1. Classification

2. Standards:
S7L1a. Demonstrate the process for the development of a dichotomous key.
S7L1b. Classify organisms based on physical characteristics using a dichotomous key of the six kingdom system (archaebacteria, eubacteria, protists, fungi, plants, and animals)
S7L3b. Compare and contrast that organisms reproduce asexually and sexually (bacteria, protists, fungi, plants and animals)

3. Bellwork 10/23/2017 – Monday: How do scientists classify living organisms?

4. What is classification?
Classification is the process of arranging organisms into groups based on similarities.

5. Why should things be classified?
Classification makes things easier to find, identify, and study.

6. Scientists use a system of classification to organize and name living organisms.
Instructional Approach(s): ask students to remember back to 5th grade when they learned about classification and see if they can remember anything about it.
This may also be a good time to do an interactive activator such as the Shoe Investigation or Give students baggies with various objects to sort and classify Put students in groups of 3-4. Have one student each group think of an object. The student should then tell the group one characteristic (shape, color, size, type, and so on) of that object. The rest of the group guesses the object’s identity. Each time someone guesses incorrectly, another characteristic of the object should be given. Keep record of the number of guesses it takes to identify the object. If time permits, different group members can select objects. However, the activity as a whole should not take more than 7-10 minutes total.

7. Levels of classification from largest to smallest:
Kingdom Phylum Class Order Family Genus Species
The Best Classification Rap with Lyrics
Science Rap – Zendaya and Bella
Classification of Organisms

8. Students discuss why the particular organism was eliminated each time.

9. Take a minute to create a mnemonic device to help you remember the levels of classification from largest to smallest.
Examples: King Phillip came over for grape soda. King Phillip came over from Germany Saturday. King Phillip can order fresh green salad
Students individually or with an elbow partner, to create their own mnemonic device.

10. .
Is it necessary to go through the entire seven-level classification system to identify a plant or animal?
While it is necessary to classify, only the scientific name is necessary for identification.

11. The GENUS and SPECIES names are enough…
Latin and Greek words are used to give organisms a name (similar to a first and last name) for identification.
Thus, the scientific name for the brown squirrel is Tamiasciurus hudsonicus

12. (Notice that scientific name are always written in italics)
Genus + species = scientific name
Capital lower case
A scientific name is the same no matter how many common names an organism might have.
(Notice that scientific name are always written in italics)

13. Classification of Living Things Video:
Mr. Parr: Classification Song (modified w/pics)
Mr. Parr: Classification Song (same but with words)

14. Bellwork 10/24/17 - Tuesday
Every organism has a scientific name. What is the format of this scientific name?
___________________ __________________

15. Other examples: Ursus horribilis for grizzly bear
Felis domesticus for house cat

16. A dichotomous key is a tool used to identify organisms
A dichotomous key is a tool used to identify organisms. A dichotomous key asks a series of questions that can be answered by yes or no. Dichotomous keys work like a funnel. It narrows down the characteristics to a specific organism.

17. Here are creatures we don’t know!
How to use a Dichotomous Key?
Here are creatures we don’t know!
Lets choose one
Instructional Approach(s): Use Slides to demonstrate how to use a dichotomous key. 17

18. How to use a Dichotomous Key?
Choose only one creature at a time.
Instructional Approach(s): Use the slide to demonstrate how to use a dichotomous key. 18

19. Decide which statement is true
How to use a Dichotomous Key?
Read steps 1a and 1b
Decide which statement is true
Instructional Approach(s): Use the slide to demonstrate how to use a dichotomous key.
1b is true

20. Then follow the directions after that step.
How to use a Dichotomous Key?
Then follow the directions after that step.
Instructional Approach(s): Use the slide to demonstrate how to use a dichotomous key.
Go to Step 5 20

21. At choice 5, you make another dichotomous choice
How to use a Dichotomous Key?
At choice 5, you make another dichotomous choice
Instructional Approach(s): Use the slide to demonstrate how to use a dichotomous key.
5a is true so Go to Step 6 21

22. C How to use a Dichotomous Key? Keep going until you come to a step
that gives you the creature’s name.
6 a. The creature has one antennae Go to Step 7. C
Instructional Approach(s): Use the slide to demonstrate how to use a dichotomous key.

