1. Classification
Instructional Approach(s): The ppt is intended to provide very general information. The majority of time should be spent completing the activities and handouts that reinforce the informationNote: There is not a note-taking sheet for the first part of the ppt. Students will need to copy necessary information, and you may want to provide copies of certain slides as needed.
Activating strategy - Allow students to briefly (1-2 minutes) discuss (Hypothesize) what they think classification means.

2. Essential Question: How do scientists classify living organisms?
Instructional Approach(s): The teacher should introduce the essential question for the lesson.

3. 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)
Instructional Approach(s): The teacher should introduce the standards that align to the essential question.

4. What is classification?
Classification is the process of arranging organisms into groups based on similarities.
Instructional Approach(s): Conclude Activating strategy - Allow students to briefly (1-2 minutes) discuss if their hypothesis of classification was correct.

5. Why should things be classified?
Classification makes things easier to find, identify, and study.
Instructional Approach(s): have students brainstorm things that are classified into groups.   Use page 215 of the McDougal Littell textbook to illustrate the seven levels of classification.

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
Instructional Approach(s): Show video clips and allow students to sing along!
Have students write down the levels of Classification. You may find later that students get mixed up with the levels of classification and the 6 Kindgdoms. Check for understanding that classification is actually to group together organisms with like characteristics and ultimately find their correct kingdom. You do not need to show all three classification rap songs. They are short, but let the students select which one they like the best to remember the order.
Science Rap – Zendaya and Bella
Classification of Organisms

8. Instructional Approach(s): Use the diagram to discuss the characteristics each level has in common. Also have 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
Instructional Approach(s): Go over the examples, reviewing what each word stands for. Allow students to 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?
Instructional Approach(s): Background information – 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.
Instructional Approach(s): Present the information on the slide (they will copy from the next slide).
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.
Instructional Approach(s): Present information in slide. Because there is a not note-taking sheet, be sure they copy the information from the slide into their notebook.
(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)
Instructional Approach(s): The videos are all similar. Select one of the clips to reinforce classification.

14. Other examples: Ursus horribilis for grizzly bear
Felis domesticus for house cat
Instructional Approach(s): Go over examples, reviewing genus, species and correct capitalization and italics. Watch video clip.

15. 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.
Instructional Approach(s): The teacher should present the information on the slide.

16. 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. 16

17. 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. 17

18. 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

19. 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 19

20. 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 20

21. 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.

22. Dichotomous Key Activities
Instructional Approach(s): The teacher should facilitate Dichotomous Key Activities [linked on the curriculum map]
Instructional strategy Use a genetic variation activity not used in the previous unit to create some type of organism and then have students 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

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

24. Kingdoms 3. Protists 4. Fungi 5. Plants 6. Animals Moneran:
1. Archaebacteria
2. Bacteria
3. Protists
4. Fungi
5. Plants
6. Animals
Instructional Approach(s): The teacher should present the information on slide. Be sure to note the use of the word “Moneran”. While not included in further instruction, it appears in sample questions on the content map.

25. Instructional Approach(s): Have students use organisms in the illustrations to determine possible characteristics for each kingdom.

26. Instructional Approach(s): The teacher should use the image on the slide to illustrate some of the vocabulary for the kingdoms.

27. 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
Instructional Approach(s): Do not stress about the students knowing producer/autotroph, consumer/heterotroph, and decomposer yet. Introduce the terms here, but focus on students really knowing them in the Ecology unit.

28. Use the Six Kingdoms Classification Chart to take Notes
Least Complex to Most Complex
Instructional Approach(s): The teacher should distribute the Six Kingdoms Classification Chart [linked on the curriculum map] to students. Explain arrangement of the chart using the arrow to the left, and within the chart. Students will use information in the following slides to fill in the chart.

29. Bacteria
Instructional Approach(s): Have students identify characteristics from the picture.

30. 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
Instructional Approach(s): Present information in the slide, having students copy information to fill in their notes sheet. Discuss each point as presented. Students may need review on vocabulary in parentheses, and binary fission.

31. Instructional Approach(s): This illustrates the misconception that all bacteria are harmful. Emphasize that some bacteria are helpful.

32. Archaebacteria
Instructional Approach(s): Have students identify characteristics from the picture. You may want to toggle between this slide and #21 for students to note any differences they see.

33. 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
Instructional Approach(s): Present information in the slide, having students copy information to fill in their notes sheet. Discuss each point as presented. Students may need review on vocabulary in parentheses.

34. Protists
Instructional Approach(s): Have students look at the picture to identify the differences between protists and bacteria.

35. 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”)
Instructional Approach(s): Present information in the slide, having students copy information to fill in their notes sheet. Discuss each point as presented. Students may need review on vocabulary in parentheses,

36. Protists Ameoba Euglena Diatom Paramecium Algae
Instructional Approach(s): Use pictures to illustrate characteristics of protists.
Algae

37. Fungi
Instructional Approach(s): Have students use the picture to note differences between both bacteria kingdoms and the protist kingdom.

38. 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
Instructional Approach(s): Present information in the slide, having students copy information to fill in their notes sheet. Discuss each point as presented. Students may need review on vocabulary in parentheses,

39. Fungi
Instructional Approach(s): Use pictures to show types of fungi.

40. Mr. Parr: Fungi Song http://www.youtube.com/watch?v=H15Po5vHiDs
Instructional Approach(s): The teacher should play the video clip. You may want to do “Freddie the Fungus” activity linked on the curriculum map at this point.

41. Plants Eukaryote Multicellular Producer/Autotroph (Photosynthesis)
Asexual or Sexual reproduction
Instructional Approach(s): Present information in the slide, having students copy information to fill in their notes sheet. Discuss each point as presented. Students may need review on vocabulary in parentheses. Have students give examples.

42. Animals Eukaryote Multicellular Consumer/Heterotroph
Sexual reproduction
Instructional Approach(s): Present information in the slide, having students copy information to fill in their notes sheet. Discuss each point as presented. Again, have students give examples.

43. Summarizing slide – You may want to do the “Classification Kingdom Activity” linked in the curriculum map, and other classification activities listed there as well.