"Think about it, Ed. ..the class Insecta contains 26 orders, almost 1,000 families, and over 750,000 described species but

I can't shake the feeling we're all just a bunch of bugs."

Classification

If you were asked to classify objects, you would probably group together those objects that have a certain

characteristic in common. A scientist does the same thing when grouping or classifying living things.

Living things are grouped according to certain likenesses or similar characteristics. Each group may

then be divided into subgroups. Each group and subgroup is given a name to help simplify the scientist's

work.

Strategy You will classify paper shapes. .

You will use the words kingdom, phylum, and class in your classifying system. You will

determine what characteristics you are using to make your classification.

Materials paper (2 sheets)

scissors

Procedure/Data and Observations

1. Cut out the 13 shapes shown in Figure 1. CAUTION: Always be careful when using scissors (duh!!!)

2. Place shapes 3, 4, 6, 7, 9, 10, and 11 into one group. This will represent the first kingdom.

Place these shapes on a separate piece of notebook paper.

3. Place shapes 1,2, 5, 8, 12, and 13 into a second group, or second kingdom. Place these shapes

on a separate piece of notebook paper.

4. Keep the kingdom shapes on the same paper. Further separate them into smaller groups.

Place shapes 3, 4, 7, and 10 into one group. These will represent the first phylum.

5. Place shapes 6 and 9 into another group. This will be the second phylum.

6. Place shape 11 by itself for the third phylum.

' 7. The phyla may be further subdivided by writing an identification letter on each one. Each subgroup will

represent a class. On shapes 3, 4, and 7 write the letter A.

8. On shape 10 write the letter B.

Questions and Conclusions

1. How do members of the first kingdom differ from the second kingdom?

2. What two names would you suggest to describe the characteristics common to the two

kingdoms?

2

CLASSIFICATION

3

4

5

3. What characteristics do shapes 3, 4, 7, and 10, have that make them different from 6, 9, or 11?

4. How are 6 and 9 different from 11? _________________________________________________

5. If you had to use a name that described the characteristic that is common to the first phylum with

3, 4, 7, and 10, what would be a suitable name_______________________________________

What name would best describe the second phylum? _________________________________

The third phylum? _______________________________________________________________

6. On the class level, what characteristics do shapes 3, 4, and 7 have that make them different

from 10? __________________________________________________________________

7. What name would best describe the class for shapes 3, 4, and 7? _______________________

For 10? ________________________________________________________________________

6

Living Things • Review and Reinforce

Classifying Organisms (pgs. 42-49) Understanding Main Ideas

Answer the following questions in the space provided .

1. List the major levels of classification, starting with the highest level.

2. What three characteristics are used to place organisms into domians and kingdoms?

Building Vocabulary

Match each term with its definition by writing the letter of the correct definition in the right

column on the line beside the term in the left column.

______3. classification a. naming system developed by Carolus Linnaeus

b. process of grouping things based on their

similarities

c. first word in an organism's scientific name

d. organism whose cell lacks a nucleus

e. a group of organisms that can mate and produce

offspring that can also mate and reproduce

f. the scientific study of how things are classified

g. organism whose cell(s) contain a nucleus

h. dense area in a cell that contains nucleic acids

______ 4. binomial nomenclature

______5. eukaryote

______6. genus

_____7. species

_____8. taxonomy

_____9. prokaryote

______10. nucleus

7

Living Things • Guided Reading and Study

Classifying Organisms (continued) Why Do Scientists Classify? (pg. 43) 1. The process of grouping things based on their similarities is

2. Why do biologists use classification?

3. The scientific study of how living things are classified is called

4. Is the following sentence true or false? Once an organism is classified, a scientist knows a lot about that organism. _________________________

The Naming System of Linnaeus (pgs. 44-45)

Is the following sentence true or false? Linnaeus placed organisms into groups based on their features that he could observe.

5. In Linnaeus's naming system, called__________________each organism is given a

two-part name.

6. Is the following sentence true or false? A species is a group of similar organisms that can mate with each other and produce offspring that can also mate and reproduce. ____________________________________________

7. Felis concolor is the scientific name for mountain lions. To which genus do mountain

lions belong? What is the species?

Genus: Species:__________________________________ 9. Circle the letter of each sentence that is true about binomial nomenclature.

a. A scientific name is written in italics.

b. Many scientific names are in Latin because Latin was the language of scientists during Linnaeus's time.

c. The genus name begins with a small letter. d. Binomial nomenclature makes it easy for scientists to talk about an organism.

8

Living Things • Guided Reading and Study

Levels of Classification (pgs. 45-46)

10. List the eight levels of classification used by modern biologists in order from

the broadest level to the most specific level.

