classification unit utah state core standard v students will understand that structure is used to...

Classification UnitClassification UnitUtah State Core Standard VUtah State Core Standard V

Students will understand that structure Students will understand that structure is used to develop classification is used to develop classification

systems.systems.

Kelly Sorensen, Eric Bingham, Thane Hutchinson

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Classification UnitClassification Unit

Print off a copy of the essential questions and complete them as you progress through the slides. Every time you

see this light bulb sign you will know that you should be able to answer one of your essential questions.

Print off a copy of the notes pages and write a summary of the most important information on each

page.

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Classification Learning ObjectivesClassification Learning Objectives STANDARD V: Students will understand that structure is used to develop classification STANDARD V: Students will understand that structure is used to develop classification

systems.systems. Objective 1:Objective 1: Classify based on observable properties. Classify based on observable properties. a. Categorize nonliving objects based on external structures (e.g., hard, soft).a. Categorize nonliving objects based on external structures (e.g., hard, soft). b. Compare living, once living, and nonliving things.b. Compare living, once living, and nonliving things. c. Defend the importance of observation in scientific classification.c. Defend the importance of observation in scientific classification. d. Demonstrate that there are many ways to classify things.d. Demonstrate that there are many ways to classify things. Objective 2:Objective 2: Use and develop a simple classification system. Use and develop a simple classification system. a. Using a provided classification scheme, classify things (e.g., shells, leaves, rocks, bones, a. Using a provided classification scheme, classify things (e.g., shells, leaves, rocks, bones,

fossils, weather, clouds, stars, planets).fossils, weather, clouds, stars, planets). b. Develop a classification system based on observed structural characteristics.b. Develop a classification system based on observed structural characteristics. c. Generalize rules for classification.c. Generalize rules for classification. d. Relate the importance of classification systems to the development of science knowledge.d. Relate the importance of classification systems to the development of science knowledge. e. Recognize that classification is a tool made by science to describe perceived patterns in e. Recognize that classification is a tool made by science to describe perceived patterns in

nature.nature. Objective 3:Objective 3: Classify organisms using an orderly pattern based upon structure. Classify organisms using an orderly pattern based upon structure. a. Identify types of organisms that are not classified as either plant or animal.a. Identify types of organisms that are not classified as either plant or animal. b. Arrange organisms according to kingdom (i.e., plant, animal, monera, fungi, protist).b. Arrange organisms according to kingdom (i.e., plant, animal, monera, fungi, protist). c. Use a classification key or field guide to identify organisms. c. Use a classification key or field guide to identify organisms. d. Report on changes in classification systems as a result of new information or technologyd. Report on changes in classification systems as a result of new information or technology

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Words to KnowWords to Know Animal

Archaebacteria

Binomial Nomenclature

Cell

Class

Classification

Dichotomous Key

Eubacteria

Eukaryotic

Family

Fungi

Genus

Invertebrate

Kingdom

Mammal

Multicellular

Order

Organism

Phylum

Plant

Prokaryotic

Protist

Species

Stimulus

Taxonomy

Unicellular

Vertebrate

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Scientists classify based on Scientists classify based on observable properties called observable properties called

structures.structures. Classification is the is the

arrangement of arrangement of organisms into into orderly groups based on their orderly groups based on their similarities and structures. similarities and structures.

What structures would you use What structures would you use to group these organisms into to group these organisms into three groups? (Remember to three groups? (Remember to base your decision on base your decision on structures not on what the structures not on what the organism does.)organism does.)

Scientists classify objects Scientists classify objects many different ways. Now that many different ways. Now that you have grouped these you have grouped these organisms one way, figure out organisms one way, figure out another way to put them into 3 another way to put them into 3 different groups.different groups.

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structures.structures. One property that scientists classify by is One property that scientists classify by is

whether or not the object is living/once whether or not the object is living/once living or nonlivingliving or nonliving..

