MICROTEACHING

LESSON PLAN

By :
Savira Eka Yuli Agustina
17030204049
International Biology Education 2017

STATE UNIVERSITY OF SURABAYA

MATHEMATICS AND NATURAL SCIENCE FACULTY
BIOLOGY
2020

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 LESSON PLAN

Education Unit : High School

School Name : SMAN 1 SIDOARJO
Subject : Biology
Chapter : Classification
Class / Semester :X/I
Meeting :1
Time Allocation : 1 X 45 Minutes

A. Standard competency
Understanding biology and its application in the conceptual era of 21st century.

B. Basic competency
3.3 Interpreting the principles of five kingdom classification.
4.3 Composing a cladogram based on the principles of living thing classification.

C. Indicator of Achievement
3.3.1 Interpreting the definition of classification.
3.3.2 Interpreting the principles of classification.
3.3.3 Interpreting the benefit of classification.
3.3.4 Describing the characteristic in each kingdom.
4.3.1 Making a cladogram based on the principles of classification.

D. The aims of learning

3.3.1.1 Student are able to define the meaning of classification.
3.3.2.1 Student are able to define the principles of classification.
3.3.3.1 Student are able to define the benefit of classification.
3.3.4.1 Student are able to describe the characteristic in each kingdom.
4.3.1.1 Student are able to make a cladogram based on the principle of classification.

E. SUBJECT MATTER
Classification.
Classification is the arranging of living organisms in groups according to
similarities and differences between each other to facilitate studying and identifying
them. Classification of the living organism based on similarities and differences. Both
of them can be seen through morphology, anatomy, or even biochemistry.
Morphology is the form and structure of an organism or any of its parts, while the
anatomy is the scientific study of the body and how its parts are arranged.
The benefit of classification:
 It provides information regarding the diversity of plants and animals.
 It makes the study of different kinds of organisms much easier.
 It tells us about the inter-relationship among the various organisms.

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  It helps us to understand the evolution of organisms.
 It helps environmentalists to develop new methods of conservation of plants and
animals.
Cladogram
Cladograms are diagrams which depict the relationship between the different
group of taxa called “clades”. Cladograms are constructed by grouping organisms
together based on their shared derived characteristic.

Five Kingdom Classification

The Five Kingdom Classification proposed by Robert Whittaker stood out and
is widely used. Whitaker proposed that organisms should be broadly divided into
kingdoms, based on certain characters like the structure of the cell, mode of nutrition,
the source of nutrition, interrelationship, body organization, and reproduction.
According to this system, there are five main kingdoms. They are kingdom Monera,
Protista, Animalia, Plantae, and Fungi.

Monera
These organisms are prokaryotic and unicellular. They do not have a well-defined
nucleus and also lack cell organelles. Some organisms show the presence of cell
wall while there are others without a cell wall. Consequently, some organisms are
autotrophic and others are heterotrophic. Examples include Bacteria,
Cyanobacteria, and Mycoplasma.

Protista
Organisms grouped under Kingdom Protista are all unicellular, but eukaryotic
organisms. These are the simplest forms of eukaryotes that exhibit either autotrophic
or heterotrophic mode of nutrition. Some organisms have appendages such as cilia
or flagella or pseudopodia to move around. Some examples are Diatoms, Protozoans
like Amoeba, Paramoecium

Animalia
Heterotrophic, Multicellular and Eukaryotic organisms are grouped under
Kingdom Fungi. Their mode of nutrition is saprophytic as they use decaying organic
matter as food. They have cell walls, which are made up of a substance called
Chitin. Fungi also form a symbiotic association with some blue-green algae. Yeast,
Mushroom, Aspergillus are examples of Fungi.

Plantae
These are Eukaryotic, Multicellular organisms with a cell wall that is made up of
cellulose. They are autotrophs and synthesize their own food through the process of
photosynthesis. This kingdom includes all plants.

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 Fungi
This Kingdom includes organisms that are Multicellular, Eukaryotic, without the
presence of cell wall. They have a heterotrophic mode of nutrition. They also exhibit
great diversity. Some organisms are simple while others have a complex body with
specialized tissue differentiation and body organs.

