Course: The Living Environment
Grade Level: 10th
Name: Victoria Benson
Unit Title: Linnaeus’ Legacy – How we arrange the diversity of Life
Purpose/Rationale: In studying biology, the diversity of life can be overwhelming. This
challenges the ability to recognize the underlying similarities between species. It is important to
be able to recognize the key characteristics that species share or differ from one another.
Understanding taxonomy and classification aids in understanding the environmental and
physiological factors that influence which traits develop. This helps us understand why life turned
out this way.
Learning Objectives keyed to the NYS Learning Standards:
Learning Objective #1
Standard
KI
PI
Students will be able to explain why certain characteristics are found among many
species
MU
4
2
2.2
2.2a
Individual organisms and species change over time
3
3.1
Explain the mechanisms and patterns of evolution.
3.1a
Learning Objective #2
Standard
KI
PI
MU
1
1
1
1.1a
Learning Objective #3
Standard
KI
Statement from Core Curriculum Guide
Students will understand and apply scientific concepts, principles, and theories pertaining
to the physical setting and living environment and recognize the historical development of
ideas in science.
Organisms inherit genetic information in a variety of ways that result in continuity of
structure and function between parents and offspring.
Explain how the technology of genetic engineering allows humans to alter genetic
makeup of organisms.
For thousands of years new varieties of cultivated plants and domestic animals
have resulted from selective breeding for particular traits.
PI
MU
1
1
1
1.1b
The basic theory of biological evolution states that the Earth’s present-day species
developed from earlier, distinctly different species.
Students will be able to explain why it is necessary to classify species
Statement from Core Curriculum Guide
Students will use mathematical analysis, scientific inquiry, and engineering design, as
appropriate, to pose questions, seek answers, and develop solutions.
The central purpose of scientific inquiry is to develop explanations of natural phenomena
in a continuing and
creative process.
Elaborate on basic scientific and personal explanations of natural phenomena, and
develop extended visual models and mathematical formulations to represent one’s
thinking.
Scientific explanations are built by combining evidence that can be observed with
what people already know about the world.
Students will be able to identify historical figures in the field of taxonomy
Statement from Core Curriculum Guide
Students will use mathematical analysis, scientific inquiry, and engineering design, as
appropriate, to pose questions, seek answers, and develop solutions.
The central purpose of scientific inquiry is to develop explanations of natural phenomena
in a continuing and creative process.
Elaborate on basic scientific and personal explanations of natural phenomena, and
develop extended visual models and mathematical formulations to represent one’s
thinking.
Learning about the historical development of scientific concepts or about individuals who
have contributed to scientific knowledge provides a better understanding of scientific
inquiry and the relationship between science and society.
Learning Objective #4
Standard
KI
PI
Students will be able to describe the relationship between structure and function
MU
4
Students will understand and apply scientific concepts, principles, and theories pertaining
to the physical setting and living environment and recognize the historical development of
ideas in science.
Individual organisms and species change over time
3
Explain the mechanisms and patterns of evolution.
3.1
3.1e
Learning Objective #5
Standard
KI
PI
MU
4
2
2.1
2.1a
2.1j
1
1.1
1.1c
Learning Objective #6
Standard
KI
PI
MU
1
3
3.1
3.1a
Learning Objective #7
Standard
KI
Statement from Core Curriculum Guide
PI
Laboratory
Checklist
MU
Natural selection and its evolutionary consequences provide a scientific explanation for
the fossil record of ancient life-forms, as well as for the molecular and structural
similarities observed among the diverse species of living organisms.
Students will be able to explain how new characteristics can arise in a population
Statement from Core Curriculum Guide
Students will understand and apply scientific concepts, principles, and theories pertaining
to the physical setting and living environment and recognize the historical development of
ideas in science.
Organisms inherit genetic information in a variety of ways that result in continuity of
structure and function between parents and offspring.
Explain how the structure and replication of genetic material result in offspring that
resemble their parents.
Genes are inherited, but their expression can be modified by interactions with the
environment.
Offspring resemble their parents because they inherit similar genes that code for
the production of proteins that form similar structures and perform similar functions.
Living things are both similar to and different from each other and from nonliving things.
Explain how diversity of populations within ecosystems relates to the stability of
ecosystems.
In all environments, organisms compete for vital resources. The linked and changing
interactions of populations and the environment compose the total ecosystem.
Students will be able to describe how key characteristics are used to arrange
organisms.
Students will be able to arrange organisms by key characteristics
Statement from Core Curriculum Guide
Students will use mathematical analysis, scientific inquiry, and engineering design, as
appropriate, to pose questions, seek answers, and develop solutions.
