Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 130148
Domains and Kingdoms
This is a two day (45 min class period) lesson plan designed for high school classes. This lesson plan includes a video hook, a card sort of domains
and kingdoms, a web map template (and answer key), a simile homework assignment, and a summative assessment in the form of a brace map
(template and answer key provided). The objectives of the lesson plan is that students are able to list characteristics of organisms found in the
domains/kingdoms, classify an organism into a domain or kingdom, and predict which form evolved first.
Subject(s): Science
Grade Level(s): 9, 10, 11, 12
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Computers for Students, Internet Connection,
Speakers/Headphones, Smart Phone/Tablet
Instructional Time: 90 Minute(s)
Keywords: domains, kingdoms, bacteria, archaea, eukarya
Resource Collection: FCR-STEMLearn Diversity and Ecology
ATTACHMENTS
WebMapClassification.pptx
CardSort.docx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to:
List characteristics of organisms found in the domains/kingdoms
Classify an organism into the correct domain/kingdom based on characteristics
Predict which domain/kingdom first evolved on Earth and give supporting evidence
Prior Knowledge: What prior knowledge should students have for this lesson?
SC.6.L.15.1- Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with
the concept of Domains.
SC.6.N.2.2- Explain that scientific knowledge is durable because it is open to change as new evidence or interpretations are encountered.
SC.7.N.1.6- Explain that scientific knowledge is durable because it is open to change as new evidence or interpretations are encountered.
SC.7.N.1.7- Explain that scientific knowledge is the result of a great deal of debate and confirmation within the scientific community
SC.7.N.2.1- Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered.
SC.8.N.1.6- Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of
imagination in devising hypotheses, predictions, explanations, and models to make sense of the collected evidence.
Guiding Questions: What are the guiding questions for this lesson?
Why do scientists classify organisms into categories?
To understand how organisms are related to one another.
page 1 of 3 What do all life forms require to live?
All organisms require water and a source of energy.
Which domains are the most closely related?
Archaea and Eukarya
Which domain/kingdom do you think has the most life forms on Earth?
Which domain/kingdom is the easiest for scientists to research? Do you think that gives you a bias?
Multiple answers possible. Eukarya is the most visible, but bacteria reproduce quickly. Yes, students are most familiar with Eukarya even though that is the smallest
domain.
What makes an environment extreme?
Teaching Phase: How will the teacher present the concept or skill to students?
Day 1:
The teacher will "hook" the students with an introductory video on the three domains and six kingdoms of life. Here is a link to an available video Domains and
Kingdoms of Life.
During the video, the teacher will pass out the cards for sorting. In each card sort there will be the domains, kingdoms, characteristics, and examples. Students
working in groups of 2-3 will sort the cards into the correct categories. Once they have the cards sorted they will raise their hands to have the teacher check their
work. If the cards are correct the teacher will hand out the web map for the students to write down their information; if the card sort is incorrect the teacher will
probe with guiding questions to see if the students can correct their mistakes. If they cannot, they can be directed to watch the video again or ask a neighboring
group how they came to their conclusions.
About 10 minutes before the end of class, have the students pause to go over the homeworkasignment, which is to write a simile using one of the six domains.
Make sure to give examples of similes, such as "hungry as a horse," etc. Remind them that there will be an assessment at the end of class the following day.
As extreme as an archaea
As ancient as an archaea
I can't get my own food for dinner because I'm as stationary as a fungus.
I only like to eat (get my energy) from one source, like a plant.
Day 2:
Have the students share their similes. Students can vote on the best one and you can print it and hang it up in the classroom.
Have the students complete their web maps and practice with the card sorts. I would encourage the use of color on web maps, as well as giving each kingdom its
own color palate.
Stop the class about 15 minutes before the end and have them turn in their web maps. Pass out the brace map template and have students fill in the brace map.
You can provide a word bank for ELL students, or to those you think it necessary. Collect the brace map.
Day 3:
Give back the brace maps (graded) and have the students rewrite and revise them in their interactive notebooks (with the correct answers!). They can look at their
bubble maps or get the answers from a neighbor.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Video clip
Card sort
Web map
Brace map (summative assessment)
Revision in their interactive notebooks
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Web map
Simile writing
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Students will rewrite and revise the brace map summative assessment in their interactive notebooks. Students will copy down the template of the brace map and
correct their answers as needed. Corrected answers can come from their web map or from a neighbor.
Summative Assessment
At the end of the unit the students will fill in a brace map (template provided) as a "quiz" to show that they have mastered the knowledge. ELL students will be
provided with a word bank for the brace map.
Formative Assessment
The teacher will conduct a formative assessment during the card sort. Students will sort cards which contain the name of a domain/kingdom, a description of it, and a
picture of it and will have to sort them in the correct domains/kingdoms. The teacher will circulate the classroom, observing how the students are accomplishing the
tasks.
Once the students have the cards sorted they will write the information on a web map (template provided). During this process the teacher will ask guiding questions
to help support students who are struggling or rearrange groups to pair students who have mastered the task with students who have not yet sorted the cards.
Feedback to Students
Students will get feedback in a variety of ways:
1. During the card sort, students will get feedback from the teacher as to whether they have sorted the cards correctly.
2. In the form of a grade on the web map that they will turn in
3. From the class while sharing their simile examples
4. In the form of a grade on the brace map summative assessment.
page 2 of 3 ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
For the card sort, I would pair ELL students with strong bilingual students.
The card sort includes pictorial representations of the vocabulary words to help visual learners, and the action of card sorting will help kinesthetic learners.
For the formative assessment, I would supply a word bank and dictionaries for ELL students or for other students who would benefit from one.
Extensions:
For an extension of this assignment I would discuss outer space and the search for life on other planets. Given the examples of archaea that we have on Earth, what
conditions would we need to find on planets that could support life? Where could we find life in our solar system or beyond? Where would we not find life and why?
Another extension would to give the students an organism (real or imaginary) and have them sort it into the correct domain and kingdom using evidence from their
web map. For example you could put up a picture of a marine crinoid and give a brief description of how it gets its energy, and the students would have to sort it. I
would emphasize the need to support their answers. This would be a good summary question for the following day.
Another possibility for an extension would be to focus on archaea, since this is the topic that is usually least understood by the students, looking into what makes them
"extreme."
Living in very high/low alkalinity, pH, or temperature environments
http://treeoflife.nmnaturalhistory.org/tree-of-life.html has more information with examples and pictures of the domains of life, and is very user-friendly.
Suggested Technology: Computer for Presenter, Computers for Students, Internet Connection, Speakers/Headphones, Smart Phone/Tablet
Special Materials Needed:
You would need access to YouTube to play the video. Students could play it on their own devices, or you could project it from the front of the room.
Further Recommendations:
You may want to search for pictures to add to the card sort. If intending to use this for multiple years, laminating the cards increases their life spans, but this is not
required.
Markers or colored pencils are nice for the web map.
SOURCE AND ACCESS INFORMATION
Contributed by: Katharine Di Salvo
Name of Author/Source: Katharine Di Salvo
District/Organization of Contributor(s): Orange
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
Description
Discuss distinguishing characteristics of the domains and kingdoms of living organisms.
SC.912.L.15.6:
Remarks/Examples:
Annually Assessed on Biology EOC. Also assesses SC.912.L.15.4 SC.912.L.15.5 SC.912.N.1.3 and SC.912.N.1.6.
page 3 of 3