ISCI 2001
Classification lab
Related Objectives from the Georgia Performance Standards:
S(K-5)CS1: Students will be aware of the importance of curiosity, honesty,
openness, and skepticism in science and will exhibit these traits in their own
efforts to understand how the world works.
S(K-5)CS5: Students will communicate scientific ideas and activities clearly.
S5L1: Students will classify organisms into groups and relate how they determined
the groups with how and why scientists use classification.
MATERIALS NEEDED (per group):
Laminated photos/ brief explanations of 20 different organisms
“Across the Animal Kingdom” handout.
INTRODUCTION
Classification is a way that scientists group organisms. In a sense, classification can be
somewhat arbitrary, and it was for many years. For a long time, those that studied the
natural world grouped all living things into two groups: things that were plant-like and
things that were animal-like. However, these groupings began to cause problems: what
makes something animal-like? How do you know for sure if something is plant-like?
What about living things (like Fungi) that are sort of like plants (they don’t move, they
grow out of the ground) and also sort of like animals (they don’t photosynthesize, they
must consume other organisms)? As more information is collected about living things,
the groupings changed to reflect that knowledge. Now, DNA and genes are used to
assist in making organism groupings more accurate.
After organisms have been classified, we can use these classifications to help us identify
organisms as they are encountered. A dichotomous key is a method of determining the
identity of something.
Take a look at the organisms below.
ISCI 2001
Classification lab
Based on how they look, a dichotomous key to classify and identify the different things
might look like this:
1A. Has fur…………………………………………………… Elk (wapiti)
1B. Does not have fur………………………………………… go to 2
2A. Clings to a leaf……………………………………………..go to 3
2B. Does not cling to a leaf……………………………………go to 4
3A. Red eyes……………………………………………………poison-arrow frog
3B. another eye color …………………………………………..common tree frog
4A. Has 8 legs………………………………………………….spider
4B. Has less than 8 legs (or can’t see legs)…………………… go to 5
5A. Has feathers……………………………………………….chicken
5B. Does not have feathers…………………………………….dragon
There are many other ways we could have written a dichotomous key for these pictures,
but there are some rules to follow. First, you must divide each set of questions into two.
Second, it is best to divide them up absolutely (e.g., has fur or does not have fur, rather
than has fur or has slimy skin) so that new objects can be placed in the classification
more easily. If you make the shortest possible dichotomous key, you will find that you
have one less “step” than the number of organisms you’re trying to identify. In the above
example, there were six organisms and five steps. Finally, you should choose
characteristics that are identifiable to the average viewer.
ACTIVITY ONE: SHOE CLASSIFICATION
Each student should put one of their shoes in a pile at the front of the room. Don’t worry
about how your socks/ feet look—we promise not to peek! Teacher’s note: this is
considered a better way to practice classification with kids than using whole student
“bodies” because you can avoid some possible “politically incorrect” categorizing based
on appearance, but it still gives kids ownership. So shoe up!
Once everyone has contributed a shoe, your instructor will start the class in writing up a
shoe dichotomous key on the board. After s/he gets you started, finish it up for the rest of
the shoes. Imagine that you are trying to devise a key that would return the right shoes to
the right people, and that we could easily add in new shoes if they came in. The final
step for each shoe should identify the wearer (instead of “chicken” as above, you would
say, “Lisa Adams’ shoe”).
Write the final dichotomous key your group comes up with on a separate sheet of paper.
ISCI 2001
Classification lab
ACTIVITY TWO: ORGANISM CLASSIFICATION
Your group will be provided with 20 cards with pictures and descriptions of organisms.
Use all of this information to categorize the living things in a way that makes sense to
your group. You need not make a dichotomous key, just describe what is in each group.
Describe how you have grouped your organisms below, and defend your groupings.
ACTIVITY 3: Animal phylum research
Your instructor will provide you with a summary of classifications that are now used for
the animal kingdom. This particular summary looks at phyla. The classification key
used now, from most general to most specific, goes as follows: Domain, Kingdom,
Phylum, Class, Order, Family, Genus, Species. Choose one of the animal phyla from
your handout and do research to find some of the groupings within each phylum (at least
3, but they can be class, order, family or whatever you choose). On a separate sheet of
paper, describe what types of organisms are found in this phylum, and how they are
divided up within that phylum. Your instructor will give you more information as
needed.
ISCI 2001
Classification lab
CLASSIFICATION ACTIVITY RUBRIC
Activity
1: group
completion of
shoe key
(1 point)
Missing 3 or
more essential
elements
(3 points)
Missing 2
of essential
elements (to
the right)
(5 points)
•
•
•
•
2: organism
classification
(part 1)
Missing 3 or
more essential
elements
Missing 2
of essential
elements (to
the right)
•
•
•
•
3: Animal
phylum
research
Missing 3 or
more essential
elements
Missing 2
of essential
elements (to
the right)
•
•
•
•
Total points: _________/15
neatly written
follows format
given in lab
has 1 less step than
there are shoes
when tested, group
can use their key to
find owner of
“unknown” shoe
Spelling and
grammar in
explanation are
appropriate
Organisms are
grouped logically
Group thoughtfully
defends their
groupings
Group works
together effectively
At least 3
groupings within
phylum are
described.
Classification of
chosen grouping is
given (e.g., “Three
families within the
phylum Annelida
are…”
Reasons for
groupings are
described
Appropriate
examples are
provided.
Points
received