In order to be considered living, the object In order to be considered living, the object must be able to do all six things listed must be able to do all six things listed below:below:– 1. All living things have one or more cells.1. All living things have one or more cells.– 2. All living things have DNA (instructions 2. All living things have DNA (instructions

for life) in their cells.for life) in their cells.– 3. All living things grow and develop.3. All living things grow and develop.– 4. All living things use metabolism 4. All living things use metabolism

(energy).(energy).– 5. All living things respond to 5. All living things respond to stimuli.– 6. All living things reproduce.6. All living things reproduce.

Using the six characteristics of living Using the six characteristics of living things decide whether or not the objects things decide whether or not the objects are living/once living or nonliving. Press are living/once living or nonliving. Press the spacebar to check your answers. the spacebar to check your answers.

NonlivingNonliving

Living/ Once Living Living/

Once Living

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structures.structures.

In order to recognize In order to recognize structures it is structures it is important to have good important to have good observation skills. observation skills.

Test your observation Test your observation skills by finding all 7 skills by finding all 7 dolphins in the picture.dolphins in the picture.

What structures did the What structures did the artist use to draw the artist use to draw the dolphins?dolphins?

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Scientists use classification systems Scientists use classification systems to identify organisms.to identify organisms.

Classification systems have helped us gain Classification systems have helped us gain scientific knowledge.scientific knowledge.– 2000 years ago Aristotle classified organisms into four 2000 years ago Aristotle classified organisms into four

groups. groups. Animals that flyAnimals that fly Animals that walkAnimals that walk Animals that swimAnimals that swim PlantsPlants

– To learn more about Aristotle, click on the internet link To learn more about Aristotle, click on the internet link below.below.

http://www.answers.com/topic/aristotle

Which group would you place a duck?

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http://www.answers.com/topic/aristotle


There were many problems with Aristotle’s There were many problems with Aristotle’s system. Many organisms fit into more than one system. Many organisms fit into more than one group like a duck. Some organisms didn’t fit into group like a duck. Some organisms didn’t fit into any group like a garden snake.any group like a garden snake.

Aristotle’s system was not based on structures. It Aristotle’s system was not based on structures. It was based on what an organism could do not what was based on what an organism could do not what characteristics made it up.characteristics made it up.

As scientists identified more organisms and As scientists identified more organisms and developed new technology, they needed a better developed new technology, they needed a better classification system. classification system. – The rules of classificationThe rules of classification

http://www.schools.utah.gov/curr/Science/core/7thgrd/sciber7/Classify/html/RULES.HTM

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Carolus Linnaeus developed a classification Carolus Linnaeus developed a classification system based on an organism’s characteristics.system based on an organism’s characteristics.– Learn about Linnaeus by clicking on the Learn about Linnaeus by clicking on the

internet link below.internet link below.

http://www.answers.com/topic/carolus-linnaeus

This classification system consists of 7 levels. This classification system consists of 7 levels.

The most general level is where organisms The most general level is where organisms have the least in common. The most specific have the least in common. The most specific level is where organisms can produce fertile level is where organisms can produce fertile offspring. The science of classifying organisms offspring. The science of classifying organisms

into their levels is called into their levels is called taxonomy.. 1010




7 levels of classification7 levels of classification– Kingdom The most general level. Organisms The most general level. Organisms

that share the same kingdoms have the least in that share the same kingdoms have the least in common with each other.common with each other.

– Phylum– Class– Order– Family– Genus– Species The most specific level. Organisms The most specific level. Organisms

that share this level have the most in common. that share this level have the most in common. They can produce fertile offspring.They can produce fertile offspring.

– A mnemonic device to remember the 7 levels is, “Kings A mnemonic device to remember the 7 levels is, “Kings play chess on fine grained sand.”play chess on fine grained sand.” 1111


There are six kingdomsThere are six kingdoms1. Animalia Are Are multicellular, have , have eukaryotic cells, have nervous , have nervous

systems,and are consumers. Examples: insects, fish, humanssystems,and are consumers. Examples: insects, fish, humans2. Plantae Are multicellular, have eukaryotic cells, and are producers Are multicellular, have eukaryotic cells, and are producers

because they make their own food. Examples: Sunflower, Oak tree, because they make their own food. Examples: Sunflower, Oak tree, 3. Fungi Are multicellular, have eukaryotic cells, and are decomposers. Are multicellular, have eukaryotic cells, and are decomposers.

