| Lesson Plan |
| Grade: |
Date: 25/02/2026 |
| Subject: Biology |
| Lesson Topic: discuss the meaning of the term species, limited to the biological species concept, morphological species concept and ecological species concept |
Learning Objective/s:
- Describe the biological, morphological, and ecological species concepts and their defining criteria.
- Explain the main advantages and limitations of each concept.
- Compare the three concepts using concrete examples.
- Apply the concepts to classify given organisms or scenarios.
- Evaluate how taxonomists combine concepts to reach robust classifications.
|
Materials Needed:
- Projector or interactive whiteboard
- PowerPoint slides with diagrams and a Venn diagram
- Handout summarising the three species concepts
- Specimen images or photographs for group activity
- Worksheet with classification scenarios
- Sticky notes or index cards for student responses
|
Introduction:
Begin with a quick think‑pair‑share: “What does the word species mean to you?” Connect students’ ideas to prior learning on classification and outline today’s success criteria: identify the three major species concepts, discuss their strengths and weaknesses, and apply them to real examples.
|
Lesson Structure:
- Do‑now (5’) – Students write a brief definition of “species” and share a few responses.
- Mini‑lecture (10’) – Overview of the biological, morphological, and ecological concepts with slide visuals.
- Group activity (15’) – Each group receives a case (e.g., a frog population, a fossil plant, a niche specialist) and decides which concept best fits; record reasoning on the worksheet.
- Whole‑class comparison (10’) – Groups present their decisions; teacher uses a Venn diagram to highlight similarities and differences.
- Guided practice (10’) – Quick quiz (Kahoot or handout) on advantages and limitations of each concept.
- Check for understanding (5’) – Exit ticket: write one situation where combining concepts is necessary and justify.
|
Conclusion:
Recap that species can be defined by reproductive isolation, morphology, or ecological niche, each offering distinct insights. Students complete an exit ticket stating which concept they find most useful and why. For homework, each student selects a real organism and justifies its classification using at least two of the concepts discussed.
|