tree based on
present%past musical
genres and groups.
1izmo 2ctivity6
atural and artificial
selection
volution video
evolution process
3video follow(up4.
26 1izmo 2ctivity
2 ( xit 0ard#
volution 5ideo
2 ( +omework6
8hylogenic tree
highlighting the
ancestry of a speciesof interest 3choose
species from a given
list4.
! '.F
volution of
-rganisms
3cont4
"B 2pplication of knowledge
of artificial selection and
natural selection by
exploring variations within
species.
!y the end of this lesson,
students will be able to
distinguish between
artificial and natural
Inside%-utside 0ircle
sharing of phylogenic
trees 3homework4.
!rainstorm and8opcorn discussion6
)hy is there variation
within the same
species 3i.e., pigeons,
dogs, cats4. +ow has
6 5ideo
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selection. both natural and
artificial selection had
roles in this variation*
8hylogenic Tree
cavenger +unt 3J C
246 Hse a given
phylogenic tree to
determine the
relationship between
various organisms.
5ideo on genetically
modified food%
organisms.
6 8hylogenic Tree
cavenger +unt
-pen !ook
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test. Hpon completion of
the test, students will
reflect upon theirknowledge and skills by
completing a self(
assessment%reflection
piece 3i.e., what concepts
are still confusing*4.
@ultiple 0hoice
hort 2nswer
@atching
+uman Impacts
on !iodiversity
"$ In this lesson students will
explore human impacts on
biodiversity.
!y the end of this lesson
students will gain
familiarity with the maor
threats to biodiversity
including6 habitat loss,
invasive species, pollution,
overexploitation, and
climate change.
5ideo on climate
change impacts on the
environment.
Think(pair(share onimpacts explored in
video.
Lecture(habitat loss,
invasive species,
pollution,
overexploitation, and
climate change.
2ctivity6 Hsing online
resources, students
will explore the
potential effects of
2 ( tudent
exploration and ability
to make connections
between various levelsof organochloride and
the effects on avian
eggs and fish tissue
2(3ummative4
J C 2 tudent
worksheet
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pesticides on a&uatic
life and wildlife using
the ummary of
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state the $ strategies for
the conservation of
species. tudents will beable to describe the
importance of protecting
species in and beyond
their habitats.
worksheet.
0ooperative Learning6
tudents will conducta cost benefit analysis
to determine how
human interventions
can positively or
negatively impact
biodiversity.
!iodiversity
ynthesis
"F This lesson focuses on
taking action to conserve
biodiversity. tudents willexplore conservation
efforts of specific species
in various nations.
!y the end of this lesson
students will be able to
describe conservationefforts in various nations
and the effects of humans
on a specific species.
Library
8eriod%0ooperative
Learning6 tudentswill explore a species
from a list of choices.
These species will be
either6 extirpated,
endangered, or
extinct.
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tudents will present
their findings to the
class in a short
presentation using a
method of their
choice 3i.e., 8ower
8oint4.
0ulminating
Task
"/ o new concepts
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@atching
Resources:
!owers,
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Culminating Task Diversity of Living Things
Jessica Graham, Rosa Rossi, Khagen Dhakal
Eou have been chosen by The )orld 2ssociation of Noos and a&uariums, )2N2, an online virtual zoo, to help create
an educational exhibit that provides information to guests about organisms%species from the 2nimal >ingdom
3vertebrate or invertebrate4.
There will be many specialists working together to create this animal exhibit, and you may take on a
specialist role that most interests you.
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Choose a format &o! !ill you contri#ute to the e%hi#it$
( !rochure
(
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'4 !iodiversity and +uman Impacts6
a. !iodiversity ( )hat role does your species have in maintaining biodiversity* :or example, what are
the implications of this species becoming endangered or extinct* )hat other species depend on this
animal for survival* 2re there any current threats to this species survival* 3T%I, 0, 24
b. +uman Impacts 9 +ow are humans impacting the survival of your species 3positive and negative4*
0reate an action plan for maintaining the survival and health of your species. 30, 24
F4
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Diversity of Living Things:
Culminating Task: )lanning *ooklet
+ame:
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Classification of your s'ecies:
@orphology 9 0reate a 0oncept @ap -< 5enn Diagram to help organize characteristics of your species in
comparison to another similar species. Hse a blank piece of paper if you choose to create a concept map. 3>, T%I4
3"B mrks4
5enn Diagram6
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D./ 4
Hsing the chart below, show how your species progresses through each Taxonomic 0ategory 3Domain, >ingdom,
8hylum, 0lass, -rder, :amily, 1enus, pecies4 in relation to other species. 1ive some examples of other species in
each Taxon group. Eou may use pictures. 3>, T%I4
Rank Ta%on +ame
(%am'les of -'ecies in
Ta%on
Domain
King"om
)hylum
Class
5r"er
1amily
Genus
-'ecies
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*io"iversity 3T%I, 0, 246
!iodiversity6 @ake notes regarding the following &uestions in relation to your species6
a4 )hat role does your species have in maintaining biodiversity*
b4 )hat are the implications of this species becoming endangered or extinct*
c4 )hat other species depend this animal for survival*
d4 2re there any current threats this species survival*
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&uman 6m'acts 30, 246
a4 +ow are humans impacting the survival of your species 3positive and negative4* Try to give about F or /
examples.
b4 0reate an action plan for maintaining the survival and health of your species. Try to think about F or / ways
to help protect your species.