Examples: Mushroom, yeast Examples: Mushroom, yeast4. Protista This is the kingdom where organisms are put that share This is the kingdom where organisms are put that share

characteristics from more than one of the other kingdoms. They are characteristics from more than one of the other kingdoms. They are multicellular or multicellular or unicellular but they must be eukaryotic. Examples: but they must be eukaryotic. Examples: euglena (unicellular), kelp (multicellular)euglena (unicellular), kelp (multicellular)

5. Eubacteria Are free living bacteria that are unicellular and Are free living bacteria that are unicellular and prokaryotic. Some types of this bacteria can live in humans. . Some types of this bacteria can live in humans. Examples: e-coli, staphExamples: e-coli, staph

6. Archaebacteria Are ancient bacteria that are unicellular and Are ancient bacteria that are unicellular and prokaryotic. They can live in extreme environments like salt and hot prokaryotic. They can live in extreme environments like salt and hot pots. Scientists believe that these are the first living organisms on pots. Scientists believe that these are the first living organisms on Earth. Examples: Salt loving bacteria and methane loving bacteria.Earth. Examples: Salt loving bacteria and methane loving bacteria.

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Click on the internet link below to learn more about the Click on the internet link below to learn more about the six kingdoms.six kingdoms.

http://www.ric.edu/faculty/ptiskus/Six_Kingdoms/Index.htm

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http://www.ric.edu/faculty/ptiskus/Six_Kingdoms/Index.htm


A A Dichotomous key helps scientists classify helps scientists classify organisms that have already been identified.organisms that have already been identified.

Learn how a dichotomous key works by Learn how a dichotomous key works by clicking on the link below.clicking on the link below.

http://students.ed.qut.edu.au/n2364379/MDB377/DichotomousKey.html

Now practice making a dichotomous key by Now practice making a dichotomous key by doing the discovery activity.doing the discovery activity.

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More classification practiceMore classification practice– Classifying CrittersClassifying Crittershttp://www.hhmi.org/coolscience/forkids/critters/critters.html

Classification is a tool used to describe Classification is a tool used to describe

patterns in nature. patterns in nature. – Examples of patterns in natureExamples of patterns in naturehttp://atschool.eduweb.co.uk/sirrobhitch.suffolk/patterns_nature/

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http://www.hhmi.org/coolscience/forkids/critters/critters.html

http://www.hhmi.org/coolscience/forkids/critters/critters.html

http://atschool.eduweb.co.uk/sirrobhitch.suffolk/patterns_nature/

http://atschool.eduweb.co.uk/sirrobhitch.suffolk/patterns_nature/


Scientists give every organism a scientific name. This Scientists give every organism a scientific name. This name has two parts; the genus name and the species name has two parts; the genus name and the species name. Giving organisms two names is called name. Giving organisms two names is called binomial nomenclature.– Tyrannosaurus rexTyrannosaurus rex is an example of a scientific name. is an example of a scientific name.

Tyrannosaurus is the genus level and Rex is the species level.Tyrannosaurus is the genus level and Rex is the species level. Using scientific names prevents confusion. An organism Using scientific names prevents confusion. An organism

may have several common names. Giving it one scientific may have several common names. Giving it one scientific name helps scientists know exactly what organism is being name helps scientists know exactly what organism is being described no matter where they live.described no matter where they live.

When writing a scientific name always capitalize the genus When writing a scientific name always capitalize the genus level and underline the name. If you are typing it instead of level and underline the name. If you are typing it instead of writing it, italicize the name.writing it, italicize the name.– Homo sapien (human) Homo sapien (human) HomoHomo = genus = genus sapiensapien = species = species– Felis domesticus (cat)Felis domesticus (cat) FelisFelis = genus = genus domesticusdomesticus = species = species

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Classify organisms using an orderly Classify organisms using an orderly pattern based on structure.pattern based on structure.