23. Dichotomous Key Activities
Use a genetic variation activity not used in the previous unit to create some type of organism and then give it a scientific name and develop a dichotomous key to identify the organism. Students can then swap organisms and their Dichotomous Key to have other students figure out their organism’s scientific name.
Dichotomous Key Activities

24. Your Turn!
You will create some type of organism (whatever you want. Be CREATIVE as I always say  )
Then you will give it a scientific name and develop a dichotomous key to identify the organism.
You will then swap organisms with another person and their Dichotomous Key to have them figure out your organism’s scientific name and you will try to figure out theirs.

25. Now, Let’s Practice!
I will give you a worksheet and we will complete partial together.
You will complete the rest with your partner I assign to you.
When you are complete, please turn it into the box.

26. Most scientists today use a system that includes six kingdoms.
Transition slide

27. Kingdoms 3. Protists 4. Fungi 5. Plants 6. Animals Moneran:
1. Archaebacteria
2. Bacteria
3. Protists
4. Fungi
5. Plants
6. Animals

28. Can you solve this problem?
Use the organisms in the following illustrations to determine possible characteristics for each kingdom

29. Use organisms in the illustrations to determine possible characteristics for each kingdom.

31. Essential Vocabulary
Prokaryote (no nucleus) vs. Eukaryote (has a nucleus)
Producer – Makes its own food (Also called an Autotroph)
Heterotroph – Feeds on or consumes other organisms (Also called a Consumer)
Decomposer – Breaks down dead or decaying materials to get energy (type of Heterotroph)
Asexual vs. Sexual Reproduction

32. Use the Six Kingdoms Classification Chart to take Notes
Least Complex to Most Complex

33. Bacteria

34. Bacteria (Eubacteria)
Prokaryote (no nucleus)
One-celled (single-celled; unicellular)
Gets energy from sunlight (producer/autotroph)
Breaks down materials in dead or decaying organisms (decomposer/heterotroph)
Asexual Reproduction by Binary Fission
Reproduces in a short amount of time
Can be helpful or harmful

35. This illustrates the misconception that all bacteria are harmful
This illustrates the misconception that all bacteria are harmful. Some bacteria are helpful.

36. Archaebacteria

37. Archaebacteria Prokaryote One-celled (single-celled or unicellular)
Gets energy from sunlight (producer/autotroph)
Breaks down materials in dead or decaying organisms (decomposer/heterotroph)
Asexual reproduction by binary fission
Reproduces in a short amount of time
Found in extreme environments [very hot, very cold, very salty, etc.]
Different chemical makeup than bacteria

38. Protists

39. Protists Eukaryote Mostly one-celled but some simple multicellular
Make their own food (producer/autotroph)
Eat other organisms (consumer/heterotroph)
Break down or absorb materials from dead or decaying organisms (decomposer/heterotroph)
Mostly Asexual reproduction, but some sexual reproduction
Classified based on how they obtain their energy (plant-like, fungus-like, animal-like)
Most diverse kingdom (the “leftovers”)

40. Protists
Ameoba
Euglena
Diatom
Paramecium
Algae

41. Fungi

42. Fungi Eukaryote Mostly multicellular
Breaks down or absorbs materials from dead or decaying organisms (decomposer/heterotroph)
Asexual or Sexual reproduction
Can be helpful or harmful
Examples: Mushrooms, Mold, Yeasts

43. Fungi

44. Mr. Parr: Fungi Song http://www.youtube.com/watch?v=H15Po5vHiDs

45. Plants Eukaryote Multicellular Producer/Autotroph (Photosynthesis)
Asexual or Sexual reproduction

46. Animals Eukaryote Multicellular Consumer/Heterotroph
Sexual reproduction