Science
Strand III:
Standard 2:
SCI.III.2.1
Using Scientific Knowledge in Life Science
Grade: HS
Organization of Living Things - All students will use
classification systems to describe groups of living things,
investigate and explain how living things obtain and use
energy; and analyze how parts of living things are adapted to
carry out specific functions.
Benchmark 1: Classify major groups of organisms to the kingdom level.
Constructing and Reflecting:
SCI.I.1.4– Gather and synthesize information from books and other sources of information.
SCI.I.1.5– Discuss topics in groups by making clear presentations, restating or summarizing what others have
said, asking for clarification or elaboration, and taking alternative perspectives and defending a position.
SCI.II.1.1- Justify plans or explanations on a theoretical or empirical basis.
SCI.II.1.2- Describe some general limitations of scientific knowledge.
Vocabulary / Key Concepts
Context
Kingdom categories:
• Protist
• Fungi
• Moneran
• Animal
• Plant
Common local representatives of each of the five
major kingdoms:
• Paramecium
• Amoeba
• Yeast
• Mushroom
• Bacteria
• Archaebacteria (new since Megose)
• Frog
• Rat
• Geranium
• Tree
Characteristics for classification:
• Cell wall
• Cell membrane
• Organelle
• Single-celled
• Multi-cellular
Knowledge and Skills
Resources
•
Benchmark Clarification:
Classifications are not etched in stone. They
change over time. Many classification
systems can be used to organize living
things into groups with similar
characteristics.
Students will:
• Identify and describe the characteristics
used to place organisms into each
kingdom.
• Discuss the dynamic (changeable) nature
of our classification system
Videoconferences Available
For more information, see
www.remc11.k12.mi.us/dl or call Janine Lim
471-7725x101 or email
jlim@remc11.k12.mi.us
III.2.HS.1:
 Classification from the Cincinnati Zoo
and Botanical Garden
SCoPE Unit - Taxonomy of Evolution
Students explain how species change over time
through the mechanisms of natural selection.
Students analyze evidence for evolution and
determine evolutionary relationships among selected
animal groups. They create a timeline to examine the
evolutionary development of complex organisms and
species diversity. Students research the historical
development of the theory of biological evolution and
the controversy that continues to surround this theory.
Students learn that biological classifications are
based upon evolutionary relationships.
•
The Electronic Naturalist – Bundles and Bumps –
Variety of evergreens – excellent lesson plus
extensions on the variety and differences between
pines, firs, spruces and more. See appendix or go to
the website.
http://www.enaturalist.org/topic.htm?topic_ID=74
•
The Electronic Naturalist – Lichen or Not – Nice
lesson on symbiotic relationships and the variety of
lichens in our environment. Excellent internet links to
lichen images. See appendix or go to website.
http://www.enaturalist.org/topic.htm?topic_ID=106
•
Michigan Teachers Network Resources
http://mtn.merit.edu/mcf/SCI.III.2.HS.1.html
•
The Tree of Life Web Project (ToL) is a collaborative
effort of biologists from around the world. On more
than 3000 World Wide Web pages, the project
provides information about the diversity of organisms
on Earth, their evolutionary history (phylogeny), and
characteristics. AWESOME!!
http://phylogeny.arizona.edu/tree/phylogeny.html
•
UC Berkeley – taxonomy web – EXCELLENT
resource – what did you do without this tool???
Viruses, Archaea, Bacteria,
Eukaryotes (Animals, Plants, Protists, Fungi
http://www.ucmp.berkeley.edu/help/taxaform.html
•
http://www.earthlife.net/ - online encyclopedia of life –
not complete but useful.
Instruction
Using preserved and live organisms and a
list of characteristics associated with the
major kingdoms, have the students sort the
organisms into the appropriate kingdom
groups. Summarize the problems
encountered with placing organisms into
groups based solely on visible physical
characteristics. Generate ideas on other
possible ways used to classify organisms.
Corresponds to standard I.1.5
Instruction II
Explain the use of the organizers below and
how students can use them to classify
organisms according to the system in use.
(3 kingdoms vs. 5 kingdoms)
Assessment
• Given a set of 10 or more organisms, classify the
organisms into the appropriate kingdom. Explain
reasons for placement of each organism into its
kingdom.
Criteria
Apprent.
Basic
Meets
Exceeds
Correctness of
classification
Places six
or fewer
organisms
in the
correct
kingdom.
Places
nine
organisms
in the
correct
kingdom.
20
Places
seven to
eight
organisms
in the
correct
kingdom.
30
Places
more than
nine
organisms
in the
correct
kingdom.
50
Explains
accurately
the
reason(s)
for placing
six or
fewer
organisms
into their
proper
kingdoms.
Explains
accurately
the
reason(s)
for placing
seven or
eight
organisms
into their
proper
kingdoms.
Explains
accurately
the
reason(s)
for placing
nine
organisms
into their
proper
kingdoms.
Explains
accurately
the
reason(s)
for placing
more than
nine
organisms
into their
proper
kingdoms.
40
50
Accuracy
of
explanation
20
30
40
Teacher Notes:
Focus Question: What specific characteristics are used to divide organisms into the major
kingdoms?
Investigate and explain how living things obtain and use energy.
The relationship between life and energy is complex. While the generalization that living things need
energy to survive is satisfactory at one level of understanding, it fails to convey the crucial role
energy plays in all aspects of life, from the molecular to the population level. At the elementary level
students can compare and contrast food, energy and environmental needs of selected organisms,
such as beans, corn or aquarium life.
In the middle and high school, the focus is more specific on the concept that plants make and store
food. Scientists speak of the flow of energy through the environment. Almost all life on the earth is
sustained by energy from the sun. This energy is transformed and moved from location to location,
but doesn't disappear. Plants capture the sun's energy and use it to produce energy rich organic
molecules that we call food. The food molecules then serve as energy sources for plants and
ultimately animals.
In animals, organic food molecules are chemically broken down and carried through the circulatory
system to cells, cytoplasm, and eventually to mitochondria. This is, most often the site of final energy
release through the process known as cellular respiration.
The chemical process of photosynthesis occurs at the cellular level and is capable of converting light
energy into molecular energy. Animals are dependent on plants for this first important step in the flow
of energy. In plants, light energy is captured by chloroplasts or chlorophyll and is converted to
chemical energy through the making of organic food molecules when water and carbon dioxide are
chemically combined to make sugar and oxygen. These sugars (organic compounds) formed in
photosynthesis are used for the plant's metabolic processes and maybe ultimately be used as food
for animals. The chemical process of respiration is also cellular. Cellular respiration releases stored
molecular energy so the energy can be used for other life processes. Both plants and animals
respire.
The acquisition and use of energy by living things is a very abstract idea for students at all levels.
Students tend to develop a vague and very broad definition of energy that is inconsistent with the
scientific definition. This imprecise definition interferes with the acquisitions of the biological
understanding of energy and its importance in a living system.