Classification Unit
Utah State Core Standard V
Students will understand that structure
is used to develop classification
systems.
Kelly Sorensen, Eric Bingham, Thane Hutchinson
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Classification 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 Objectives
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STANDARD V: Students will understand that structure is used to develop classification
systems.
Objective 1: Classify based on observable properties.
a.
Categorize nonliving objects based on external structures (e.g., hard, soft).
b.
Compare living, once living, and nonliving things.
c.
Defend the importance of observation in scientific classification.
d.
Demonstrate that there are many ways to classify things.
Objective 2: Use and develop a simple classification system.
a.
Using a provided classification scheme, classify things (e.g., shells, leaves, rocks, bones,
fossils, weather,
clouds, stars, planets).
b.
Develop a classification system based on observed structural characteristics.
c.
Generalize rules for classification.
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
nature.
Objective 3: Classify organisms using an orderly pattern based upon structure.
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).
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 technology
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Words to Know
 Animal
 Family
 Phylum
 Archaebacteria
 Fungi
 Plant
 Binomial Nomenclature
 Genus
 Prokaryotic
 Cell
 Invertebrate
 Protist
 Class
 Kingdom
 Species
 Classification
 Mammal
 Stimulus
 Dichotomous Key
 Multicellular
Taxonomy
 Eubacteria
 Order
 Unicellular
 Eukaryotic
 Organism
 Vertebrate
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Scientists classify based on
observable properties called
structures.
 Classification is the
arrangement of organisms into
orderly groups based on their
similarities and structures.
 What structures would you use
to group these organisms into
three groups? (Remember to
base your decision on
structures not on what the
organism does.)
 Scientists classify objects
many different ways. Now that
you have grouped these
organisms one way, figure out
another way to put them into 3
different groups.
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Scientists classify based on
observable properties called
structures.
Nonliving
Nonliving
One property that scientists classify by is
whether or not the object is living/once
living or nonliving.
In order to be considered living, the object
must be able to do all six things listed
below:
– 1. All living things have one or more cells.
– 2. All living things have DNA (instructions
for life) in their cells.
– 3. All living things grow and develop.
– 4. All living things use metabolism
(energy).
– 5. All living things respond to stimuli.
– 6. All living things reproduce.
Using the six characteristics of living
things decide whether or not the objects
are living/once living or nonliving. Press
the spacebar to check your answers.
Living/
Once Living
Living/
Once Living
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Scientists classify based on
observable properties called
structures.
 In order to recognize
structures it is
important to have good
observation skills.
 Test your observation
skills by finding all 7
dolphins in the picture.
 What structures did the
artist use to draw the
dolphins?
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Scientists use classification systems
to identify organisms.
 Classification systems have helped us gain
scientific knowledge.
– 2000 years ago Aristotle classified organisms into four
groups.
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Animals that fly
Animals that walk
Animals that swim
Plants
Which group would you place a duck?
– To learn more about Aristotle, click on the internet link
below.
http://www.answers.com/topic/aristotle
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Scientists use classification systems
to identify organisms.
 There were many problems with Aristotle’s
system. Many organisms fit into more than one
group like a duck. Some organisms didn’t fit into
any group like a garden snake.
 Aristotle’s system was not based on structures. It
was based on what an organism could do not what
characteristics made it up.
 As scientists identified more organisms and
developed new technology, they needed a better
classification system.
– The rules of classification
http://www.schools.utah.gov/curr/Science/core/7thgrd/sciber7/Cla
ssify/html/RULES.HTM
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Scientists use classification systems
to identify organisms.
 Carolus Linnaeus developed a classification
system based on an organism’s characteristics.
– Learn about Linnaeus by clicking on the
internet link below.
http://www.answers.com/topic/caroluslinnaeus
 This classification system consists of 7 levels.
The most general level is where organisms
have the least in common. The most specific
level is where organisms can produce fertile
offspring. The science of classifying organisms
into their levels is called taxonomy.
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Scientists use classification systems
to identify organisms.
 7 levels of classification
– Kingdom
The most general level. Organisms that
share the same kingdoms have the least in common
with each other.
– Phylum
– Class
– Order
– Family
– Genus
– Species
The most specific level. Organisms that
share this level have the most in common. They can
produce fertile offspring.
– A mnemonic device to remember the 7 levels is, “Kings
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play chess on fine grained sand.”
Scientists use classification systems
to identify organisms.
