NGSSS SCIENCE SUPPLEMENTAL RESOURCES
STUDENT PACKET
Biology
SC.912.L.15.6
DEPARTMENT OF MATHEM ATICS AND SCIENCE
THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA
Ms. Perla Tabares Hantman, Chair
Dr. Lawrence S. Feldman, Vice-Chair
Dr. Dorothy Bendross-Mindingall
Ms. Susie V. Castillo
Dr. Wilbert “Tee” Holloway
Dr. Martin Karp
Ms. Lubby Navarro
Ms. Raquel A. Regalado
Dr. Marta Pérez Wurtz
Mr. Logan Schroeder-Stephens
Student Advisor
Mr. Alberto M. Carvalho
Superintendent of Schools
Ms. Maria L. Izquierdo
Chief Academic Officer
Office of Academics and Transformation
Dr. Maria P. de Armas
Assistant Superintendent
Division of Academics
Mr. Cristian Carranza
Administrative Director
Division of Academics
Department of Mathematics and Science
Dr. Ava D. Rosales
Executive Director
Department of Mathematics and Science
Introduction
The purpose of this document is to provide students with enhancement tutorial sessions that will
enrich the depth of content knowledge of the Biology 1 course. Each tutorial session is aligned to
Biology Annually Assessed Benchmarks of the Next Generation Sunshine State Standards
(NGSSS) as described in the course description and the Biology Item Specifications and include
an ExploreLearning Gizmos activity and/or a science demonstration followed by assessment
questions.
The Nature of Science Body of Knowledge (BOK) is embedded in all lessons. Teachers are
encouraged to generate an inquiry-based environment where students grow in scientific thinking
while creating and responding to higher-order questions.
NGSSS Science Supplemental Resources
Biology
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SC.912.L.15.6
Table of Contents
Classification, Heredity, and Evolution - SC.912.L.15.6 Discuss distinguishing characteristics
of the domains and kingdoms of living organisms. (Also assesses SC.912.L.15.4,
SC.912.L.15.5, SC.912.N.1.3, and SC.912.N.1.6.)
Activity 1 – Taxonomy: Fish Sorting............................................................................................3
Activity 2 – Taxonomy, Classification and Dichotomous Key ......................................................5
Activity 3 – The Great Taxonomist ..............................................................................................7
Evaluate/Extend........................................................................................................................11
NGSSS Science Supplemental Resources
Biology
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SC.912.L.15.6
Activity 1 – Taxonomy: Fish Sorting
Procedures:
A. Pre-Lab Questions: Your teacher will begin class discussions with the questions below.
1. Why are organisms classified on evolutionary relationships?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
2. Why do you think scientific inferences are drawn from scientific observations? Provide
some examples.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
3. Explain why Scientists classify organisms based on their distinguishing characteristics.
What else might you do to classify organisms?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
4. Explain the reasons for why there might be changes in how organisms are classified.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
5. Name some ways that scientific claims are evaluated? For example, one way could be
through scientific argumentation.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
NGSSS Science Supplemental Resources
Biology
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SC.912.L.15.6
B. Pair up with your neighbor. Cut out each of the fish provided by your teacher, then follow
your teacher's instructions for sorting the fish into categories.
Fish key
Step 1
 If fish shape is long and skinny, then
go to step 2
 If fish shape is not long and skinny,
then go to step 3
Step 5
 If fish has spots, then go to step 6
 If fish does not have spots, then go to
step 7
Step 2
 If fish has pointed fins, it is a trumpet
fish
 If fish has smooth fins, it is a spotted
moray eel
Step 6
 If fish has chin "whiskers," it is a
spotted goat fish
 If fish does not have chin "whiskers," it
is a band-tail puffer
Step 3
 If fish has both eyes on top of the
head, then go to step 4
 If fish has one eye on each side of the
head, then go to step 5
Step 7
 If fish has stripes, then go to step 8
 If fish does not have stripes, it is a
glassy sweeper
Step 4
 If fish has long whip-like tail, it is a
spotted eagle ray
 If fish has short, blunt tail, it is a
peacock flounder
NGSSS Science Supplemental Resources
Biology
Step 8
 If fish has a v-shaped tail, it is a
squirrel fish
 If fish has a blunt tail, it is a glass-eye
snapper
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SC.912.L.15.6
Activity 2 - Taxonomy, Classification, and Dichotomous Keys
Procedures:
Help! Scientists have discovered quite a few new creatures on planet Pamishan. They need
your help to identify and classify them. Use the dichotomous key on the next page to identify
these creatures.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
2013-2014 Extended Learning Modules
Biology
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SC.912.L.15.6
Key to the New Pamishan Creatures
1a
1b
2a
2b
3a
3b
4a
4b
5a
5b
6a
6b
7a
7b
8a
8b
9a
9b
10a
10b
11a
11b
12a
12b
13a
13b
14a
14b
15a
15b
16a
16b
17a
17b
18a
18b
19a
19b
The creature has a large wide head
The creature has a small narrow head
It has 3 eyes
It has 2 eyes
There is a star in the middle of its chest
There is no star in the middle of its chest
The creature has hair spikes
The creature has no hair spikes
The bottom of the creature is arch shaped
The bottom of the creature is M shaped
The creature has an arch shaped bottom
The creature has an M shaped bottom
The creature has hairy spikes
The creature has no spikes
There is a star in the middle of its body
The is no star in the middle of its body
The creature has an arch shaped bottom
The creature has an M shaped bottom
The body is symmetrical
The body is not symmetrical
The creature has no antennae
The creature has antennae
There are spikes on the face
There are no spikes on the face
The creature has no spike anywhere
There are spikes on the right leg
The creature has 2 eyes
The creature has 1 eye
The creature has a mouth
The creature has no mouth
There are spikes on the left leg
There are no spikes at all
The creature has spikes
The creature has no spikes
There are spikes on the head
There are spikes on the right leg
There are spikes covering the face
There are spikes only on the outside edge of head
2013-2014 Extended Learning Modules
Biology
go to 2
go to 11
go to 3
go to 7
go to 4
go to 6
Broadus hairus
go to 5
Broadus archus
Broadus emmus
Broadus plainus
Broadus tritops
go to 8
go to 10
Broadus hairystarus
go to 9
Broadus hairyemmus
Broadus kiferus
Broadus walter
Broadus anderson
go to 12
go to 14
Narrowus wolfus
go to 13
Narrowus blankus
Narrowus starboardus
go to 15
Narrowus cyclops
go to 16
go to 17
Narrowus portus
Narrowus plainus
go to 18
Narrowus georginia
go to 19
Narrowus montanian
Narrowus beardus
Narrowus fuzzus
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SC.912.L.15.6
Activity 3 – The Great Taxonomist
In this activity, you will be the one to group, name, identify, and categorize the items below. You
will do what you did for the first two activities but without any directions. After you are done, be
ready to present to the class with answers to the questions that follow this activity. Please take
time to think thoughtfully before answering them.