The observations made while testing proposed explanations, when analyzed using
conventional and invented methods, provide new insights into natural phenomena.
Use various methods of representing and organizing observations (e.g., diagrams, tables,
charts, graphs, equations, matrices) and insightfully interpret the organized data.
Interpretation of data leads to development of additional hypotheses, the formulation of
generalizations, or explanations of natural phenomena.
Students will be able to design dichotomous keys
Statement from Core Curriculum Guide
Designs and uses dichotomous keys to identify specimens
Learning Objective #8
4
1
Students will be able to arrange organisms by key characteristics
Students will understand and apply scientific concepts, principles, and theories pertaining
to the physical setting and living environment and recognize the historical development of
ideas in science.
Living things are both similar to and different from each other and from nonliving things.
1.1
1.1a
Weekly Schedule:
Content Outline
Intro to Classification:
 Many forms of life
 Organize by
Characteristics
 Historical Figures
Trees, Keys and IDs:
 Traits are central
 Different ways to
classify using traits
Structure Drives Function:
 Different ways to
define characteristics
 Structure evolves
 Dictates aspects of
living
Classification:
 Characteristics of a
Key
 Create their own key
Digital Field Guide:
 Inquiry-Based
Activity
 Field Guide Use
Review
Assessment:
Explain how diversity of populations within ecosystems relates to the stability of
ecosystems.
Populations can be categorized by the function they serve. Food webs identify the
relationships among producers, consumers, and decomposers carrying out either
autotropic or heterotropic nutrition.
Class Activities
Period
1
 Chicken Door ringer
 Lecture on history of classification
 Wrap up questions
2



Red Flower Bellringer
Lecture on taxonomy
Reading from Beak of the Finch
3



Mini lecture on characteristics
Lab Activity - Comparison of bovine, canine, and feline legs
Reading from Beak of the Finch
4


Mini lecture on how to create an effective key
Lab Activity creating a key to identify all furniture in the
classroom
5


6
7
Intro to terms and how to use reference page
Use of Dichotomous key online to identify aquatic plants or
tree branches
 Final thoughts
Classification Jeopardy
Exam on Classification
References:
Weiner, J. Beak of the Finch
Dawkins, C. Ancestor’s Tale
Pollen, M. Omnivore’s Dilemma
Biology of Animals Hickman, et al 7 th ed
Integrated Principles of Zoology Hickman, et al
Asking about Life Tobin & Dusheck 2nd ed
Biology Life on Earth Audesirk, et al 6th ed
Barron’s Regents Exams and Answers 2007
Barron’s Let’s Review Biology 2007
Kaplan AP Biology 2007
Vocabulary List
(1) Taxonomy: [tassein, tattein (gk) to arrange; tactics, taxo-, syntax]
(1) Class: [classis (lat.) summons, division of citizens for military draft, hence army, fleet; classification]
(1) Organism: [ergon (gk) work, action, doer, worker; organic, organ]
(1) Adaptation: [Synonyms: adapt, fitness, fit,]
(2) Phyllum: [phulon (gk) tribe, class, race; phyletic, phylum, phylogeny]
(2) Species: [spek- (lat.) to observe, a seeing, sight, form; specimen, perspective, spectrum]
(2) Di: [dis (gk) twice]
Bi: [bini (lat.) two each]
(2) Nomenclature: [nomen (lat.) name, reputation; nominal, nominate, noun, binomial, misnomer, renown]
(3) Characteristic: [kharassein (gk) to sharpen, notch, carve, cut; character]
(3) Cladistic: [klados (gk) branch, shoot; cladogram, clade]
(3) Structure: [struere (lat.) to pile up, construct; destroy, instruct, instrument, obstruct, substruction ]
(3) Function: [fungi (lat.) to discharge, perform; defunct, perfunctory]
(4) Dichotomy: [tomos (gk) a cut, cutting, volume; tome, -tomy, anatomy, atom, epitome]
Title: Introduction to Classification and Taxonomy
Name: Victoria Benson
Day One
Class/Unit: Living Environment
Classification
Learning Objectives keyed to the NYS Learning Standards:
Learning Objective #1
Standard
KI
PI
Students will be able to explain why certain characteristics are found among many
species
MU
4
2
2.2
2.2a
3
Individual organisms and species change over time
3.1
Explain the mechanisms and patterns of evolution.
3.1a
Learning Objective #2
Standard
KI
PI
1
1
1.1a
Learning Objective #3
KI
PI
The basic theory of biological evolution states that the Earth’s present-day species
developed from earlier, distinctly different species.