 There are six kingdoms
1. Animalia Are multicellular, have eukaryotic cells, have nervous
systems,and are consumers. Examples: insects, fish, humans
2. Plantae Are multicellular, have eukaryotic cells, and are producers
because they make their own food. Examples: Sunflower, Oak
tree,
3. Fungi Are multicellular, have eukaryotic cells, and are
decomposers. Examples: Mushroom, yeast
4. Protista This is the kingdom where organisms are put that share
characteristics from more than one of the other kingdoms. They are
multicellular or unicellular but they must be eukaryotic. Examples:
euglena (unicellular), kelp (multicellular)
5. Eubacteria Are free living bacteria that are unicellular and
prokaryotic. Some types of this bacteria can live in humans.
Examples: e-coli, staph
6. Archaebacteria Are ancient bacteria that are unicellular and
prokaryotic. They can live in extreme environments like salt and hot
pots. Scientists believe that these are the first living organisms on
Earth. Examples: Salt loving bacteria and methane loving bacteria.
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Scientists use classification systems
to identify organisms.
 Click on the internet link below to learn more about the
six kingdoms.
http://www.ric.edu/faculty/ptiskus/Six_Kingdoms/Index.htm
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Scientists use classification systems
to identify organisms.
 A Dichotomous key helps scientists classify
organisms that have already been identified.
 Learn how a dichotomous key works by
clicking on the link below.
http://students.ed.qut.edu.au/n2364379/MDB377/Di
chotomousKey.html
 Now practice making a dichotomous key by
doing the discovery activity.
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Scientists use classification systems
to identify organisms.
 More classification practice
– Classifying Critters
http://www.hhmi.org/coolscience/forkids/critters/cri
tters.html
 Classification is a tool used to describe
patterns in nature.
– Examples of patterns in nature
http://atschool.eduweb.co.uk/sirrobhitch.suffolk/pa
tterns_nature/
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Scientists use classification systems
to identify organisms.
 Scientists give every organism a scientific name. This
name has two parts; the genus name and the species
name. Giving organisms two names is called binomial
nomenclature.
– Tyrannosaurus rex is an example of a scientific name.
Tyrannosaurus is the genus level and Rex is the species level.
 Using scientific names prevents confusion. An organism
may have several common names. Giving it one scientific
name helps scientists know exactly what organism is being
described no matter where they live.
 When writing a scientific name always capitalize the genus
level and underline the name. If you are typing it instead of
writing it, italicize the name.
– Homo sapien (human)
– Felis domesticus (cat)
Homo = genus sapien = species
Felis = genus domesticus = species
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Classify organisms using an orderly
pattern based on structure.
 Identify organisms that are not plant or animal.
– Remember in order to be a plant the organism must
be multicellular, eukaryotic, and produce its own
food.
– Remember to be an animal the organism must be
multicellular, eukaryotic, have a nervous system, and
be a consumer.
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Classify organisms using an orderly
pattern based on structure.
 Tell in which kingdom
the following
organisms belong.
Press the spacebar to
check your answers.
(Hint: use slide #11 and
12 to help you remember
the differences.)
Plantae
Animalia
Protista
Fungi
Eubacteria
(e. coli)
Archaebacteria
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Classify organisms using an orderly
pattern based on structure.
 Use the internet link to
the eNature field guide
to find the identity of
the organism.
http://www.enature.co
m/fieldguides/intermedi
ate.asp?curGroupID=1
Great Gray Owl
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Classify organisms using an orderly
pattern based on structure
 Why do classification systems change?
http://www.schools.utah.gov/curr/Science/co
re/7thgrd/sciber7/Classify/html/CLASTECH.
HTM
 To see an example of different ways that
scientists classify click on the link below.
http://www.lessonplanspage.com/more/205c
la.html
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Classify organisms using an
orderly pattern based on structure
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Because of their structures, most animals get divided into two groups (phyla). Adult vertebrates have a spinal
column, or backbone, running the length of the body; invertebrates do not. Vertebrates are often larger and
have more complex bodies than invertebrates. However, there are many more invertebrates than vertebrates.
Classes of vertebrates
– Fish breathe through gills, and live in water; most are cold-blooded and lay eggs (although sharks give birth to
live young).
– Amphibians are cold-blooded and live both on land (breathing with lungs) and in water (breathing through gills) at
different times.
– 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.
– Birds are warm-blooded animals with feathers and wings. They lay eggs, and most can fly (although many,
including penguins and ostriches, cannot).
– Mammals 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.
Classes of Invertebrates
– 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.
– 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.
– Echinoderms include starfish, sea urchins, and sea cucumbers.
– 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.
– Arthropods include insects, arachnids (spiders and their relatives), centipedes, millipedes, and crustaceans like
crabs, lobsters, and shrimp.
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Assessment
 Click on the link below to answer the “Big Ideas”
of the unit.
 Click on the link below and complete the
assessment.
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Glossary
Select the above button for the letter
category in which the word you are
looking for would be found.
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Glossary (A – E)
 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.
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Glossary (F – O)
 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.
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Glossary (P – Z)
 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
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classification.