Course: Biology Agricultural Science & Technology



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 nuts

Dark Hershey Minis without nuts

Milk Chocolate Minis with nuts

Milk Chocolate Minis without nuts

Strawberry/ Grape Jolly Ranchers

Atomic Warheads

Laffy Taffy

Sour Skittles

Stop Watches – for optional memorization game.

Copies of “What’s in a Name?” Worksheet (1 per student)

Facilities:

Classroom

LCD 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 Chocolate |

|Dark chocolate |Milk Chocolate |Hard candy |Soft Candy |

|With nuts |No nuts |With nuts |No nuts |Sweet |Sour |Sweet |Sour |

|Dark Hershey |Dark Hershey |Milk chocolate |Milk chocolate |Jolly Ranchers |Atomic Warheads |Laffy Taffy |Sour Skittles |

|minis with nuts |minis without |minis with nuts |minis without nuts| | | | |

| |nuts | | | | | | |

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) |Instruction (Methodology) |

|(What to teach) |(How to teach) |

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|A1. | |

|We care so that we understand and can discover and study the Earth’s| |

|variety of species |Discussion based off of above questions – emphasis the amount of |

|About 1.7 million species have been named with millions more |species etc. |

|undiscovered | |

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|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. |A1. PPT Slide 3 – further discussion on the varieties and the |

| |importance of understanding the variety of the species in a community |

| |or ecosystem. |

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|What is Taxonomy? | |

|A2. | |

|GROUPING things according to their CHARACTERISTICS. | |

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|A3: Groups (Linnaean System) | |

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|Kingdom (largest) | |

|Phylum | |

|Class | |

|Order | |

|Family |A2. PPT Slide 4 |

|Genus | |

|Species (smallest) | |

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| |A3. PPT Slide 5 - |

| |(Memorization Option: to help students memorize grouping order have |

|A4. |them find a partner to memorize them with and then have a class race to|

|[pic] |see who can say them in the right order the fastest) |

|A5. | |

|[pic]A6. [pic]A7. |Great way to remember: Kids Play Chase On Freeway Get Squished |

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|Order |A4. PPT Slide 6 |

| |Suggestion – as you go through the group orders point out that they |

|A sub group within a class. |line of organisms is getting smaller – and that different |

| |classification the groups belong to as it gets smaller (i.e. mammalian,|

| |carnivore, ursidae etc.) |

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| |A5. PPT Slide 7 |

|A8. [pic]A9. [pic] | |

|A10. | |

|[pic] | |

|A11. | |

|[pic] | |

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|A12. Changes over time…. | |

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|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 |A6. PPT Slide 8 |

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|A13. [pic] | |

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|A14. | |

|[pic] |A7. PPT Slide 9 |

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|A15. | |

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|[pic] | |

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|A16. Worksheet | |

| |A8. PPT Slide 10 |

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|A17. Creating Scientific Names | |

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|Carl Linnaeus – 1750’s | |

|Catalog all known species | |

|Created two-worded Latin names for each species | |

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|A18. Binomial Nomenclature | |

|(bie NOH mee uhl Noh muhn KLAY chuhr) |A9. PPT Slide 11 |

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|Scientific Name = Binomial Nomenclature | |

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|Genus + Species = Scientific Name | |

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|Example = Humans | |

|Homo + Sapien = Homo sapien | |

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| |A10. PPT Slide 12 |

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| |A11. PPT Slide 13 Review of Linnaean System grouping process – check |

| |for understanding why the picture goes from 7 organisms to one. |

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| |A12. PPT Slide 14 |

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| |A13. PPT Slide 15 |

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| |A14. PPT Slide 16 – Have students randomly try to read the Scientific |

| |Names as they come up on the slide. |

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| |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) |

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| |A16. Worksheet “What’s in a Name” |

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| |A17. PPT Slide 18 – Additional Information |

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| |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 |

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| |A18. PPT Slide 19 |

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

|Curriculum (Content) |Instruction (Methodology) |

|(What to teach) |(How to teach) |

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|B1. We know that this cow is “Bos Taurus” but….. “How did we get |B1. PPT Slide 20 |

|there?” | |

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|[pic] | |

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|B2. The road to classification | |

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|Requires – keys | |

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| |B2. PPT Slide 21 |

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|B3. Dichotomous Key | |

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|Assists in Identification | |

|Contains pairs of contrasting descriptions | |

|The key directs the user to another pair of descriptors or | |

|Identifies an object |B3. PPT Slide 22 |

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|B4. Modern Linnaean System | |

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

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|3 Broad Groups | |

|Eukaryote | |

|Multiple chromosomes and a mitotic cycle i.e. animals | |

| |B4 PPT Slide 23 |

|Prokaryote | |

|Single-Celled does not have nucleus or membrane-bound structures | |

|i.e. bacteria | |

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|Archaea | |

|Prokaryotes in extreme environments difference in genetic make up of| |

|their cell call. i.e. bacteria in hot pots | |

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|B4. Review/Assessment Computer Lab Activity | |

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| |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. |

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Evaluation:

Diversity and Classification Test

Student Activity Sheet #1

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Why classify living organisms?

Who cares?

Who has heard of the word Taxonomy?

What does Taxonomy mean?

Kingdom

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

Phylum

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

Class

A sub group within a phylum containing common characteristics.

Family

A sub group with an order.

Genus

A sub group within a family

Species with uniquely shared traits

Species are thought to be closely related.

Species

Unique group of organisms united by heredity or interbreeding

Defined based on unique features

FYI: Example

In 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)

What’s in a name?

What type of keys?

A Dichotomous key!

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