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Cladogram DLP

This lesson plan aims to teach students about cladistics and phylogeny. Students will be divided into groups and analyze sample cladograms to determine evolutionary relationships between organisms. They will identify shared derived characteristics and determine which organisms are most closely related based on the cladograms. Students will then construct their own cladogram based on provided data and present it to the class. A short quiz will evaluate students' understanding of cladistics.

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NIDELYN PRETE
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477 views3 pages

Cladogram DLP

This lesson plan aims to teach students about cladistics and phylogeny. Students will be divided into groups and analyze sample cladograms to determine evolutionary relationships between organisms. They will identify shared derived characteristics and determine which organisms are most closely related based on the cladograms. Students will then construct their own cladogram based on provided data and present it to the class. A short quiz will evaluate students' understanding of cladistics.

Uploaded by

NIDELYN PRETE
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Semi-detailed Lesson Plan in

GENERAL BIOLOGY 2

I. Objective
A. Content Standard: The learners demonstrate the understanding basic taxonomic
concepts and principles, description, nomenclature, identification, and classification.
B. Performance Standard: The learners shall be able make cladograms to infer
evolutionary relationship of organisms.
C. Learning Competency: describe species diversity and cladistics, including the types of
evidence and procedures that can be used to establish evolutionary relationships
STEM_BIO11/12IIIhj-16

II. Subject Matter


A. Content: Cladistics and Phylogeny
B. References: General Biology Teacher’s Guide pp. 129-135
C. Materials: Laptop, LCD Projector, Activity Sheets, Cartolina, Markers
D. Activities: Bring Me A Picture, Relate Much, Sharing is Caring, Let Me Show You
How, Let’s Build a Tree

III. Learning Experiences/Procedure – 4A’s

Motivation (Bring Me A Picture)


1. The teacher will ask the students to bring her the following:
a. Picture with parents
b. Picture of pets
c. Picture with siblings
d. Picture with friends
e. Picture of their garden
f. Picture of their grandparents
2. In every picture brought, the teacher will ask the students what characters or features
do they have in common (it could be morphological, genetic or behavioral)
3. The teacher will emphasize that a family picture represents a family tree. Family trees
show how people are related to each other. Similarly, scientists use phylogenetic trees
like cladograms to study the relationships among organisms.

Activity (Relate Much!)


1. Students will be divided into four (3) groups.
2. Each will be given sample cladograms to analyze with.
3. They will also be given questions about the sample cladogram.
4. They will be given 5 minutes to do the activity.
5. They will then present their cladogram to the whole class.

Group 1:

1. What trait separates lampreys from tuna on


this cladogram?
2. What separates a salamander from a turtle?
3. Which organism is most related to the
leopard? Why?
4. Which organism’s DNA will differ the most
from the leopard? Why?
5. What are the three derived characteristics
after the jaws?
6. Which is the most primitive characteristic?
7.
Group 2:
1. What separates rabbits/primate from the
crocodiles on this cladogram?
2. Which organism is most related to the
rodents and rabbits on this cladogram?
3. What 5 traits do the bird and its closest
relative share?
4. Which organism will have DNA most similar
to the bird? Why?
5. Which organism’s DNA will differ the most
from the bird? Why?
6. Define cladogram.

Group 3:

1. What trait separates frog from tiger on this


cladogram?
2. What separates a slug from a catfish?
3. Which organism is most related to the
human? Why?
4. Which organism’s DNA will differ the most
from the human? Why?
5. What are the two primitive characteristics of
legs?
6. Which is the most derived characteristic?

Analysis (Sharing is Caring!)


1. Each group will proceed to the reporting.
Process Questions:
a. What can you say about the different cladograms?
b. Do you find it useful in determining evolutionary relationships?

Abstraction (Let Me Show You How)


The teacher will be sharing a presentation about the steps in making or constructing a
cladogram.
Values Integration
How can you help preserve the characteristics of these organisms?

Application (Let’s Build a Tree)


1. With the same group, they will be tasked to make a cladogram based on the data
given to them.
2. They are to draw the organisms upon arranging them to the cladogram.
3. They will be sharing it to the whole class.
4. They will be provided with a rubric for giving points in their reporting.

REPORTING POINTS
Content Accuracy 5 points
Explanation 5 points
Clarity 5 points
Total 15 points
Evaluation
The students will be given a short quiz.

Examine the cladogram below. Each letter represents a derived characteristic. Match the
letter to its characteristic.

1._________ Wings 5. _________ Cerci (back appendages)


2._________ 6 legs 6. _________ Crushing mouthparts
3._________ Segmented Body 7. _________ Legs
4._________ Double set of wings 8. _________ Curly Antennae

Prepared: Checked:

NIDELYN R. PRETE ALIE A. BONGCAWIL


SST-I Assistant School Principal II

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