Students will be able to explain why it is necessary to classify species
Statement from Core Curriculum Guide
MU
1
Standard
Statement from Core Curriculum Guide
Students will understand and apply scientific concepts, principles, and theories pertaining
to the physical setting and living environment and recognize the historical development of
ideas in science.
Organisms inherit genetic information in a variety of ways that result in continuity of
structure and function between parents and offspring.
Explain how the technology of genetic engineering allows humans to alter genetic
makeup of organisms.
For thousands of years new varieties of cultivated plants and domestic animals
have resulted from selective breeding for particular traits.
Students will use mathematical analysis, scientific inquiry, and engineering design, as
appropriate, to pose questions, seek answers, and develop solutions.
The central purpose of scientific inquiry is to develop explanations of natural phenomena
in a continuing and
creative process.
Elaborate on basic scientific and personal explanations of natural phenomena, and
develop extended visual models and mathematical formulations to represent one’s
thinking.
Scientific explanations are built by combining evidence that can be observed with
what people already know about the world.
Students will be able to identify historical figures in the field of taxonomy
MU
1
1
1
1.1b
Statement from Core Curriculum Guide
Students will use mathematical analysis, scientific inquiry, and engineering design, as
appropriate, to pose questions, seek answers, and develop solutions.
The central purpose of scientific inquiry is to develop explanations of natural phenomena
in a continuing and
creative process.
Elaborate on basic scientific and personal explanations of natural phenomena, and
develop extended visual models and mathematical formulations to represent one’s
thinking.
Learning about the historical development of scientific concepts or about individuals who
have contributed to scientific knowledge provides a better understanding of scientific
inquiry and the relationship between science and society.
Materials:
 Chicken with pen to cage in
 Projector and Computer with Powerpoint
Time-budgeted Procedure:
Time (minutes) Activities
10
Chicken Bellringer
25
Lecture on history of classification
5
Wrap-up Questions
Safety:
Need to make sure students with allergies sit in back of classroom. Hold onto chicken and quickly place
back in pen. Store in backroom when finished with bellringer. Do not let students handle, too stressful for
chicken when repeated done throughout the day.
Teacher Notes:
I. Chicken Bellringer
A. As students walk in, ask those with allergies to sit in back of class for the beginning of class.
1. Have chicken in pen stashed behind desk or other object in front of classroom.
B. Once students are seated, take chicken out and ask students what kind of animal it is
1. Guide responses: Animal, Bird
C. Ask, “Does it have vertebrae like us?”
1. May have seen them when they eat chicken
D. “Does it have a heart/lungs ?”
E. “Do other birds have heart/lungs?”
1. Know other animals like it and “know” they have these organs, but how?
2. Make them really think this question over.
3. Have students take their normal seats while putting chicken away.
4. Have them enter their responses into their journals while taking attendance
5. Drive for the response that we don’t have to open every bird up to know it has these parts.
II. Intro to Linnaeus’ Legacy PowerPoint
A. Show powerpoint
B. Remind students that bold words are required terms/concepts
C. Names and concepts relating to evolution will be/have been covered in larger evolution unit. This
should function as preview/review.
III. Wrap-up Questions
A. What advantage does creating this system create?
1. Can discover that we know a lot about an organism by knowing what others it is like!
B. What does this mean for our world?
1. It is estimated that most of the world’s organisms are still undiscovered!
2. Evolution still takes place! New species are still being discovered!
3. Need to protect areas rich in species to find out what secrets they still hold!
Reinforcement:
Students will be assigned to create a concept map using the material introduced in lecture this day. Students
should also supplement it with readings from text. They will be reminded that it will be checked over the next day.
Sample Concept Map
Natural Selection
Inheritance
Inheritance
Adapt
Organisms
Taxonomy
Characteristics
Classify
Hierarchy
Title: Trees, Keys and IDs
Name: Victoria Benson
Day Two
Class/Unit: Living Environment
Classification
Learning Objectives keyed to the NYS Learning Standards:
Learning Objective #1
Standard
KI
PI
Students will be able to describe how key characteristics are used to arrange
organisms.
3
3.1
3.1a
Learning Objective #2
Standard
KI
PI
Statement from Core Curriculum Guide
MU
1
Students will use mathematical analysis, scientific inquiry, and engineering design, as
appropriate, to pose questions, seek answers, and develop solutions.
The observations made while testing proposed explanations, when analyzed using
conventional and invented methods, provide new insights into natural phenomena.
Use various methods of representing and organizing observations (e.g., diagrams, tables,
charts, graphs, equations, matrices) and insightfully interpret the organized data.