11. Is the following sentence true or false? The more classification levels that two

organisms share, the more characteristics they have in common.

12. Look carefully at the figure Classifying an Owl in your textbook. What order does

the great horned owl belong to?

9

NOTES: Classifying Organisms (Pgs 42-46)

Classification The process of grouping things based on their _ _

Taxonomy The scientific study of living things are classified; assigns

each organism a _______________________

Why Do Scientists classify?

1. It's easier to find something if an is in place

2. More than 1 million organisms have been identified and classified on Earth, 2-100

million yet to be discovered and named

3. Classifying or grouping organisms makes them_________________________________

4. Once an organism is classified, a scientist knows a lot about it (for instance, ifl told you

an organism was a bird you would already know it had certain features)

10

Binomial Nomenclature

• Means " __________________________, __________________________”

• Helps scientists coming up with unique, ___________________ names for new organisms • names usually contain words because that was the common language of

scientists when classification first began, and is still a common language in science

Dog? Fido? Canine? Puppy? der Hund? Perro? Only ONE scientific name: Canis familiaris

The first word in an organism's scientific name

Tells scientists that organisms with the same genus share _ _________________and are ___________________________

For instance, ALL organisms with the genus name, "Felis" have sharp, retractable claws and are hunters

Genus is always italicized, and starts with a _

Typically describes a specific or distinctive feature of an organism like where it

lives or its appearance

ALL organisms with the same name are able to mate and produce offspring that can also reproduce

For instance, ALL organisms with the species name of domesticus (which means "of the house") are house cats, and are able to produce kittens who are able to produce kittens. On the other hand, a Felis concolor (Puma) can NOT make "puma-cats" with Felis domesticus

Species is always italicized, and lower case

TRY IT! If an organism is named, Diet Coke, what can you INFER

about it? ______________________________________

What traits would it share with other organisms in this Genus?

What can learn from its species name?

11

First scientist (Swedish) to classify things

Made up the first system, Systema Naturae, in the 1750's

Placed organisms in groups based on their _

features and ; though he made SOME

errors, we still use a lot ofhis original system

Born as CARL Linnaeus, but changed his name to Carolus

to make it sound more

________________________________________

Levels of Classification

Today's scientists use levels of classification

The levels start out _ and contain organisms, but end

up very and contain organism, or species.

Dumb

Kids

Playing

Catch

On

Freeway

Get

Squashed

Domain

Kingdom

Phylum

Class

Order

Family

Genus

Species 12

The more levels two organisms share, the more _____________________________

According to their

classification, - which TWO are share the most traits and are most closely related?

________________________and _____________________________

- which ONE shares the least traits and is thus the least related to the

others? __________________________________________________________________

13

Creepy Critters What if a new planet was discovered that had life on

it? Would you be able to figure out what known

creatures these alien life forms might be related to?

What would you look for to compare? How would you

organize these different living things?

Scientists who study living things organize them

into categories based on their relationships. Early

classification systems

were based simply on how things look. Now scientists focus on genetics, cellular make-

up and other more specific things when they classify creatures. Classification systems include big groups that are subdivided into smaller groups .

Here's one way classification might work using cars as an example:

14

15

Imagine it's the year 2525. A planet similar to Earth has recently been found in a newly identified solar

system in another galaxy. We have sent a space probe with a molecular transport beam to this planet

to beam back a variety of different living creatures. Scientists examine the structure of each of these

creatures and realize that they need to create a classification scheme to help them compare the alien

life forms to each other and discover how they might be related.

The lead scientist sends you illustrations of the organisms and asks you to help develop this

classification system. Your role is to study the illustrations and come up with a possible classification

scheme based on the information provided about each organism. You'll be asked to explain to the

scientific team how and why you organized the creatures this way. Print out these pages and follow the

directions to do this activity at home. When you're done, come back to this page to test your new found

knowledge by answering the questions below.

You’ll Need:

• scissors

• critter cards (everyone has 4 yellow cards and another group of cards –each group has a different color)

• paper and pencil or pen

What To Do:

1. Get the critter cards and keep the four yellow cards separate from the others.

2. Study all the cards except the last four (yellow cards), noting similarities and differences among the

creatures. Create a table on the next page to help organize what you see. You might have columns to

describe bristles, antennae, eyes, etc.

3. Now put the cards (except the four yellow you've kept separate) into groups based on the similarities

and/or differences you see. Your group should include creatures that have something in common. Now

create a new table on the next page, listing the traits common to each group you've made.

4. Choose one of the cards from the four yellow cards you've kept separate. This is a picture of a

creature was just beamed back by the space probe and sent to you by the lead scientist. You need to

decide where it fits in the group system you've just created. Do you need to make a new group for this

creature or can you find some way to fit it into one of your existing groups?

