Yakima WATERS Mini Lesson
Characteristics of Life: Animal Kingdom Classification
Targets and Assessment
WA Science Standards Addressed:
 Science 9-11 LS3C
 Science 9-11 LS3D
 Science 9-11 LS3E
Lesson Parameters
Content Area: Biology
Overview: Animals are classified into groups based on
evolutionary systematics, a combination of relatedness and
complexity of body structure, which can be represented
with a cladogram. Introduce students to binomial
nomenclature.
Grade Level: 9-11
Assessments:
 Fill in blank phylogenic cladogram with
appropriate phylum name and
morphological/developmental characteristics.
Suggested Time: 5-10 minutes a week for 12 weeks
Special Materials:
 Phylogenic cladogram and fill-in specimen sheet
 Preserved or live specimens (optional)
Learning Outcomes:
Knowledge: Students are able to classify animals based on phylogenic relationships and overall similarity and describe
how these classifications reflect the organisms’ evolutionary history.
Skill: Identify the nine major classification groups (phyla) and six basal characteristics (egg development, symmetry and
body cavities) that define these groups on a phylogenic cladogram with blanks (last slide on attachment).
Science Concept Background:
A hierarchical grouping process, developed by Linnaeus, results in an organization of living things that can be seen like a tree with
seven major levels or categories: Kingdom, Phylum, Class, Order, Family, Genus, Species. While this inquiry does not focus on the
details of Linnaeus’ classification system, it is important to understand that all living things can be sorted into groups of progressively
finer levels of resolution, and that all organisms of each group are related in some way.
6-8 LS1C
Multicellular organisms have specialized cells that perform different functions. These cells join together to form
tissues that give organs their structure and enable the organs to perform specialized functions within organ
systems
6-8 LS1E
In classifying organisms, scientists consider both internal and external structures and behaviors.
6-8 LS3A
The scientific theory of evolution underlies the study of biology and explains both the diversity of life on Earth
and similarities of all organisms at the chemical, cellular, and molecular level. Evolution is supported by multiple
forms of scientific evidence.
6-8 LS3G
Evidence for evolution includes similarities among anatomical and cell structures, and patterns of development
make it possible to infer degree of relatedness among organisms.
Materials:
“Beast of the Week”. One or more animals from each of the 9 major phyla.
Procedure:
One day a week bring a new live or preserved specimens or present a PowerPoint chalked full of photos of representatives from
major families/orders and anatomical diagrams. Describe the characteristics common to all members of the group and some specific
to the organism at hand (groups discussed). Discuss natural history of the organism and make ecological connections to other
organisms or the specific environment the particular animal is found. Have students fill in the scientific and common name (major
family/order if PP) of the beast in the box under the appropriate phylum. (5 minutes)
Key questions:
What are the common characteristics of the animal kingdom (multicellular, heterotropic, lacking cell walls) and the 9 different phyla
within?
Extension(s):
Have students create their own cladogram/ dichotomous key using imaginary creatures (alien life forms) or several genera within a
family to identify the ways in which the species are similar and unique.
Teaching Tips:
Introduce terms as they become relevant to the beast of the week so students do not become overwhelmed with a large amount of
new vocabulary. If you begin with Porifera it will not be as engaging as a more complex organism and bouncing around the
evolutionary tree keeps things more exciting and allows for application of prior knowledge (ie students will be able to apply what
they have already learned about the pylums to make predictions about where a new beast belongs on the tree, rather than just
knowing because that phylum is next). If you have a live animal share the most important information (classification characteristics)
before students begin to handle the animal as they can become easily distracted.
Supplements:
Pruitt, N., and Underwood, L. (2005) Bioinquiry: Making Connections in Biology, 3 rd Ed. John Wiley and Sons Publishing, NY.
Author: Michelle Lester, Yakima WATERS Project, CWU, Fall 2009