Resources:
>eep track of all of your resources here6
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Day 7
Hse your information from your planning booklet to create your contribution to your zoo exhibit 3i.e., the written
format you chose6 brochure, etc.4.
J6 :or the purpose of our course, give your opinion about the negative and positive implications of zoos. )hat are
their affects on biodiversity* 30, 24
MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM
MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM
MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM
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Diversity of Living Things: Culminating Task Ru#ric
Level " Level $ Level ' Level F
>nowledge and
understanding
demonstrates
limited
knowledge
of facts and
vocabulary from unit
demonstrates
limited
understanding
of key concepts andideas from unit
demonstrates
some knowledge
of facts and
vocabulary from unit
demonstrates
some understanding
of key concepts and
ideas from unit
demonstrates
considerable
knowledge
of facts and
vocabulary from unit
demonstrates
considerable
understanding
of key concepts andideas from unit
Demonstrates
thorough knowledge
of facts and
vocabulary from unit
demonstrates a
thorough
understanding
of key concepts andideas from unit
Thinking and
in&uiry
uses planning booklet
with limited
effectiveness
Hses a variety of
research skills
3library, online4 tofind relevant
resources for species
topic
with limited
effectiveness and
uses planning booklet
with some
effectiveness
Hses research skills
3library, online4 to
find relevantinformation for
species topic
with some
effectiveness and
within given timelines
uses planning booklet
with considerable
effectiveness
Hses research skills
3library, online4 to find
relevant informationfor species topic
with considerable
effectiveness and
within given timelines
uses planning booklet
with a high degree of
effectiveness
Hses research skills
3library, online4 to find
relevant informationfor species topic
with a high degree of
effectiveness and
within given timelines
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within given timelines
Hses resources to
meet the criteria of
assignment with
limited
effectiveness
uses resources to
meet the criteria of
assignment
with some
effectiveness
uses resources to meet
the criteria of the
assignment
with considerable
effectiveness
uses resources to meet
the criteria of the
assignment
with a high degree of
effectiveness
0ommunication expresses and
organizes ideas
and information from
planning booklet into
chosen writtenformat with limited
effectiveness
communicates for
intended audience
and purpose
with limited
effectiveness
uses conventions,
vocabulary, and
terminology from
expresses and
organizes ideas
and information from
planning booklet into
chosen writtenformat with some
effectiveness
communicates for
intended audience
and purpose
with some
effectiveness
uses conventions,
vocabulary, and
terminology from
expresses and
organizes ideas
and information from
planning booklet into
chosen written formatwith considerable
effectiveness
communicates for
intended audience
and purpose
with considerable
effectiveness
uses conventions,
vocabulary, and
terminology from
diversity of living
expresses and
organizes ideas
and information from
planning booklet into
chosen written formatwith a high degree of
effectiveness
communicates for
intended audience
and purpose
with a high degree of
effectiveness
uses conventions,
vocabulary, and
terminology from
diversity of living
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diversity of living
things unit with
limited effectiveness
diversity of living
things unit with
some
effectiveness
things unit with
considerable
effectiveness
things unit with
a high degree of
effectiveness
2pplication makes connections
between their
species, biodiversity,
humans and the zoo
industry with limited
effectiveness
proposes an action
plan for the survival
and health of their
species with limited
effectiveness
makes connections
between their
species, biodiversity,
human and the zoo
industry with some
effectiveness
proposes an action
plan for the survival
and health of their
species with some
effectiveness
makes connections
between their species,
biodiversity, human
and the zoo industry
with considerable
effectiveness
proposes an action plan
for the survival and
health of their species
with considerable
effectiveness
makes connections
between their species,
biodiversity, human
and the zoo industry
with a high degree of
effectiveness
proposes an action plan
for the survival and
health of their species
with a high degree of
effectiveness
.ssessment Tools:
2side from using the ""("$ -ntario cience 0urriculum rubric, this culminating activity will also include otherassessment tools, such as the following6
"4 5enn Diagram6 tudents can note the similarities and differences between their species and one other
species using the 5enn diagram to help them create the dichotomous key -