F. LEARNING MODEL AND METHOD

Learning model: Direct Instruction.
Learning method: Discussion, practice.

G. LEARNING RESOURCE AND MEDIA

 Learning resource:

 Campbell Biology 11th edition, chapter Phylogeny and tree of life, page 551-
570,
 Five kingdom classification (https://guidancecorner.com/five-kingdom-
classification-system/),
 Tree of life https://www.khanacademy.org/science/biology/her/tree-of-
life/a/building-an-evolutionary-tree
 Media : Power point “Classification” and student worksheet (File attached).

H. LEARNING STEPS

FIRST MEETING
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LEARNING PROCESSES
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1 Preliminary activities (5 minutes)
1st stage (Motivating and learning goals)
 The teacher greets the students.
 Students and teacher pray together.
 The teacher checks student’s attendance.
 The teacher giving apperception by asking:
“Have you ever gone to the bookstore? “
 The students answer the question that teacher asked.
 The teacher giving another apperception by asking:
“Have you ever noticed the arrangement of their books? How is it?”
 The students answer the question that teacher asked.
 The teacher giving the motivation using the power point:
“We have talked a little bit about the arrangement of these books. Today
we're going to learn about the arrangement. It is not about the book but
the arrangement of the living organisms in five kingdoms. Also, how do
we make a cladogram, a diagram that represents the relationship
between organism”.

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  The teacher explains the aim of today’s learning:
“So, today we’re going to learn about the meaning, the principles, the
benefit of classification, the five kingdom and make a cladogram”.

2 Core activities (25 minutes)

2nd stage (Present the new material)
 The teacher explaining about the meaning, the principles, and the benefit
of classification, the characteristic in each kingdom.
 The teacher explains how to make a cladogram based on the information
on worksheet.
 The students listen to the teacher’s explanation.
 The teacher asked the students to focus on the material.

3rd stage (Guided practice)

 The teacher gives the students a worksheet about cladogram.
 The teacher asked the students to read the procedure on the worksheet
and to prepare the pencil and paper.
 The teacher asked the students to make a cladogram using the procedure
on worksheet.
 The teacher guides the students to make a cladogram and ask them about
the obstacle they had during learning.

4th stage (Verification feedback)

 The teacher asked two students to present their cladogram.
 The teacher checks the student’s understanding of the material. If the
students do not understand the material, the teacher has to correct them
and give feedback.
 The teacher asked the students to submit their cladogram.
 The students along with the teacher conclude material that they learn
during this meeting.
 The teacher gives a chance to students for asking.

3 Closing activities (5 minutes)

5th stage (Independent practice)
 The teacher gives the student an assignment about how to make a
cladogram with different objects.
 The teacher explains the benefit of using a cladogram in life.
 The teacher ends today’s lesson

I. ASSESSMENT
1. Technique
ASSESSMENT FORM OF TECHNIQUE OF

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 ASSESSMENT ASSESSMENT
Test in second meeting
Knowledge Test
Product assessment
Skill Non-test (Cladogram)

2. Assessed indicators
NO INDICATORS ASSESSMENT
3.3.1 Interpreting the definition of classification.
3.3.2 Interpreting the principles of classification. Test

3.3.3 Interpreting the benefit of classification. And Quiz

Describing the characteristic in each (File attached)

3.3.4
kingdom.

Making a cladogram based on the Non-test

4.3.1
principles of classification. (Product assessment)

Regard, Surabaya, April 24th 2020

Principal of SMAN 1 SIDOARJO Biology Teacher

Wartono, S.Pd., M.Pd Savira Eka Yuli Agustina, S.Pd

1970032219924200 17030204049

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 STUDENT WORKSHEET
“ CLADOGRAM“

Class :
Group :
Member : 1.
2.
3.
4.

A. Basic competencies
3.3 Composing a cladogram based on the principles of living thing classification.

B. Indicator
3.3.2 Interpreting the principles of classification.
3.3.1 Making a cladogram based on the principles of classification.

