[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-239850-105":53,"doc-detail-239850-en":127},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":120,"head_meta":122,"extra_data":124,"updated_unix":126},105,"en","training-resource-plan-biology-classification-of-living-things-template","Training Resource Plan - Biology Classification of Living Things (Template)","","Training Resource Plan outlines a biology learning unit for 12th graders on the classification of living things. It specifies learning outcomes and assessment criteria covering differentiation between five-kingdom and six-kingdom systems, listing the seven taxa from highest to lowest, explaining the shift to six kingdoms, and applying binomial nomenclature. It also addresses echinoderms by identifying key body features, comparing echinoderm similarities and differences, and using concept maps to show relationships, supported by textbooks, teacher-provided materials, portfolios, and internet resources.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/training-resource-plan-biology-classification-of-living-things-template/239850/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/training-resource-plan-biology-classification-of-living-things-template/239850.png","ImageObject",442,249,{"name":88,"@type":89},"Mack Lee","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-19","2026-09-11",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",9,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"What learning outcomes are included for classification of living things?","Question",{"text":109,"@type":110},"Students differentiate five-kingdom vs six-kingdom systems, list the seven taxa from highest to lowest, and write scientific names using binomial nomenclature rules.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"How does the plan address echinoderms?",{"text":114,"@type":110},"It requires identifying echinoderm body features, comparing similarities and differences among echinoderms, and creating a concept map showing relationships with arthropods and echinoderms.",{"name":116,"@type":107,"acceptedAnswer":117},"What assessment types are used in the plan?",{"text":118,"@type":110},"It uses formative/summative assessment with oral or paper-based approaches and open-ended/closed formats, plus online options for certain activities.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},239850,1789153894,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":73,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":126,"read_time":9},1236954509970,"https://us-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Training Resource Plan (Template)  \n\n| Name of Course |  | Biology |  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- | --- | --- |\n| Target Group |  | 12th Graders |  |  |  |  |  |\n| Unit/Module |  | Classification of Living Things |  |  |  |  |  |\n|  | Learning Outcomes | Assessment Criteria/\u003Cbr>Activities | Type of Resources | Formats | Specification | Source/References | Time frame for Distribution |\n| CONTENT DELIVERY | Differentiate between the previous fivekingdom and the current sixkingdom classification systems. | 1. List the seven taxons in which all living things are classified in order from highest to lowest\u003Cbr>2. identify the previous five-kingdom system and why it changed into six kingdom\u003Cbr>3. write scientific names using the rules for binomial nomenclature | Textbooks\u003Cbr>Whiteboard/Pencil/pen ABC sheet (provided by teacher)\u003Cbr>Index cards (provided by teacher)\u003Cbr>Portfolio (developed by the student)\u003Cbr>Internet | Web /Hypertext |  | [https://www.yout](https://www.yout)[ube.com/watch?v](ube.com/watch?v)[ ](ube.com/watch?v)[=KPtAuojPQVQ](=KPtAuojPQVQ)\u003Cbr>[Modern Biology:](Modern Biology:)[ ](Modern Biology:)Holt, Rinehart and Winston. 2006 Edition, Student Edition | After each presentation |\n|  | Explain how the echinoderms relate to\u003Cbr>relates to their classification | 1. Identify the general body features of echinoderms.\u003Cbr>2. Compare and contrast the differences and similarities between different echinoderms\u003Cbr>3. Use concept map to show the relationship between the arthropods and echinoderms. | Textbooks; resource manual Microsoft Office\u003Cbr>Preserved Echinoderms, Microscope; Overhead projector; Slides of echinoderms;\u003Cbr>Portfolio (developed by the student) | Web; Online Library MO PPT\u003Cbr>JPG/PNG | Open\u003Cbr>Source/Proprietary slides with outlines, charts and tables, images, music, video clips | [https://www.youtu](https://www.youtu)[be.com/watch?v=9_](be.com/watch?v=9_)[S-dASjQ-w](S-dASjQ-w)\u003Cbr>Modern Biology: Holt, Rinehart and Winston. 2006 Edition, Student Edition | beginning of topic / some materials will be introduced during each presentation |\n\n\n|  |  |  | Internet |  |  |  |  |\n| --- | --- | --- | --- | --- | --- | --- | --- |\n| ASSSESSMENT |  | • List the seven taxons in which all living things are classified in order from highest to lowest\u003Cbr>• identify the previous five-kingdom system and why it changed into six kingdom\u003Cbr>• write scientific names using the rules for binomial nomenclature | Formative/summative | Oral/Paperbased | Open ended/closed |  |  |\n|  |  | • Identify the general body features of echinoderms.\u003Cbr>• Compare and contrast the differences and similarities between different echinoderms\u003Cbr>• Use concept map to show the relationship between the arthropods and echinoderms | Formative/summative | Oral/Paperbased/online | Open ended/closed |  |  |","cbCailckicq7UdhQ","https://ap.wps.com/l/cbCailckicq7UdhQ","pdf",377994,"English","# Content Delivery\n## Classification of Living Things\n## Echinoderms and Classification\n# Assessment","[{\"question\":\"What learning outcomes are included for classification of living things?\",\"answer\":\"Students differentiate five-kingdom vs six-kingdom systems, list the seven taxa from highest to lowest, and write scientific names using binomial nomenclature rules.\"},{\"question\":\"How does the plan address echinoderms?\",\"answer\":\"It requires identifying echinoderm body features, comparing similarities and differences among echinoderms, and creating a concept map showing relationships with arthropods and echinoderms.\"},{\"question\":\"What assessment types are used in the plan?\",\"answer\":\"It uses formative/summative assessment with oral or paper-based approaches and open-ended/closed formats, plus online options for certain activities.\"}]","Training Resource Plan - Biology Classification of Living Things (Template) | PDF"]