Classification of Living Things Chapter 18 http://analyzer.depaul.edu/astrobiology/kingdoms.jpg

TAXONOMY _______________ = branch of biology that names and groups organisms according to their _________________________ Does it have a backbone? Feathers? Gills? Flippers? __________________________ How has organism changed in fossil record? What other organisms is it related to? CHARACTERISTICS EVOLUTIONARY HISTORY

The first person to group or classify organisms was the Greek teacher & philosopher _______________ more than 2000 years ago. (300 B.C.) ARISTOTLE Image from: http://www.ucmp.berkeley.edu/history/aristotle.html

Aristotle’s system PLANTS: ANIMALS: Based on size of stem By: Riedell PLANTS: ANIMALS: Based on size of stem Based on where they lived

Problems? Ex: Bacteria Fungi 1. Not all organisms fit into Aristotle’s 2 groups (plants or animals) Ex: Bacteria Fungi Images from: http://www.leighday.co.uk/upload/public/docImages/6/Listeria%20bacteria.jpg http://danny.oz.au/travel/iceland/p/3571-fungi.jpg

Problems? Ex: A jelly fish isn’t a fish, but a seahorse is! 2. Common names can be misleading Ex: A jelly fish isn’t a fish, but a seahorse is! Image from: http://en.wikipedia.org/wiki/Jellyfish Sea cucumber sounds like a plant but… it’s an animal! Image from: http://www.alaska.net/~scubaguy/images/seacucumber.jpg

Problems? 3. Common names vary from place to place Ex: puma, catamount, mountain lion, cougar are all names for same animal Image from: http://www4.d25.k12.id.us/ihil/images/Cougar.jpg

Problems? 4. Same organisms have different names in different countries. Chipmunk Streifenhornchen (German) Tamia (Italian) Ardilla listada (Spanish) Image from: http://www.entm.purdue.edu/wildlife/chipmunk_pictures.htm

Solution? Some early scientists devised scientific names using long descriptions in LATIN. RED OAK Quercus foliis obtuse-sinuatis setaceo-mucronatis

PROBLEMS? RED OAK Quercus foliis obtuse-sinuatis setaceo-mucronatis “oak with leaves with deep blunt lobes bearing hairlike bristles” PROBLEMS? Names too hard and long to remember! Names don’t show relationships between different animals

Carolus Linnaeus comes to the rescue! Devised a new classification system based on _________________ (Organism’s form and structure) MORPHOLOGY (1707-1778) Image from: http://www.medusozoa.com/images/linnaeus.jpg

Linnaeus’s System HIERARCHY Grouped in a _____________ of 7 different levels Each organism has a two part LATIN __________________ SCIENTIFIC NAME

Kidspiration by Riedell Source: see end of show

Kingdom Phylum Class Order Family Genus Species Kids Prefer Cheese Over Fried Green Spinach Kingdom Phylum Class Order Family Genus Species

Kingdom Phylum Class Order Family Genus Species Animalia Chordata Mammalia Carnivora Felidae Panthera leo http://www.vetmed.wisc.edu/dms/fapm/personnel/tom_b/2004-lion.jpg

Kidspiration by Riedell

BINOMIAL NOMENCLATURE (2 name naming system) 1st name = _______________ Always capitalized GENUS NAME SPECIES IDENTIFIER 2nd name = _________________ Always lower case Both names are ______________ or written in ____________. UNDERLINED ITALICS

Binomial Nomenclature Vampire bat Desmodus rotundus Image from: http://212.84.179.117/i/Vampire%20Bat.jpg Eastern chipmunk Tamias striatus Image from: http://www.entm.purdue.edu/wildlife/chipmunk_pictures.htm

Binomial nomenclature Humans Homo sapiens Homo sapiens Image from: http://www.earlylearning.ubc.ca/images/photo_baby.jpg

So what do we use now? MODERN TAXONOMY Still use Linnaeus’s system: but we have added more _____________ KINGDOMS Remember: Linnaeus only had 2.

Modern Taxonomy Kidspiration by Riedell

MODERN TAXONOMY organizes living things in the context of Evolution _________________ Evolution http://animals.timduru.org/dirlist/dino/FlyingDinosaurus-Pterodon-fossil.jpg

MODERN TAXONOMY Scientists use different kinds of info to classify organisms: ______________________ Fossil record Morphology Embryology Chromosomes Macromolecules (DNA & proteins)

1. FOSSIL RECORD Evolutionary history = _____________ We can trace some changes over time through the fossil record. Evolutionary history = _____________ PHYLOGENY http://www.familyeducation.com/printables/display/0,2361,1650,00.gif

2. MORPHOLOGY Shape and Function   Image from: http://www.angelfire.com/ab7/evolution12/evolutionclues.html

MORPHOLOGY Homologous characteristics suggest a _____________________. same embryological origin (may have similar structure and function) EX: __________________________ Bat wing & human arm Homologous characteristics suggest a _____________________. Recent common ancestor