5. Write a brief paragraph at the bottom of the next page explaining your classification scheme, how it

works and how easy or hard it is to fit new creatures into it.

6. Don’t forget to answer the questions to this activity on page 17.

16

Write a Brief paragraph below:

Questions

1. Why do we classify things?

2. Do only scientists classify things? Provide an example related to your

answer.

3. Describe the characteristics of the creatures in each of the categories you

created. You many have fewer or more categories. If you need more room,

write your characteristics at the bottom of this page.

Category 1 Characteristics:

Category 2 Characteristics:

Category 3 Characteristics:

Category 4 Characteristics:

Category 5 Characteristics:

Category 6 Characteristics:

4 . Is your way the only way possible to organize the critter cards? Explain or

provide an example.

5. Did all of the yellow card creatures fit into your original classification

scheme? If not, why?

6. What do you think scientists would do if they found a new organism that didn't

seem to fit into any existing classifications?

17

1. Separate these items into two groups by filling in the letters of the items in the

chart below.

F G

2. Regroup the items using the chart below.

Used only outdoors Used only indoors Used Indoors or outdoors

18

Items for feet Items held in hand(s)

* There IS more than one “right” answer *

Snow Ski

Golf Shoe

Table Tennis

Water Ski

3. a. Which of the two ways of grouping these items (question 1 or 2) might be used by

a sporting goods store? _

b. With which grouping would you probably find an item in a store more easily

and quickly?

c. Which grouping better shows how things are related to one another?

Why?

d. List two reasons why humans group things.

4. A certain student grouped these items as follows:

a. What trait was used for Group 1?

b. What trait was used for Group 2?

5. a. Of the three ways to classify these items that you have seen,

Which is the right way?

b. Which is the wrong way7

c. Group the items again using a different set of traits. Use the traits above each group.

d. The items are grouped again using a set of traits that has not been used . List the trait above

each group.

e. Can humans disagree on how to group things?

f. Which classification of these items is correct? ___________________________________

Explain your answer.

19

Used only outdoors Used Indoors or outdoors

D N A B C E F G H I J K L M

Trait _____Wheels______ Trait _______Spikes_____ Trait No wheels or spikes

Trait _____ _____ Trait _______ _____ Trait .

Notes: Domains and Kingdoms (pgs. 47-48)

Domain Largest level, includes the __

Kingdom Second largest level

Domain and kingdom are determined by...

1. cell type

2. ability to make food

3. number of body cells

Three Domains (derived from a common ancestor)

Ancestral organism

1. Bacteria a. ALL are which means that lack a nucleus (PRO =NO) b. Some are_____________ (make their own food), some are

______(rely on something else to make their food)

..

2. Archaea a. Word means “_________________”

b. ALL are ___ which means that lack a nucleus (PRO= NO)

20

c. Members are bacteria (though their structure and chemical makeup are

different from regular bacteria) ... but they're ALL found in _

_ (hot springs, very salty water, swamps, intestines)

d. The extreme conditions are probably similar to those of ___

e. Some are (make their own food), some

are (rely on something else to make their food)

3. Eukarya a. ALL members are________________ which means the cells HAVE a nucleus

(EU =YOU and I have nuclei in our cells)

b. Contains Kingdoms

i. Kingdom

-usually really small

- some are autotrophs, some are heterotrophs

-MOST are unicellular, but some (like some seaweeds) are large and

multicellular

ii. Kingdom _

- Mushrooms, molds and mildew

- Mostly multicellular, but a few (like yeast) are unicellular

-ALL are heterotrophs (none make their own food) and typically

feed by nutrients from dead stuff

21

iii. Kingdom _

- ALL are autotrophic (make their own food)

-Big variety in size and habitat

iv. Kingdom _

-ALL are _______________________

- ALL are _

- Big variety in size and habitat

22

Domains and Kingdoms (pgs 47-49 in book)

Three Domains In the three-domain system of classification, all known organisms belong to one of three domains-Bacteria, Archaea, or Eukarya.

Match the examples below to the proper domains and kingdoms below. Write the examples on the

lines. ALL organisms whose cells contain nuclei Mushrooms

Bacteria found in hot ocean vents

Cactus

Flea

Domain Archaea (PROkaryotic= NO nucleus)

Domain Bacteria (Prokarya, to be more

specific. Get it?