Interpretation of data leads to development of additional hypotheses, the formulation of
generalizations, or explanations of natural phenomena.
Students will be able to explain how new characteristics can arise in a population
Statement from Core Curriculum Guide
MU
4
2
2.1
2.1a
2.1j
1
1.1
1.1c
Students will understand and apply scientific concepts, principles, and theories pertaining
to the physical setting and living environment and recognize the historical development of
ideas in science.
Organisms inherit genetic information in a variety of ways that result in continuity of
structure and function between parents and offspring.
Explain how the structure and replication of genetic material result in offspring that
resemble their parents.
Genes are inherited, but their expression can be modified by interactions with the
environment.
Offspring resemble their parents because they inherit similar genes that code for
the production of proteins that form similar structures and perform similar functions.
Living things are both similar to and different from each other and from nonliving things.
Explain how diversity of populations within ecosystems relates to the stability of
ecosystems.
In all environments, organisms compete for vital resources. The linked and changing
interactions of populations and the environment compose the total ecosystem.
Materials:
 Copies of Beak of the Finch Selected Reading
 Projector and Computer with PowerPoint
Time-budgeted Procedure:
Time (minutes) Activities
10
Bell Ringer on Red Rose
9
Vocabulary Lesson
20
Lecture on Trees, Keys and IDs
1
Reading from Beak of the Finch
Safety:
No overt danger in planned activities.
Teacher Notes:
I.
Red Rose Bellringer
a. Ask students to close their eyes and imagine a red rose.
b. Describe rose as intensely red, starting to open it petals, with green stem and growing in a garden
c. Ask, “What type of rose did you imagine?”
i. Start Power Point
ii. Have students raise hands and see how many thought of each different flower
d. Ask, “Why didn’t we all imagine the same flower?”
i. Need to use very specific characteristics
e. Why does it matter how we describe the flower?
1. If organism is used in experiments, result may be radically different if common name is used
instead of scientific!
II.
Vocab Lesson
A. Have introduced a lot of new words, go through some
1. What is the topic we are covering? (arranging living things)
2. What were the new words we talked about that meant to arrange living things? (taxonomy)
3. If students say classification:
Classification has a different meaning doesn’t it? What other words like that one have you
heard? (Class, classify)
4. When we use the word classification what does it imply? (grouping as well)
5. How did Aristotle, the first to attempt this in a logical way, start classifying? (based on
characteristics)
6. Let’s explore how important characteristics can be
III. Trees, Keys and IDs PowerPoint
a. Ask students to imagine a red flower. Describe as bright red with green stem.
b. Continue with PowerPoint
c. Remind students that bold words are required terms/concepts
IV. Reading from Beak of the Finch
a. Read excerpts from pages 41-3.
i. “Taxonomist can be classified into splitters and lumpers.”
ii. Can be difficult to classify down to the species level if traits have a big range within a
species
iii. “It is only a very wise man or a fool who thinks he is able to identify all the finches he
sees.”
Reinforcement:
See attached sheet
Students will need to research on their own but will be allowed two days to complete project.
Name:
Period:
Trees, Keys and IDs
Class/Unit: Living Environment
Classification Mini Project
I. Perform a search to find sites that list the complete taxonomy for species. You may choose to use either of
the sites listed below:
www.plantkingdom.com/magnphyt.htm
http://www.tolweb.org/tree/home.pages/popular.html
Each column represents a taxonomic group
First column is Domain, second is kingdom, etc
II. Choose two organism and list the complete classification for those two organisms. You should choose
distinct organism. This means that they should be no closer related than order level. List this information
below.
III. What kinds of traits would you expect to find on your organism according to this information. If you
need help interpreting this information be sure to speak with me with enough time to hand in the project on
time!
(depends on chosen organism. Can describe locomotion, eating habits, type of reproduction, etc)
Note: There are millions of organisms on this planet. You have two days to locate a site and describe some
characteristics. This means that you should not have the same organism as your friends!! Choose a unique
organism!
Title: Structure and Function
Name: Victoria Benson
Day Three
Class/Unit: Living Environment
Classification
Learning Objectives keyed to the NYS Learning Standards:
Learning Objective #1
Standard
KI
PI
Students will be able to describe the relationship between structure and function
Students will understand and apply scientific concepts, principles, and theories pertaining
to the physical setting and living environment and recognize the historical development of
ideas in science.
Individual organisms and species change over time
3
3.1
Explain the mechanisms and patterns of evolution.