C. The aim of this learning

3.3.2.1 Student are able to define the principles of classification.
3.3.1.1 Student are able to make a cladogram based on the principles of
classification.

D. You may use these resources:

 Campbell Biology 11th edition, chapter Phylogeny and tree of life, page 551-570.
 Five kingdom classification (https://guidancecorner.com/five-kingdom-classification-
system/).
 Tree of life (https://www.khanacademy.org/science/biology/her/tree-of-
life/a/building-an-evolutionary-tree)

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 CLADOGRAM

Cladograms are diagrams which depict the relationship between the different group of taxa
called “clades”. Cladograms are constructed by grouping organisms together based on their
shared derived characteristic.
1. Fill out the following character matrix. Mark an “X” if an organism has the trait.
Taxa
Characters Shark Bullfrog Kangaroo Human

Vertebrae
Two pairs of limb
Mammary glands
Placenta
2. Draw a venn diagram!
Start with the character that is shared by all the taxa on the outside. Inside each box,
write the taxa that have only that set of characters.

3. Convert the venn diagram into a cladogram! Follow these steps!

a) First, draw a 45 degree straight line.
b) Put the trait that owned by all organism in the bottom of the line by drawing a
straight line
c) Put the trait that separates one organism to others above the first line by drawing a
straight line, give a space.
d) Place the organism that separated from others between the first and the second
straight line by drawing a straight branch line.

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 e) Repeat this step until all organism placed on a cladogram.
4. What separates kangaroo from the human on this cladogram?
5. Which organism is most related to human on this cladogram?

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 STUDENT WORKSHEET ANSWER KEY: CLADOGRAM

1. Fill out the following character matrix. Mark an “X” if an organism has the trait.
Taxa
Characters Shark Bullfrog Kangaroo Human

Vertebrae X X X X
Two pairs of limb X X X
Mammary glands X X
Placenta X
2. Draw a venn diagram!
Start with the character that is shared by all the taxa on the outside. Inside each box,
write the taxa that have only that set of characters.

Placenta: Human

Mammary glands: Kangaroo

Two pair of limbs: Bullfrog

Vertebrae : Shark

3. Convert the venn diagram into a cladogram!

4. What separates kangaroo from the human on this cladogram?

Placenta
5. Which organism is most related to human on this cladogram?
Kangaroo

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 HOMEWORK
1) Draw a cladogram using the method that we learn on worksheet!

Taxa Ray-
Shark finned Amphibians Primates Rodents Rabbits Crocodile Bird
Characters fish

Vertebrae

Bony skeleton

Four limbs

Amniotic egg

Hair

Eggs with
shells

2) Answer these question after you make a cladogram!

a. What separates rabbits/primate from the crocodiles on this cladogram?
b. Which organism is most related to the rodents and rabbits on this cladogram?
c. What 5 traits do the bird and its closest relative share?

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 HOMEWORK ANSWER KEY
1) Draw a cladogram using the method that we learn on worksheet!

Ray-
Taxa
Shark finned Amphibians Primates Rodents Rabbits Crocodile Bird
Characters
fish

Vertebrae X X X X X X X X

Bony skeleton X X X X X X X

Four limbs X X X X X X

Amniotic egg X X X X X

Hair X X X

Eggs with
X X
shells

2) Answer these question after you make a cladogram!

a. What separates rabbits/primate from the crocodiles on this cladogram?
Hair and shelled eggs.
b. Which organism is most related to the rodents and rabbits on this cladogram?
Primates.
c. What 5 traits do the bird and its closest relative share?
Eggs with shells, amniotic egg, four limb, bony skeleton, vertebrae.