Identify organisms that are not plant or animal.Identify organisms that are not plant or animal.– Remember in order to be a plant the organism must Remember in order to be a plant the organism must

be multicellular, eukaryotic, and produce its own be multicellular, eukaryotic, and produce its own food.food.

– Remember to be an animal the organism must be Remember to be an animal the organism must be multicellular, eukaryotic, have a nervous system, and multicellular, eukaryotic, have a nervous system, and be a consumer.be a consumer.

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Tell in which kingdom Tell in which kingdom the following the following organisms belong. organisms belong. Press the spacebar to Press the spacebar to check your answers. check your answers.

(Hint: use slide #11 and (Hint: use slide #11 and 12 to help you remember 12 to help you remember the differences.)the differences.)

Plantae Animalia

Protista Fungi

Eubacteria (e. coli)

Archaebacteria

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Use the internet link to Use the internet link to the eNature field guide the eNature field guide to find the identity of to find the identity of the organism.the organism.

http://www.enature.com/fieldguides/intermediate.asp?curGroupID=1

Great Gray Owl

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Classify organisms using an orderly Classify organisms using an orderly pattern based on structurepattern based on structure

Why do classification systems change?Why do classification systems change?

http://www.schools.utah.gov/curr/Science/core/7thgrd/sciber7/Classify/html/CLASTECH.HTM

To see an example of different ways that To see an example of different ways that scientists classify click on the link below.scientists classify click on the link below. http://www.lessonplanspage.com/more/205cla.html

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http://www.lessonplanspage.com/more/205cla.html

http://www.lessonplanspage.com/more/205cla.html

Because of their structures, most animals get divided into two groups (phyla). Adult Because of their structures, most animals get divided into two groups (phyla). Adult vertebrates have a spinal have a spinal column, or backbone, running the length of the body; column, or backbone, running the length of the body; invertebrates do not. Vertebrates are often larger and do not. Vertebrates are often larger and have more complex bodies than invertebrates. However, there are many more invertebrates than vertebrateshave more complex bodies than invertebrates. However, there are many more invertebrates than vertebrates ..

Classes of vertebratesClasses of vertebrates– Fish breathe through gills, and live in water; most are cold-blooded and lay eggs (although sharks give birth to Fish breathe through gills, and live in water; most are cold-blooded and lay eggs (although sharks give birth to

live young). live young). – Amphibians are cold-blooded and live both on land (breathing with lungs) and in water (breathing through gills) Amphibians are cold-blooded and live both on land (breathing with lungs) and in water (breathing through gills)

at different times. at different times. – Reptiles are cold-blooded and breathe with lungs. They have scales, and most lay eggs. Reptiles include Reptiles are cold-blooded and breathe with lungs. They have scales, and most lay eggs. Reptiles include

snakes, turtles and tortoises, crocodiles and alligators, and lizards. snakes, turtles and tortoises, crocodiles and alligators, and lizards. – Birds are warm-blooded animals with feathers and wings. They lay eggs, and most can fly (although many, Birds are warm-blooded animals with feathers and wings. They lay eggs, and most can fly (although many,

including penguins and ostriches, cannot). including penguins and ostriches, cannot). – Mammals are warm-blooded, and are nourished by their mothers' milk; most are born live (however, the are warm-blooded, and are nourished by their mothers' milk; most are born live (however, the

platypus lays eggs). Most mammals also have body hair.platypus lays eggs). Most mammals also have body hair. Classes of InvertebratesClasses of Invertebrates

– Sponges are the most primitive of animal groups. They live in water (usually saltwater), do not move from place Sponges are the most primitive of animal groups. They live in water (usually saltwater), do not move from place to place, and filter tiny organisms out of the water for food. to place, and filter tiny organisms out of the water for food.

– Coelenterates are also very primitive. Their mouths, which take in food and get rid of waste, are surrounded by Coelenterates are also very primitive. Their mouths, which take in food and get rid of waste, are surrounded by stinging tentacles. Some coelenterates are jellyfish, corals, and sea anemones. stinging tentacles. Some coelenterates are jellyfish, corals, and sea anemones.