3.1e
Learning Objective #2
Standard
KI
Statement from Core Curriculum Guide
MU
4
PI
Natural selection and its evolutionary consequences provide a scientific explanation for
the fossil record of ancient life-forms, as well as for the molecular and structural
similarities observed among the diverse species of living organisms.
Students will be able to explain how new characteristics can arise in a population
Statement from Core Curriculum Guide
MU
4
2
2.1
2.1a
2.1j
1
1.1
1.1c
Students will understand and apply scientific concepts, principles, and theories pertaining
to the physical setting and living environment and recognize the historical development of
ideas in science.
Organisms inherit genetic information in a variety of ways that result in continuity of
structure and function between parents and offspring.
Explain how the structure and replication of genetic material result in offspring that
resemble their parents.
Genes are inherited, but their expression can be modified by interactions with the
environment.
Offspring resemble their parents because they inherit similar genes that code for
the production of proteins that form similar structures and perform similar functions.
Living things are both similar to and different from each other and from nonliving things.
Explain how diversity of populations within ecosystems relates to the stability of
ecosystems.
In all environments, organisms compete for vital resources. The linked and changing
interactions of populations and the environment compose the total ecosystem.
Materials:
 Projector and Computer with Powerpoint
 Copies of Lab Instructions
 Bones from legs of cow, horse and cat
Time-budgeted Procedure:
Time (minutes) Activities
9
Complete any activities remaining from previous day
10
Mini lecture on Characteristics
19
Lab Activity - Comparison of bovine, equine, and feline legs
2
Reading from Beak of the Finch
Safety:
Be vigilant that students don’t mishandle the bones or use them to attack each other.
Teacher Notes:
I.
Lot of material cover the previous day, may need to go over and complete some this day
C. Answer questions about content
D. Answer questions about assignment
II. Mini Lecture on Characteristics
E. Show PowerPoint
F. Remind students that bold words are required terms/concepts
G. Be careful that they truly understand the difference between phenetic and cladistic trees
III. Comparative Anatomy Lab
H. Ask, “Keeping in mind the three types of traits used to classify organisms, how would we describe
the chicken we started this section with?”
1. Anatomical – flies,
2. Developmental – Need to look at fertilized eggs at different stages
3. Genetic – Would have to compare to other bird’s DNA, how does it compare to ducks, geese, etc
I. Will focus on structural differences for a little bit
1. Will have three legs to study: horse, cow and cat
2. Need to complete information in each section
3. Should circulate often through the room as this may be a challenging exercise for most of the
class.
IV. Beak of the Finch Excerpt
A. Read page 66
1. paragraph on how the shape of each finch’s beak determines what they eat
2. Little things that we take for granted (like how we’re constructed) can have a profound
effect on how we live
Reinforcement:
Students should continue to work on classification mini-project. Also need to Create Flash Cards for key words in
Concept Map and bring those in.
Sample Flash Card:
Two-Name Name
Binomial Nomenclature
Genus species
Linnaeus’s system for naming
I. Observe the bones from these three species.
How can you describe the differences?
Bovine
Equine
IV. Gait of animals
Each of these animals has at least one
characteristic gait (method of walking). Identify
this gait and explain how the anatomical
differences you described above influence this
gait.
Bovine
Feline
II. Identify the toes on each foot. Measure the
length of the longest toe for each species.
Bovine
Equine
Feline
Equine
Feline
III. Use your hand as a reference and describe
what part each animal uses to walk on. Ie. None
walk with all their weight on their “wrist”
Bovine
Equine
Feline
IV. How can you use the finding from the previous
section to classify these animals? Create a chart
describing the order these gaits developed using
this data with the descriptions you generated in
section two.
Title: Classification
Name: Victoria Benson
Day Four
Class/Unit: Living Environment
Classification
Learning Objectives keyed to the NYS Learning Standards:
Learning Objective #1
Standard
KI
PI
Students will be able to arrange organisms by key characteristics
MU
1
3
3.1
3.1a
Learning Objective #2
Standard
Laboratory
Checklist
KI
PI
Statement from Core Curriculum Guide
Students will use mathematical analysis, scientific inquiry, and engineering design, as
appropriate, to pose questions, seek answers, and develop solutions.
The observations made while testing proposed explanations, when analyzed using
conventional and invented methods, provide new insights into natural phenomena.
Use various methods of representing and organizing observations (e.g., diagrams, tables,
charts, graphs, equations, matrices) and insightfully interpret the organized data.
Interpretation of data leads to development of additional hypotheses, the formulation of
generalizations, or explanations of natural phenomena.
