BUENOS AIRES EDUCATIONAL INSTITUTION

CLASS PLAN ACCORDING TO THE MBA

TEACHER: AREA: NATURAL SCIENCES - BIOLOGY INTENSIDAD HORARIA:4 HORAS SEMANALES GRADO:6°

UNIT: CLASSIFICATION OF LIVING BEINGS TIEMPO:10 SEMANAS DATES: PERIOD: II

COMPETENCE(S) THEMATIC CONTENTS ACTIVITIES

BASIC: Classification of living beings: characteristics of The teacher will recognize prior knowledge about the topic to be developed.
Identify the unique characteristics that make taxonomic utility, taxonomic categories, For this, I will ask the following questions: What characteristics allow me
to each kingdom. Linnaeus and the classification system differentiate the group of plants from animals? Why is it important to classify the
Recognizes in some taxonomic groups the living beings? What criteria are used to classify living beings?
presence of the same organic molecules.
WORK: I identify innovative ideas 2. Once the prior knowledge has been diagnosed, the teacher presents a problem situation related to
to solve problems of various contexts the environment of the students in such a way as to familiarize and consolidate knowledge
(social, cultural, economic, among others). introductory to the theme to be developed
CITIZEN: I know and use strategies
creative ways to solve conflicts. (By 3. Once the theme is developed, the students will select a living organism from their environment.
example, the brainstorming.) which will be characterized according to their morphology, physiology, cytology, and ecology,
subsequently, a round table will be held to share the differences that
there are between the different taxonomic groups.

4. The students will conduct inquiries about the scientific names of the species.
plants and animals in their environment, especially the plants that are found within
the institution. Through the information collected, a project will be carried out that allows
mark the species of the institution with their respective scientific and common names.

Kingdoms of nature (Monera, protista, 5. Workshops will be held on how species are classified, the importance of names.
fungi, plant and animal scientists and the differences that exist between them and the common names of the species

6. Students will observe and analyze images projected through slides.

of each of the kingdoms of nature, the interspecific relationships that occur between
living beings. Based on the above, each student will express their opinion regarding
questions raised during the presentation (Transversality with technology and
computer science and ethics and values.
 7. The students will develop group workshops on the kingdoms of nature,
differences between each kingdom and the exemplification of each group taking into account the
organisms in their environment.

8. The students will create comparative tables on the characteristics of each group.
taxonomic.

9. The students will analyze graphs of problem situations related to the kingdoms.
of the nature and the number of individuals present for each group, through these the
students will develop questions and carry out basic operations that allow them
answer some questions (Transversality with mathematics and statistics)

10. The students will conduct a laboratory on the kingdom fungi where they will observe
detailed changes that occur when exposing a food (bread) under different
environmental conditions and in the presence or absence of water (Transversality with
chemistry).

11. A dynamic called 'The Alligator and Its Tail' will be held where the students
they will be organized in a round table, one end will be the head of the caiman and the other
the end will be the tail. The teacher will place a series of questions on the back of some
colored circles that will be stuck on the board. The first student to place themselves
at the tip of the head, you will select a circle where you must answer the question
what is in the backup, if it responds correctly it stays in the same position,
but if they do not answer the respective question, they will go to the end of the line, allowing for
the rest of the students move towards the head of the caiman until they finish with the
questions of the dynamics (Transversality with Spanish language).

DBA OR LEARNING EVIDENCE OF LEARNING TASK EVALUATION TECHNIQUE

Understand the classification of organisms. Classify organisms into different categories. Describe the kingdoms and establish differences between them. The evaluation is framed in
taxonomic groups, according to the type of domains, according to their types of cells Identifies the organic molecules that make up 100% of which they are fractionated
cells that possess and recognize the diversity of (Prokaryotic, Eukaryotic, Animal and Plant)
organisms of a certain taxonomic group. following percentages:
species that make up our planet and the
relationships of kinship between them. Identify organisms (animals or plants) of Establish differences between the relationships of organisms and 50 %:
its environment and classifies them using graphics, its environment. Notebook Review
tables and other representations following Workshops
simple taxonomic keys. Explain with examples the importance of classification of the Written test
living beings. Group work
Explain the taxonomic classification as Exhibitions
mechanism that allows recognizing it proposes different alternative solutions to the Laboratory difficulties
biodiversity on the planet and the relationships that arise within the classroom. 30%: Cumulative Assessment
relationship between organisms. 10%: Personal process
Listen carefully to the different ideas proposed by your Responsibility
companions.
Assistance
Respect
Discipline
Order
Commitment
10%: Social process
Communication
Collaboration
Coexistence

RESOURCES OBSERVATIONS

Markers, board, guide text, photocopies, video beam, slides, bulletin boards, Microsoft Program
power point, Petri dishes, stereoscope.