Course: Biology Agricultural Science & Technology

Unit: Diversity and Classification

State Standard V :

Students will understand that biological diversity is a result of evolutionary processes.

State Objectives 3:

Classify organisms into a hierarchy of groups based on similarities that reflect their evolutionary relationships.

a. Classify organisms using a classification tool such as a key or field guide.

b. Generalize criteria used for classification of organisms (e.g., dichotomy, structure,

broad to specific).

c. Explain how evolutionary relationships are related to classification systems.

d. Justify the ongoing changes to classification schemes used in biology.

Unit Objectives:

A. Students will define the criteria used for classifying organisms.

B. Students will be able to utilize a dichotomous key to classify organisms.

Materials Needed (Equipment):

Bags of candy or pictures of candy wrappers/ Student Activity Sheet #1 (1 per student)

Dark Hershey Minis with nutsDark Hershey Minis without nutsMilk Chocolate Minis with nutsMilk Chocolate Minis without nutsStrawberry/ Grape Jolly RanchersAtomic WarheadsLaffy TaffySour Skittles

Stop Watches – for optional memorization game.Copies of “What’s in a Name?” Worksheet (1 per student)

Facilities:

ClassroomLCD Projector/Overheads

Interest Approach:

Provide each of the students with a handful of different types of candies or Student Activity Sheet #1 (if candy is not available).

Have the students divide the pieces of candy into two groups based on like characteristics. For example: chocolate vs. non-chocolate.

Now have them pick one of their two groups and divide it into two separate groups of like characteristics. For example: Sweet vs. sour.

Have the students continue to divide the groups until they end up with one piece of candy that is unique from all the other pieces. Allow 2-3 minutes for this activity before class discussion.

Possible solution to interest approach:

Chocolate Non ChocolateDark chocolate Milk Chocolate Hard candy Soft CandyWith nuts

No nuts With nuts No nuts Sweet Sour Sweet Sour

Dark Hershey

minis with nuts

Dark Hershey

minis without

nuts

Milk chocolate

minis with nuts

Milk chocolate

minis without

nuts

Jolly Ranchers

Atomic Warheads

Laffy Taffy

Sour Skittles

Discussion: What makes that piece of candy unique from all the other pieces? How is the candy the same from the other pieces? Anticipated answers: shape, size, color, texture, smell, etc.

Suggested Introduction Statement:

Today we are going to look at how scientists use a similar process to identify plant, animals and all living organisms. Identifying plants and other organisms is used in many fields. For example, landscapers need to be able to put the specific plants in the ground, in the right place. It is much easier for people to make sure there is common meaning, and that they are referring to the same type of plant.

Objective A: Students will define the criteria used for classifying organisms.

(Note: Students should be taking notes from this point forward)

Curriculum (Content)(What to teach)

Instruction (Methodology)(How to teach)

A1. We care so that we understand and

can discover and study the Earth’s variety of species

About 1.7 million species have been named with millions more undiscovered

Understanding Biodiversity Scientists estimate that there are 5

million DIFFERENT kinds of plants,

animals and microorganisms on earth.

Biodiversity: is the variety of

organisms in a given area.

What is Taxonomy?A2.

GROUPING things according to their CHARACTERISTICS.

A3: Groups (Linnaean System)

Kingdom (largest) Phylum Class Order Family Genus Species (smallest)

Discussion based off of above questions – emphasis the amount of species etc.

A1. PPT Slide 3 – further discussion on the varieties and the importance of understanding the variety of the species in a community or ecosystem.

A2. PPT Slide 4

A3. PPT Slide 5 - (Memorization Option: to help students memorize grouping order have them find a partner to memorize them with and then have a class race to see who can say them in the right order the fastest)

Great way to remember: Kids Play Chase On Freeway Get Squished

What does Taxonomy mean?

Why classify living organisms?Who cares?

Who has heard of the word Taxonomy?

A4.

A5. A

6. A

7.

OrderOrder

A sub group within a class.A sub group within a class.

A4. PPT Slide 6 Suggestion – as you go through the group orders point out that they line of organisms is getting smaller – and that different classification the groups belong to as it gets smaller (i.e. mammalian, carnivore, ursidae etc.)