Students will be able to design dichotomous keys
Statement from Core Curriculum Guide
MU
Designs and uses dichotomous keys to identify specimens
Materials:
 Projector and Computer with PowerPoint
 Copies of Rubric for Classroom Furniture Key
Time-budgeted Procedure:
Time (minutes) Activities
5
Intro to the Dichotomous Key
30
Lab Activity creating a key to identify all furniture in the classroom
5
Final Question
Safety:
Be careful students don’t become overzealous in surveying furniture to include in key
Teacher Notes:
I. Intro to Dichotomous Key
J. Begin PowerPoint for “Creating a Key”
K. Ask for any questions at the end
II. Key for Classroom Furniture
L. Explain that their task is to create a key that will allow to you identify any piece of furniture using
only their key
M. Best way to test their key is to pretend they speak very little English and don’t know the name of all
the pieces of furniture
N. Should use rubric as guide on what to include and pass out copies
O. Allow remainder of period to develop their key
i. Can work in groups of 2-3 but will need to hand in their own key
III. “When do you use dichotomous keys?”
A. When using field guides to identify organisms. Will do this the next day
B. Many other professions incorporate this: decision making trees, parts break down for machines,
logic programs on computers.
Reinforcement:
Students should complete work on key for classroom furniture.
Name:
Period:
Classification Key Rubric
You’re assignment has been to create a dichotomous key for classifying all the furniture in our classroom. Here’s how you did:
Scale
1
Furniture
4
How come I got to chairs
my chair is a
but I had a
desk?
stool
Need more
branches to
arrive at
correct
piece
Not a true
Dichotomous, Meticulous
dichotomous easy to
divisions
key
follow
Unable to
Characteristics distinguish
pieces by
traits
described
Presentation
3
Linnaeus is
crying
Criteria
Branching
2
Illegible,
Lacks
multiple
labels,
poorly
numbered
Multiple
pieces of
furniture
missing
Yup, that’s a
bookcase all
right.
Score
____ x 3 =
____
Need more
detail to
distinguish
key items
Descriptive,
possible to
identify
pieces
Incredible
detail, can
even tell
grain of
wood!
Hard to
read,
Missing
labels and/or
numbers
Legible; all
pieces
labeled; well
numbered
Missing at
least 1 piece
of furniture
All furniture
in classroom
is present
Approaching
calligraphy;
attractive,
____ x 1 =
accurate
labels and
____
numbers
Distinguished
between
____ x 2 =
similar types
____
TOTAL = (
/ 36 ) x 100 =
____ x 3 =
____
________
Title: Digital Field Guides
Name: Victoria Benson
Day Five
Class/Unit: Living Environment
Classification
Learning Objectives keyed to the NYS Learning Standards:
Learning Objective #1
Standard
KI
PI
Students will be able to arrange organisms by key characteristics
Statement from Core Curriculum Guide
MU
1
3
3.1
3.1a
4
1
1.1
1.1a
Students will use mathematical analysis, scientific inquiry, and engineering design, as
appropriate, to pose questions, seek answers, and develop solutions.
The observations made while testing proposed explanations, when analyzed using
conventional and invented methods, provide new insights into natural phenomena.
Use various methods of representing and organizing observations (e.g., diagrams, tables,
charts, graphs, equations, matrices) and insightfully interpret the organized data.
Interpretation of data leads to development of additional hypotheses, the formulation of
generalizations, or explanations of natural phenomena.
Students will understand and apply scientific concepts, principles, and theories pertaining
to the physical setting and living environment and recognize the historical development of
ideas in science.
Living things are both similar to and different from each other and from nonliving things.
Explain how diversity of populations within ecosystems relates to the stability of
ecosystems.
Populations can be categorized by the function they serve. Food webs identify the
relationships among producers, consumers, and decomposers carrying out either
autotropic or heterotropic nutrition.
Materials:
 Projector and Computer with PowerPoint
 Computers for each group (mobile lab?)
 Internet access to pages
 Samples collected from local area –
either aquatic plants or tree branches
Time-budgeted Procedure:
Time (minutes) Activities
10
Intro to terms and how to use reference page
29
Use of Dichotomous key online to identify aquatic plants or tree branches
1
Final Thoughts
Safety:
If using aquatic plants have to be sure that they are dry and don’t drip near the computer equipment. Need
to select VERY different samples to prevent students from getting discouraged.
Teacher Notes:
I.
Intro to terms and reference page
a. Have students navigate to http://acs7/fipse/biowisewebsite/DFGIntro.asp using Internet Explorer
b. Have them read blurb
c. Have them click on link to keys
d. Click “list keys”
e. Click on the appropriate key, either aquatic plants or CNY Trees
f. Click on “Reference”
g. Go through any relevant terms to the samples they will be working with
h. Go back to the page with the key and show them how to collapse and show all nodes if they desire
II.