Materials
 printouts of photographs below
 scissors
 glue or tape
 3 x 5 index cards
 pen
Procedures:
A. In this activity, you will be creating your own classification system.
1. Print out a copy of the various organisms pictured below.
2. Cut out each organism and tape or glue the picture to a 3 x 5 index card.
3. Separate the organisms into two groups that are similar in some way.
4. Identify the subdivisions with a category name and indicate the name on the bottom of
each card.
5. Now separate each group into two subdivisions of species that have more specific like
characteristics.
6. Continue to make subdivisions until each organism is in a category by itself.
2013-2014 Extended Learning Modules
Biology
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SC.912.L.15.6
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Biology
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Biology
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B. Post-Lab Questions:
1. Why are organisms classified on evolutionary relationships? _______________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
2. Why do you think scientific inferences are drawn from scientific observations? Provide
some examples. _________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
3. Explain why Scientists classify organisms based on their distinguishing characteristics.
What else might you do to classify organisms? _________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
4. Explain the reasons for why there might be changes in how organisms are classified. ___
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
5. Name some ways that scientific claims are evaluated? For example, one way could be
through scientific argumentation. ____________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
2013-2014 Extended Learning Modules
Biology
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SC.912.L.15.6
Evaluate/Extend
1. On what basis did you initially separate organisms?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
2. After the initial grouping, what characteristics did you use as distinguishing factors?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
3. Specify the kingdoms that were noted in your separations.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
4. In terms of shared characteristics, what happens as you make more subdivisions?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
5. What phyla were represented in your groupings?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
6. What classes were represented in your groupings?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
2013-2014 Extended Learning Modules
Biology
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SC.912.L.15.6
Anti-Discrimination Policy
Federal and State Laws
The School Board of Miami-Dade County, Florida adheres to a policy of nondiscrimination in employment and
educational programs/activities and strives affirmatively to provide equal opportunity for all as required by:
Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color, religion, or
national origin.
Title VII of the Civil Rights Act of 1964 as amended - prohibits discrimination in employment on the basis of
race, color, religion, gender, or national origin.
Title IX of the Education Amendments of 1972 - prohibits discrimination on the basis of gender.
Age Discrimination in Employment Act of 1967 (ADEA) as amended - prohibits discrimination on the basis of
age with respect to individuals who are at least 40.
The Equal Pay Act of 1963 as amended - prohibits gender discrimination in payment of wages to women and
men performing substantially equal work in the same establishment.
Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the disabled.
Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with disabilities
in employment, public service, public accommodations and telecommunications.
The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to provide up to 12 weeks of
unpaid, job-protected leave to "eligible" employees for certain family and medical reasons.
The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on the basis of
pregnancy, childbirth, or related medical conditions.
Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race, gender, national origin,
marital status, or handicap against a student or employee.
Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom from discrimination
because of race, color, religion, sex, national origin, age, handicap, or marital status.
Title II of the Genetic Information Nondiscrimination Act of 2008 (GINA) - prohibits discrimination against
employees or applicants because of genetic information.
Boy Scouts of America Equal Access Act of 2002 – no public school shall deny equal access to, or a fair
opportunity for groups to meet on school premises or in school facilities before or after school hours, or
discriminate against any group officially affiliated with Boy Scouts of America or any other youth or
community group listed in Title 36 (as a patriotic society).
Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and Section 295.07
(Florida Statutes), which stipulate categorical preferences for employment.
In Addition:
School Board Policies 1362, 3362, 4362, and 5517 - Prohibit harassment and/or discrimination against
students, employees, or applicants on the basis of sex, race, color, ethnic or national origin, religion, marital
status, disability, genetic information, age, political beliefs, sexual orientation, gender, gender identification,
social and family background, linguistic preference, pregnancy, and any other legally prohibited basis.
Retaliation for engaging in a protected activity is also prohibited.
Revised: (07.14)