A5. PPT Slide 7

A6. PPT Slide 8

A7. PPT Slide 9

KingdomKingdom

Encompasses large groups; such as Encompasses large groups; such as plants, animals or fungi.plants, animals or fungi.

PhylumPhylum

Subgroup within a kingdom. Animals Subgroup within a kingdom. Animals belong to the phylum Chordata. belong to the phylum Chordata. (meaning they have a spinal “chord”)(meaning they have a spinal “chord”)

ClassClass

A sub group within a phylum containing A sub group within a phylum containing common characteristics.common characteristics.

A8. A

9.

A10.

A11.

A8. PPT Slide 10

A9. PPT Slide 11

A10. PPT Slide 12

A11. PPT Slide 13 Review of Linnaean System grouping process – check for understanding why the picture goes from 7 organisms to one.

FamilyFamily

A sub group with an order.A sub group with an order.

GenusGenusA sub group within a familyA sub group within a familySpecies with uniquely shared traitsSpecies with uniquely shared traitsSpecies are thought to be closelySpecies are thought to be closely related.related.

SpeciesSpeciesUnique group of organisms united by Unique group of organisms united by heredity or interbreedingheredity or interbreeding

Defined based on unique featuresDefined based on unique features

A12. Changes over time….

Changes in the classification system has changed over time

Traditionally used appearance and structure to group organisms

Can cause problems – some groups look similar but turn out to be distantly related other that look different are closely related

A13.

A14.

A12. PPT Slide 14

A13. PPT Slide 15

A14. PPT Slide 16 – Have students randomly try to read the Scientific Names as they come up on the slide.

FYI: ExampleFYI: ExampleIn a sense, birds are dinosaurs!Scientists think that modern birds are descended from a subgroup or dinosaurs – theropods.They base this information on comparisons of modern birds and fossilized theropods

Deinonychus Cassowary

What’s in a name? (Maybe discuss where their names came from)

A15.

A16. Worksheet

A17. Creating Scientific Names

Carl Linnaeus – 1750’s Catalog all known species Created two-worded Latin names for

each species

A18. Binomial Nomenclature (bie NOH mee uhl Noh muhn KLAY chuhr)

A15. PPT Slide 17 – show pictures of animals that match Scientific Names. (do not give the corresponding scientific name until after the students have completed column one and two of the worksheet below)

A16. Worksheet “What’s in a Name”

A17. PPT Slide 18 – Additional Information

Carl Linnaeus created a simpler and more consistent system in the 1750’s

He wanted to catalog all known species Wrote books in which he used the

polynomial system but added a two-word Latin name for each species

A18. PPT Slide 19

What’s in a name?What’s in a name?

Scientific Name = Binomial Nomenclature

Genus + Species = Scientific Name

Example = HumansHomo + Sapien = Homo sapien

Objective B: Students will be able to utilize a dichotomous key to classify organisms.Curriculum (Content)(What to teach)

Instruction (Methodology)(How to teach)

B1. We know that this cow is “Bos Taurus” but….. “How did we get there?”

B2. The road to classification

Requires – keys

B3. Dichotomous Key

Assists in Identification Contains pairs of contrasting

descriptions The key directs the user to another

pair of descriptors or

B1. PPT Slide 20

B2. PPT Slide 21

B3. PPT Slide 22

What type of keys? A Dichotomous key!

Identifies an object

B4. Modern Linnaean System

Category Domain – has been added (based on rRNA analysis)

3 Broad GroupsEukaryoteMultiple chromosomes and a mitotic cycle i.e. animals

ProkaryoteSingle-Celled does not have nucleus or membrane-bound structuresi.e. bacteria

ArchaeaProkaryotes in extreme environments difference in genetic make up of their cell call. i.e. bacteria in hot pots

B4. Review/Assessment Computer Lab Activity

B4 PPT Slide 23

B4. If available go to the computer lab and have the students go to the following web page and click on “Classifying Life” and complete the classification activities.http://www.pbs.org/wgbh/nova/orchid/classifying.html

Evaluation:

Diversity and Classification Test

Student Activity Sheet #1