Digital Field Guide
a. Have students choose two – three specimens and write every line they used to arrive at the correct
identification
b. Allow them to work in groups of two-three to complete activity during remainder of period
III. Progress Report
A. Have covered a lot of material and mastered a lot of techniques
B. Ask what helped them find the specimen they had?
1. Good characteristics and a way of identifying them!
C. Can know use the skill they have developed to go on field trips on their own with a guide and
identify organisms they encounter!
Reinforcement:
Students should complete concept map and flash cards for review day.
Samples previously provided.
Title: Introduction to Classification and Taxonomy
Name: Victoria Benson
Day Six
Class/Unit: Living Environment
Classification
Learning Objectives keyed to the NYS Learning Standards:
All previously state objectives. For exhaustive list see unit coversheet.
Materials:
 Projector connected to computer with PowerPoint
 Classification Jeopardy file
Time-budgeted Procedure:
Time (minutes) Activities
4
Have students take seats with team members
1
Review Rules of Gameplay
30
Moderate jeopardy questions
5
Answer additional questions
Safety:
Arrange chairs and desks ahead of time so student can run into seats for their team and not knock things
over.
Teacher Notes:
I. Teams
A. As students walk in give slips of paper with their team number.
B. Have students sit in row with their team
II. GamePlay
A. Remind students that they should confer with their teammates and decide on the answer as a
group
B. Once they have chosen, they race to the team’s podium for the chance to give their response
C. They must confer and chose the response together or their team’s response will not be
acknowledged
.
III. Classification Jeopardy
A. Project Jeopardy Game and PLAY!!
B. Congratulate Winning Team
IV. Wrap Up and Ask if there are any more questions
A. Wish them luck for the next day!
Reinforcement:
Let them study! Remind students that they will need to correct their exams to receive the remaining points when
they are returned to them.
Assessment:
No additional assessment
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Sample Jeopardy Questions:
1. Letters A through L represent different species of organisms. The arrows represent long periods of
geologic time.
F
G
H
D
I
E
B
J
K
B
L
C
A
B
A
B
Which two species are the most closely related?
(1) J and L
(2) G and L
(3) F and H
(4) F and G
2. The dichotomous key below can be used to identify birds W, X, Y and Z.
Dichotomous Key to Represent Birds
1.a. The beak is relatively long and slender……………………………….Certhidea
b. The beak is relatively stout and heavy………………………………..go to 2
2.a. The bottom surface of the lower beak is flat and straight…………….Geospiza
b. The bottom surface of the lower beak is curved……………………...go to 3
3.a. The lower edge of the upper beak has a distinct bend…………………Camarhynchus
b. The lower edge of the upper beak is most flat………………………..Platyspiza
Bird X is most likely
(1) Certhidea
(2) Geospiza
(3) Camarhynchus
(4) Platyspiza
3.
(1)
(2)
(3)
(4)
Which contains animals that share the most traits in common
Species
Class
Subphyllum
Order
4.
(1)
(2)
(3)
(4)
In classifying an animal by kingdom it is important to note
whether it has hair
what type of body systems it has
how many toes it has
where it lives
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5. According to the diagram below, which three species lived on Earth during the same period?
(1)
(2)
(3)
(4)
robustus, africanus, afarensis
habilis, erectus, afarensis
habilis, robustus, boisei
africanus, boisei, erectus
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Title: Introduction to Classification and Taxonomy
Name: Victoria Benson
Day Seven
Class/Unit: Living Environment
Classification
Learning Objectives keyed to the NYS Learning Standards:
All previously state objectives. For exhaustive list see unit coversheet.
Materials:
 All copies of exam versions
 Answer Sheets
Time-budgeted Procedure:
Time (minutes) Activities
1
Pass out exams and answer keys
38
Administer exam
1
Collect exams and answer keys
Safety:
Make sure extra pencils are sharp but not lethally sharp.
Teacher Notes:
I. Welcome, wish best efforts and pass out exam versions and answer keys
Try to avoid students sitting next to each other from having same version
II. Take attendance and proctor
Be vigilant of cheating, walk repeatedly around room, answer any questions, update remaining time
for exam when 15, 10, 5 and 1 minute are left.
III. Call time and congratulate best efforts
Collect exams and answer keys – Count and make sure all are returned
Reinforcement:
Remind students that they will need to correct their exams to receive the remaining points when they are returned
to them.
