I normally begin the very short unit on classification after genetics and evolution because of the changes in how organisms have been organized with DNA and biochemical evidence now available.
I start off giving a bit of history on the classification of organisms and Carolus Linnaeus. Then I talk about taxonomy and scientists' current understandings and classification system using the domains Bacteria, Archaea, and Eukarya.
I have my classes practices creating a dichotomous key and I give some additional information about binomial nomenclature.
Students complete several classroom activities and labs to practice following and writing dichotomous keys and learn more about the classification of organisms. I follow with examples of phylogenetic trees and cladograms that show the evolutionary history of animals. Videos about the evolution of vertebrate diversity (below) are shared with students as I wrap up the unit.
New York State Teacher of Biology/Living Environment
All regular education and most special education students are required to take the New York State Living Environment Regents. This is the material I have delivered to all ability levels of students to prepare them for that test.
My instruction of this course evolved. Although I continually "tweaked" things from year to year and class to class, I found that the most orderly delivery was to use PowerPoint slides to act as my "plan book". From these, I communicated instructional objectives, vocabulary, lab activities, and other learning activities to students.