They are PROkaryotes ...

they have NO nucleus)

Domain Eukarya (Get it? They have

Eukaryotic cells like YOU

and me ... our cells HAVE

a nucleus)

Kingdom Protists

Kingdom Fungi

Kingdom Plants

Plants: Moss

Kingdom Animals

Paramecium (unicellular

organism with a nucleus)

4 Fungi: Mushrooms Yogurt Bacteria

D o m a i n A r c h a e a & P r o k a r y a u s e d

t o b e c a l l e d K i n g d o m M o n e r a n

23

Grouping Organisms

Classification Table

Study the classification table, and then answer the questions.

1. What classification groups do all five animals have in common?

2. Which animals belong to the same orders? ___________________________________

3. Which animals belong to the same family? Name that family.

4. Which animals belong to the same genus? Name the genus.

5. Which classification group includes the greatest (#) of organisms?

_____________________Which includes the least variety of organisms? ____________ '

Common Name

Species Genus Family Order Class Phylum Kingdom

Fox Vulpes

vulpes

Vulpes Canidae Carnivora Mammalia Chordata Animal

Dog Canis

familiaris

Canis Canidae Carnivora Mammalia Chordata Animal

Wolf Canis

lupus

Canis Canidae Carnivora Mammalia Chordata Animal

Squirrel Sciurus

vulgaris

Sciurus Sciuridae Rodentia Mammalia Chordata Animal

Mouse Mus

musculus

Mus Muridae Rodentia Mammalia Chordata Ani mar

24

Domains and Kingdoms (pg. 47) 13. List the three domains of living things.

a.____________________

c. _______ b.

14. Complete the concept map to show how organisms are placed into domains and

kingdoms.

Classifying Organisms (continued) 15. Circle the letter of each sentence that is true about bacteria .

a. Bacteria can be either autotrophic or heterotrophic . b. Bacteria are prokaryotes. c. Bacteria have a cell nucleus. d. Bacteria do not,have nucleic acids.

16. A dense area in a cell that contains nucleic acids is a(n)

17. Is the following sentence true or false? Archaea do not have a similar chemical

makeup to bacteria. _____________________

18. Why are members of this domain called archaea, which comes from the Greek word for "ancient"?

Domain Eukarya (pgs. 48-49) 19. Is the following sentence true or false? Protists can be either unicellular or

multicellular. _________________________________

25

20. How do protists differ from bacteria and archaea?

21. Is the following sentence true or false? Mushrooms, molds, mildew, and yeast are all fungi. ______________________________________________

22. Circle the letter of each characteristic of fungi.

a. eukaryotes

c. autotrophs

23. Plants are______________________

b. prokaryotes

d. heterotrophs

; they can make their own food.

24. Is the following true or false? Plants provide food for every heterotroph on Earth.

25. Circle the letter of each characteristic of animals.

a. unicellular

c. eukaryotes

b. heterotrophs

d. autotrophs

26. Is the following sentence true or false? All animals are multicellular.

26

What a Strange Group!

Use the dichotomous key to find the scientific name of the strange creatures at the right. Begin at step 1 with Creature A. Read both statements and choose the one that best describes Creature A. Repeat the process at the next step. Eventually, you will reach a description that ends with a scientific name. This is Creature A's correct name. Write the name in the space next to the letter A below. Repeat this procedure for all the creatures…..

Dichotomous Key

1. Can move about ………………………….Go to 2 Cannot move about .......................Go to 9

2. Has 1 leg …….………………………………Go to 3

Has 1 or more propellers ….…….....Go to 6

3. Has 1 or more antennae ………......Go to 4 Has no antenna ............................Go to 5

4. Has 1 antenna ……….. Podus monoantenna

Has 2 antennae …….…..Podus biantennae

Has 3 antennae ……..….Podus triantennae

5. Has 1 large eye ................. Podus cyclops Has no eyes …………........ Podus anoculus

6. Has wings ...................................Go to 7 Has no wings ……………............... Go to 8

7. Has 1 large eye ............... Dipteron cyclops

Has many eyes ……….Dipteron polyoculus

8. Circular shape ………..Helikopteron coccus Rod shape …….………Helikopteron bacillus

9. Lives on land ................. Sessilis terrestris Lives in water ................ Sessilis quatilis

Write the names of the creatures below

A.

B.

C.

D.

E.

F.

G.

H.

I.

J.

K.

27

THE FIVE KINGDOMS OF LIVING THINGS The pictures at the bottom of the page show organisms that belong in each of the five kingdoms of living things. Classify the organisms in the pictures by filling out the table below. Indicate which organisms belong to which kingdoms by writing the numbers from the appropriate diagrams in the second column. In the third column, list two or more traits of the organisms in each kingdom.

Kingdom Organisms

Moneran

Protist

Fungus

Plant

Animal

28

Traits of Kingdom

4 & 5 Unicellular, Prokaryotic, Bacteria

No nuclei

Use pages 48-49 in your book