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NAGEEN GROUP
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SCHOOL OF EDUCATOR
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DAY WISE/DAILY SPLIT UP
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SUBJECT: BIOLOGY
CLASS 11th
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DATE
TOTAL DAYS
DAYChapterTOPICCLASSROOM TEACHING VIDEOSSUB TOPICACTIVITIESLEARNING OUTCOMEPEDAGOGY PROCESSWEB LINK
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 1.1. The Living World-II https://youtu.be/JmJ-OfhNvW8Later, discuss the diversity of life forms they observed and how they can be classified.Identify and explain the basic characteristics that distinguish living organisms, such as growth, reproduction, metabolism, response to stimuli, and adaptation.
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1.2.     Diversity in the living world https://youtu.be/DxJlNvdohnA Ask them to observe and note down different living organisms they encounter.
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1. Chapter-1 The Living World-I
Define biodiversity and understand its significance in the context of the living world.
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1.3.     Taxonomic categories1.3.1. SpeciesDivide students into groups and assign each group a specific area (e.g., school garden, nearby forest).
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1.3.2. GenusLearn and explain the hierarchical levels of classification, including domain, kingdom, phylum, class, order, family, genus, and species.
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1.3.3. FamilyInstruct them to identify and document as many different species of living organisms as possible.
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1.3.4. Order
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1.3.5. ClassPrepare cards with the names of different organisms.
Explain the principles and applications of chromatography and electrophoresis in biological research.
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1.3.6. PhylumDiscuss the criteria they used for classification and introduce the concept of taxonomy.
Understand the concept of DNA fingerprinting and its applications in forensics and paternity testing.
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1.3.7. Kingdom
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Biological classification-ii https://youtu.be/VeOAg41ftxoProvide students with a mix of objects (e.g., fruits, leaves, small toys).Recognize the need for organizing living organisms.
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Biological classification-iii https://youtu.be/Ze-ZuZxXxuE
Discuss how they decided on the classification and whether it aligns with biological classification principles.
Apply the concept of classification to real-world examples.
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2.1. Kingdom monera https://youtu.be/b6WUSZBQBls2.1.1. ArchaebacteriaIdentify different categories of classification (e.g., species, genus, family, etc.).
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2.1.2. EubacteriaProvide students with a list of organisms.
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Classify given organisms into appropriate categories.
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 2. Chapter-2Biological Classification-I 2.2. Kingdom Protista2.2.1. ChrysophytesAssign each student a specific taxonomic level.
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2.2.2. DinoflagellatesIdentify the main objectives of taxonomy.
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2.2.3. EuglenoidsProvide microscopes and prepared slides of bacteria and protists.
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2.2.4. Slime MouldsExplain the significance of taxonomy in biological sciences.
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2.2.5. ProtozoansAsk them to categorize each into either Kingdom Monera or Kingdom Protista.
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List and describe various tools and techniques used in taxonomy.
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2.3. Kingdom fungi2.3.1. PhycomycetesTake students on a short nature walk.
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2.3.2. AscomycetesExplain the reasons for the development of the Five Kingdom Classification.
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2.3.3. BasidiomycetesHave them create a poster highlighting its characteristics, habitat, and uses.
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2.3.4. DeuteromycetesClassify organisms into the Five Kingdoms.
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Discuss the importance of herbaria in plant classification.
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2.4. Kingdom plantaeEvaluate the strengths and weaknesses of the Five Kingdom Classification system.
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Ask students to create a collage representing the diversity of animals.
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2.5. Kingdom animaliaCompare and contrast the Five Kingdom Classification with earlier systems.
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Conduct a debate on why their group's classification is the most logical.
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2.6. Viruses, viroids, prions and lichens
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Plant kingdom-II https://youtu.be/74jazJ3X0iIProvide samples of different types of algae (e.g., green algae, brown algae, red algae).Define the term "Plant Kingdom" and understand its significance in biological classification.
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3.1. Algae https://youtu.be/g3gBN9aDUps3.1.1. Chlorophyceae
Have them create a detailed collection, noting where each type was found and describing its physical features.
Classify algae based on pigments, thallus organization, and habitat.
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3.1.2.Phaeophyceae
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3.1.3. RhodophyceaeExplain the life cycle of mosses and liverworts.
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 3. Chapter 3 Plant Kingdom-I Students can observe and identify structures like rhizoids, capsules, and spores.
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3.2. Bryophytes3.2.1. LiverwortsUnderstand the economic importance of gymnosperms.
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3.2.2. MossesProvide fern fronds with sporangia.
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Analyze the significance of each plant group in the evolutionary context.
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3.3. PteridophytesIf possible, organize a trip to a location where cycads grow.
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Discuss the ecological roles of plants in various ecosystems.
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3.4. GymnospermsConduct a hands-on experiment to demonstrate different methods of seed dispersal.
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Identify threats to plant diversity.
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3.5. Angiosperms
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Animal Kingdom-II https://youtu.be/WPKo84YxlMEHave them research and create a brief presentation or poster highlighting the key characteristics, examples, and significance of their assigned phylum.Explain the characteristics that distinguish animals from other living organisms.
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Animal Kingdom-III https://youtu.be/ZdHloRdGfIwDescribe the basic features of sponges and their organization.
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Provide pictures or descriptions of various animals.
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4.1. Basis of classification https://youtu.be/fhX2S-9ZS7w4.1.1. Levels of Organisation
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4.1.2. SymmetryAsk students to work in pairs or small groups and sort the cards under appropriate phyla.
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4.1.3. Diploblastic and Triploblastic Organisation
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4. Chapter 4 Animal Kingdom-I
4.1.4. CoelomStudents can create models or drawings of representative organisms from each non-chordate phylum.
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4.1.5. Segmentation
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4.1.6. NotochordHave students search for examples of animals with these characteristics and present their findings.
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4.2. Classification of animals4.2.1. Phylum – PoriferaObtain sponge specimens or pictures.
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4.2.2. Phylum – Coelenterata (Cnidaria)
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4.2.3. Phylum – CtenophoraAsk students to draw a detailed diagram of the structure of a sponge and label its parts.
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4.2.4. Phylum – Platyhelminthes
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4.2.5. Phylum – AschelminthesAllow students to observe and identify different types of sponges, discussing their unique features.
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4.2.6. Phylum – Annelida
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4.2.7. Phylum – ArthropodaHave a debate session where each group presents their arguments.
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4.2.8. Phylum – Mollusca
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4.2.9. Phylum – EchinodermataAlternatively, arrange a virtual tour with experts to discuss the diverse non-chordate organisms.
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4.2.10. Phylum – Hemichordata
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4.2.10. Phylum – Hemichordata
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5.1. The root5.1.1. Regions of the RootCollect different types of plants with varied root systems (fibrous, taproot, adventitious). Observe and compare the root structures. Discuss the advantages of each type in terms of plant adaptation.
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5.2. The stem
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Create models of different stem modifications (runners, tubers, bulbs, etc.). Discuss the functions of each modification and how it benefits the plant.
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5.2. The leaf https://youtu.be/cOdQUQFvLi85.3.1. Venation
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5.3.2. Types of Leaves
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5.3.3. Phyllotaxy Phylum – ChordataGive students a set of leaves and ask them to classify them into simple and compound leaves. Discuss the adaptive advantages of different leaf forms.
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5.4. The inflorescence
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5. Chapter 5 Morphology of Flowering Plants
Arrange for flowers from different plant species. Conduct a flower dissection activity, identifying and labeling the different parts (sepals, petals, stamens, and carpels).
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5.5. The flower5.1.1. Parts of a Flower
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