What Is Life? – Scavenger Hunt
Authors: Joy Perry, Dave Burbach, Lynn Hudock
Description
Students participate in a field scavenger hunt to collect a variety of specimens, sort living
from nonliving, then classify and create a dichotomous key for the collection. This
activity is designed to introduce students to the shared features of living organisms,
systematics, and biodiversity.
Grade Range
Middle School/High School
Teaching/Learning Objective(s)
Students will:
ß Distinguish between living and nonliving specimens by considering features that
define life.
ß Classify and organize specimens based upon observable traits.
ß Construct and use a dichotomous key from collected field samples.
Time Required
3 (50-minute) classes
Materials and Preparation Procedures
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ß
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Dissecting microscope and/or magnifying lenses
Forceps
Collection jars, paper bags, bucket
ß Trowel
Activity
Teacher Background
A dichotomous key is a biological tool that allows the user to determine the identity of an
unknown item from a list of items. "Dichotomous" means "divided into two parts". A
dichotomous key gives two choices in each step to direct the user to the correct name of
the specimen. The Student Handout includes a description of the activity and related
discussion questions.
There may be many correct dichotomous keys for the same list of specimens. There is no
wrong key as long as all specimens are accounted for correctly and can be identified.
Examples of a dichotomous key in written and graphical form for a specific list of items
are provided in the Dichotomous Key handout.
BioLEARN, http://www.wisc.edu/cbe/biolearn/index.html
Posted August 2003
General precautions: Avoid collecting higher level organisms. Be aware of poisonous
plants and other hazards on your site. Warn students against collecting venomous
arthropods or touching sharp objects. Query students about known bee/wasp sting
allergies before going into the field.
Student Assessment
Activity Checklist Criteria
Score – Possible Points
1. Were 10 specimens used in the key? (5)
2. Was the key constructed with 2 choices in each step? (5)
3. Does the key work for all specimens? (5)
4. Are the characteristics appropriate? (4)
5. Were living and nonliving specimens distinguished correctly? (4)
6. Correct grammar/spelling. (2)
TOTAL= 25
Wisconsin Science Standards
A: SCIENCE CONNECTIONS: Students will understand that there are unifying
themes: systems, order, organization, and interactions; evidence, models, and
explanations; consistency, change, and measurement; evolution, equilibrium, and energy;
and form and function among scientific disciplines. Those themes are to be used to
connect the science content standards for Wisconsin to each other.
A.12.3 Give examples that show how partial systems, models and explanations are used
to give quick and reasonable solutions that are accurate enough for basic needs.
A.12.4 Construct arguments that show how conflicting models and explanations of events
can start with similar evidence.
A.12.6 Identify and, using evidence learned or discovered, replace inaccurate personal
models and explanations for science-related events.
B. NATURE OF SCIENCE: Students will understand that science is ongoing and
inventive, and that scientific understandings have changed over time as new evidence is
found.
B.12.3 Relate the major themes of science to human progress in understanding science
and the world.
B.12.5 Explain how science is based on assumptions about the natural world and themes
that describe the natural world.
BioLEARN, http://www.wisc.edu/cbe/biolearn/index.html
Posted August 2003
C. SCIENCE INQUIRY: Students will investigate questions using scientific methods
and tools, revise their personal understanding to accommodate knowledge and
communicate these understandings to others.
C.12.1 When studying science content, ask questions suggested by current social issues,
scientific literature, and observations of phenomena, build hypotheses that might answer
some of these questions, design possible investigations, and describe results that might
emerge from such investigations.
C.12.3 Evaluate the data being collected during an investigation, critique the datacollection procedures and results, and suggest ways to make any needed improvements.
F. LIFE AND ENVIRONMENTAL SCIENCE: Students will demonstrate an
understanding of the characteristics and structures of living things, the processes of life,
and how living things interact with each other and their environment.
F.12.5 Understand the theory of evolution, natural selection, and biological classification.
Additional Materials
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Student Handout
Dichotomous Key Examples
BioLEARN, http://www.wisc.edu/cbe/biolearn/index.html
Posted August 2003