Assessment:
This is the assessment
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Name:
Period:
There are three sections to this exam: multiple choice, definitions and short answer. Record all your responses on the answer key
provided as well as the number on your test, only answers placed there will be graded. You will be graded according to the test you
describe as taking (by indicating the number). The total number of points for the test is 85. Once your exam has been graded, you
will need to submit your explanation for the correct response on any question you did not receive full credit on in order. Your
explanations will be graded out of 15 points.
I. Multiple choice: 2 points each.
1. In the early stages of development, the embryos of birds and reptiles resemble each other in many ways. This
resemblance suggests that they
(1) belong to the same species
(2) are adapted for life in the same habitat
(3) share a common ancestry
(4) are both animal-like protest
2. According to Darwin’s theory of evolution, differences between species may result from
(1) the disuse of body structures
(2) the transmission of acquired characteristics
(3) natural selection
(4) mutagenic agents
3. The concept that new varietites of organisms are still evolving is best supported by the
(1) increasing need for new antibiotics
(2) increasing number of individuals in the human population
(3) decreasing number of new fossils in undisturbed rock layers
(4) decreasing activity of photosynthetic organisms due to warming of the atmosphere
The evolutionary pathway of seven living species are shown in the diagrams below:
B
C
D
E
F
G
Time
A
Ancestral Species
4. Which two species are likely to have the most similar DNA base sequences?
(1) B and G
(2) E and G
(3) B and C
(4) C and D
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5. Even though the finches on the various Galapagos Islands require different biotic and abiotic factors for their
survival, these finches would most likely be grouped in the same
(1) species, but found in different habitats
(2) kingdom but found in different ecological niches
(3) species and found in the same biosphere
(4) population but found in different ecosystems
6. The presence of some similar structures in all vertebrates suggests that these vertebrates
(1) all develop at the same rate
(2) evolved from different animals that appeared on Earth at the same time
(3) all develop internally and rely on nutrients supplied by the mother
(4) may have an evolutionary relationship
7. Linnaeus provided the modern synthesis of classification with his consistent application f a system of
(1) binomial nomenclature
(2) cladistics
(3) phylogenetic systematics
(4) natural selection
8. Which of the following would be a statement most likely supported by Lamark?
(1) four out of five hyena pups die because of a lack of resources in the environment
(2) the occurrence of new forms is a random event produced by a change in heritable factors
(3) the wings of a butterfly and the wings of a bat are analogous structures
(4) the long neck of a giraffe is a result of its ancestors continually trying to reach higher branches
9. A phylogenetic tree provides all of the following information except
(1) the time of divergence between
(2) a framework with which to classify organisms
(3) a hypothesis of whether similar characteristics have a common origin (homologous) or are convergent
(analagous)
(4) the evolutionary relationship among the taxa is unclear
10. Imagine taxonomic classification is like a living tree. If “kingdom” is represented by the “trunk”, what are the
large branches coming off the trunk?
(1) class
(2) order
(3) family
(4) phylum
11. In scientific names, the genus is never:
(1) lower case
(2) italicized
(3) abbreviated
(4) underlined
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II. Definitions: 6 points each
1. Classification: a technique by which scientists sort, group and name organisms for easier study.
2. Speciation: the process by which new species are thought to arise from previously existing species.
3. Species: a biological grouping of organisms so closely related that they are capable of interbreeding and
producing fertile offspring
III. Short Answer: 9 points each
1. Imagine you’re a scientist returning from an expedition in the Sargasso Sea with a peculiar organism that is
apparently unknown to science. How can you begin to classify the organism? Describe the steps you will take
(step-by-step).
Need to list the characteristics the organism has. Have to compare to other organism and determine what it
has in common with other to place into each piece of classification scheme.
2. Arrange the following from more to less specific:
genus
family
species
species
genus
family
kingdom
kingdom
Explain why some organisms can be placed together is some of these categories but not all. (What makes each
unique? How does this reflect their evolutionary history?)
The more specific the classification the more traits in common and the more closely related the organisms
are to each other.
3. What problems could arise if a phenetics and a cladist were to design a key together? What (vocabulary) words
are important to each?
P – equal weight to all characteristics, group by similar characteristics
C – only meaningful characteristics due to evolutionary history (shared derived
characteristic)
They can disagree on what characteristics are meaningful.
4. Define binominal nomenclature. What two segments of hierarchical classification does it include? Why is it
better than using common names?
2 name naming system. Genus Species. Eliminates confusion since common names can vary by region.
5. Why is it incorrect to refer to organisms as being primitive or lower in phylogenetic trees?
Implies the other animal is advanced or higher but both have spent the same about of time evolving
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