HOMOLOGOUS STRUCTURES   Image from: http://www.angelfire.com/ab7/evolution12/evolutionclues.html Bat wing and human arm develop from same embryonic structures

MORPHOLOGY ______________ characteristics: may have similar structure & function but different embryological origin EX: _______________________ ANALOGOUS Bird wing & butterfly wing ANALOGOUS characteristics evolved separately. Organisms ________________________. NOT CLOSELY RELATED

have evolved with similar function BUT different structure inside. ANALOGOUS STRUCTURES Bird wing and butterfly wing have evolved with similar function BUT different structure inside. http://uk.dk.com/static/cs/uk/11/clipart/bird/image_bird003.html Insects and birds NOT closely related! http://www.naturenorth.com/butterfly/images/05a%20tiger%20wing.jpg

3. EMBRYOLOGY Animals whose embryos develop in a similar pattern may be related Image from: http://calspace.ucsd.edu/virtualmuseum/litu/03_3.shtml

4. CHROMOSOMES Similar karyotypes suggest closer relationships. Human: http://www.nationmaster.com/wikimir/images/upload.wikimedia.org/wikipedia/en/thumb/1/18/300px-Human_karyogram.png Chimpanzee: Middle School Life Science , published by Kendall/Hunt.

5. MACROMOLECULES Compare molecules like _________________ _________________ Organisms with similar sequences are probably more closely related. PROTEINS (amino acids) DNA See page 334-335

So what do we use now? _________________- based on multiple kinds of evidence 6 KINGDOMS Eubacteria Archaea Protista Plantae Fungi Animalia Shows evolutionary relationships based on: Morphology Fossil records Embryology Chromosomes Macromolecules (DNA & Proteins)

6 KINGDOM SYSTEM These relationships can be shown in a diagram called a _______________________ PHYLOGENETIC TREE Image from: http://sps.k12.ar.us/massengale/images/clip0075.jpg

So what do we use now? _____________ CLADISTICS OTHER WAYS TO CLASSIFY BESIDES the 6 KINGDOM SYSTEM: _____________ CLADISTICS Shows evolutionary relationships based on: _____________________________ “shared derived characters”

CLADISTICS Cladistic relationships are shown in a diagram called a_________________ CLADOGRAM Image from:http://sps.k12.ar.us/massengale/images/clip0075.jpg

So what do we use now? 3 DOMAIN SYSTEM Group organisms based on the OTHER WAYS TO CLASSIFY BESIDES the 6 KINGDOM SYSTEM: 3 DOMAIN SYSTEM Bacteria Archaea Eukarya Eubacteria Archaebacteria Protista Plantae Fungi Animalia Group organisms based on the kind of ______________ they have RIBOSOMES

SOUTH DAKOTA CORE SCIENCE STANDARDS LIFE SCIENCE: Indicator 1: Understand the fundamental structures, functions, classifications, and mechanisms found in living things 9-12.L.1.1. Students are able to relate cellular functions and processes to specialized structures within cells.

SOUTH DAKOTA CORE SCIENCE STANDARDS LIFE SCIENCE: Indicator 1: Understand the fundamental structures, functions, classifications, and mechanisms found in living things 9-12.L.1.2. Students are able to classify organisms using characteristics and evolutionary relationship of major taxa. (APPLICATION) Kingdoms Examples: animals, plants, fungi, protista, monera Phyla Examples: invertebrates, vertebrates, divisions of plants

Core High School Life Science Performance Descriptors High school students performing at the ADVANCED level: predict the function of a given structure; construct an original dichotomous key. PROFICIENT level: tell how DNA determines protein formation; classify organisms using a dichotomous key. describe the relationship between structure and function BASIC level recognize that different structures perform different functions; identify DNA as the structure that carries the genetic code Know the purpose of a dichotomous key

SOUTH DAKOTA ADVANCED SCIENCE STANDARDS 9-12.L.1.3A. Students are able to explain how gene expression regulates cell growth and differentiation. (SYNTHESIS) Examples: Tissue formation Development of new cells from original stem cells 9-12.L.1.5A. Students are able to classify organisms using characteristics and evolutionary relationships of domains. (SYNTHESIS) Examples: eubacteria, archaebacteria, and eukaryotes

Kidspiration by Riedell Image sources: see end of show

Image Sources http://www.geocities.com/TheTropics/2428/directory.html http://www.gifs.net  http://people.eku.edu/ritchisong/homepage.htm http://www.seattleschools.org/schools/blaine/   http://www.kidskonnect.com/Lions/lion.gif

http://www.chm.bris.ac.uk/motm/trimethylamine/fish.gif http://www.ca4h.org/4hresource/clipart/animals/pics/dog.gif http://www.madlantern.com/clipart/cindexw.htm http://www.drtoy.com/news/ http://anthro.palomar.edu/animal/images/platypus.gif

http://www.gifs.net  http://www.dallas-zoo.org/featured/featured.asp?page=wc http://www.animationlibrary.com http://www.dynamicearth.co.uk/education/images/tree_frog.jpg