– Echinoderms include starfish, sea urchins, and sea cucumbers. Echinoderms include starfish, sea urchins, and sea cucumbers. – Worms come in many varieties and live in all sorts of habitats. Worms come in many varieties and live in all sorts of habitats. – Mollusks are soft-bodied animals, which often live in hard shells. They include snails, slugs, octopus, and squid.Mollusks are soft-bodied animals, which often live in hard shells. They include snails, slugs, octopus, and squid.– Arthropods include insects, arachnids (spiders and their relatives), centipedes, millipedes, and crustaceans like Arthropods include insects, arachnids (spiders and their relatives), centipedes, millipedes, and crustaceans like

crabs, lobsters, and shrimp.crabs, lobsters, and shrimp. 2121

Classify organisms using an Classify organisms using an orderly orderly patternpattern based on structure based on structure

AssessmentAssessment

Click on the link below to answer the “Big Ideas” Click on the link below to answer the “Big Ideas” of the unit.of the unit.

Click on the link below and complete the Click on the link below and complete the assessment.assessment.

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GlossaryGlossary

Select the above button for the letter category in which the word you are

looking for would be found.

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Animal – A kingdom of complex organisms that are multicellular, eukaryotic, have a nervous system, and consume other organisms.

Archaebacteria – A kingdom of unicellular, prokaryotic organisms that can live in extreme environments.

Binomial Nomenclature – A naming system used in science that gives each living organisms two names. A genus name and a species name. Homo sapien is the scientific name for a human.

Cell – A membrane covered structure that contains all the materials necessary for life. Eukaryotic and prokaryotic are the two types of cells.

Class – The classification level below phylum. Mammals, fish, amphibians, reptiles, and birds are examples of classes.

Classification – The arrangement of organisms into orderly groups based on similarities and structures.

Dichotomous Key – An aid for identifying organisms that have already been classified that consists of several statements in pairs. Only one statement will apply to the organism.

Eubacteria - A kingdom of unicellular, prokaryotic, free-living organisms found in many environments including humans.

Eukaryotic – A cell that contains a nucleus and a complicated internal structure.

Glossary (A – E)Glossary (A – E)

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Family – The level of classification below order.

Fungi – A kingdom that contains multicellular, eukaryotic organisms that decompose their surroundings for energy.

Genus – The level of classification below family.

Invertebrate – Members of the Animal Kingdom without a backbone. This is a phylum level of classification.

Kingdom – The most general level of classification. Organisms that share this level have the least in common with each other. There are six kingdoms: Animal, Plant, Fungi, Protist, Eubacteria, and Archaebacteria.

Mammal – A class of vertebrate animals whose young feed on milk produced by mammary glands, have hair or fur, and have a diaphragm to breathe.

Multicellular – Consists of more than one cell (Many cells).

Order – The level of classification below class.

Organism – Any living thing. Anything that can independently carry out life processes.

Glossary (F – O)Glossary (F – O)

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Phylum – The level of classification below kingdom. Vertebrate and invertebrate are examples of this level.

Plant – A kingdom of multicellular, eukaryotic organisms that produce their own food from the sun (photosynthesis).

Prokaryotic – A unicellular cell that does not have a nucleus or other membrane covered structures. Archaebacteria and Eubacteria are examples of organisms that have prokaryotic cells.

Protist – A kingdom of simple unicellular or multicellular, eukaryotic organisms that could not be classified in any other kingdom.

Species – The most specific level of classification. Organisms in this level have the most in common and can mate to produce fertile offspring. Homo sapien is an example of a species.

Stimuli – Anything that affects the activity of an organism such as touch, heat, light, and pain.

Taxonomy – The study of classification (grouping organisms by structures).

Unicellular – Consists of one cell. Bacteria and some protists such as euglena and paramecium are examples of unicellular organisms.

Vertebrate – Members of the Animal Kingdom with a backbone. This is a phylum level of classification.

Glossary (P – Z)Glossary (P – Z)

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