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For first meeting

POWERPOINT MATERIALS

For the first meeting

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For first meeting

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For first meeting

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For first meeting

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For first meeting

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 TEST

Choose the best answer and fill the following question correctly!
1. The science of classifying organisms based on similarities and differences called …
a. Classification
b. Taxonomy
c. Binomial nomenclature

2. A system for naming and organizing things, especially plants and animals,
into groups that share similar qualities ….
a. Classification
b. Taxonomy
c. Binomial nomenclature

3. What level of classification should go at the very bottom of the pyramid?

a. Domain
b. Kingdom
c. Species

4. These are the benefit of classification, except ...

a. It tells us about the inter-relationship among the various organisms.
b. It helps to understand the evolution of organisms.
c. It tells us about the benefit of the organism itself

5. What do amphibians, bony fish and birds have in common?

a. They have scales
b. They are vertebrates
c. They use energy to maintain their body temperature

6. Euglena and Amoeba belongs to the kingdom…

a. Protozoa
b. Monera
c. Protista

7. The animals (Kingdom Animalia) are mainly grouped under two categories…
a. Vertebrates and invertebrates
b. Aquatic and terrestrial
c. Coelomate and acoelomate

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 Take a look at this picture! Answer the question (8 – 9) based on this picture.

8. Which organism will have DNA most similar to the bird? Why?

9. Which organism’s DNA will differ the most from the bird? Why?

10. Classify the five-kingdom of living organisms using a chart!

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 ASSESMENT INSTRUMENT
1. Cognitive
For final test

No Indicators Technique Form Question Answer Score

1 Interpreting Written Multiple The science of A 2

the definition test choice classifying
of organisms based
classification. on similarities
and differences
called …
2 Interpreting Written Multiple A system for B 2
the definition test choice naming and
organizing things,
of
especially plants
classification. and animals, into
groups that share
similar qualities
….
3 Interpreting Written Multiple What level of B 2
the definition test choice classification
should go at the
of
very bottom of the
classification. pyramid?

4 Interpreting Written Multiple These are the C 2

the benefit of test choice benefit of
classification. classification,
except ...
5 Describing Written Multiple What do B 2
the test choice amphibians, bony
characteristic fish and birds
in each have in common?
kingdom.
6 Describing Written Multiple Euglena and C 2
the test choice Amoeba belongs
characteristic to the kingdom…
in each
kingdom.
7 Interpreting Written Multiple The animals A 2
the principles test choice (Kingdom
Animalia) are
of
mainly grouped
classification.

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 under two
categories…
8 Making a Written Essay Which organism Crocodile. Answer the
cladogram test will have DNA question
Most recent but all is
based on the most similar to the
divergent and wrong = 1
principles of bird? Why?
most shared One answer
classification. derived is right = 9
characters. Two
answer is
right = 18
9 Making a Written Essay Which organism’s Sharks. Answer the
cladogram test DNA will differ question
Diverged from a but all is
based on the the most from the
common ancestor wrong = 3
principles of bird? Why?
long time ago and One answer
classification. lots of change is right = 9
Two
answer is
right = 18
10 Describing the Written Essay Classify the five- Each
characteristic test kingdom of living branch has
organisms using a 4.5 point
in each Maximum
chart!
kingdom. point = 18

*Note:
a. Scoring point for cognitive:
No 1 – 7 = 2 for each number
No 8 - 9 =18 for each number
No 10 = 4.5 for each branch
b. Maximum point is 100
c. Total score = [(Right answer on number 1-7 x 2) + (Right answer on number
8-9) + (Right answer on number 10)] x 2
d. Range poin around 0 - 100

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 2. Skill
Individual scoring
Sore
No Criteria
1 2 3
Organsims are
Complete lack of Organisms are not
classified into chart
1 Classification organization in completely classified
to the to individual
classification chart. down to species.
organism
Cladogram has more Cladogram has 1-3 Cladogram is done
2 Cladogram
than 3 mistakes. mistakes. correctly.
All required elements All required elements
3 Required Some required
are present but not are present and
Elements elements are missing.
clearly presented. clearly presented.
Drawing is not neat.
Drawing is neat but Drawing is neat. It
4 There is an absence
Neatness does not include color, includes color,
of color, details and
details, or labeling. details, and labeling.
labeling.
*Note
d. Scoring point for individual scoring 1 - 3
e. Maximum point is 12
f. Final score = total score : 3
g. Range poin written with decimal
h. Range poin around 2.00 – 4.00
4.00 = A (Very great)
3.25 – 3.75 = B (Great)
2.25 – 3.75 = C (Fair)
2.00 – 2.75 = D (Poor)

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