Science 9th grade
LEARNING UNIT
What is everything around us
made of?
LEARNING OBJECT
Which systems does biology use to organize living things in
our planet?
S/K
o Recognize the binomial nomenclature system.
o Compare the arguments on biological classifications of the
different taxonomic schools that contributed to the
development of systematics.
o Illustrate the relationships among some species through
different phylogenetic groupings.
o Associate the hierarchical classification of species with the
process of evolution.
o Explain the impact of the development of molecular
techniques on the emergence of molecular systematics.
o Produce a taxonomic key.
o Explain how an herbarium works.
Language
Socio cultural context of
the LO
Curricular axis
Standard competencies
Background Knowledge
English
Colombia
English Review topic
Vocabulary box
Living environment
I identify criteria to classify individuals in the same species.
Concepts on taxonomic categories.
Work on the science of evolution and phylogenetic
relationships expressed in cladograms.
Expressions of contrast and addition
Branch: an arm-like part of a tree.
Dichotomous: involving two completely opposing ideas or
things.
Fin: a thin movable part on a fish’s body by which it balances,
moves, changes direction, etc.
Fur: the thick hair that covers the bodies of some animals.
Genotype: the particular type and arrangement of genes that
each organism has.
Hierarchy: a system in which people or things are arranged
according to their importance.
Research: a detailed study of a subject, especially in order to
discover (new) information or reach a (new) understanding.
Phylogenetic: based on natural evolutionary relationships.
NAME: _________________________________________________
GRADE: ________________________________________________
INTRODUCTION:
The importance of organizing living things
Planet Earth has special characteristics that allow the survival of numerous and
diverse living things.
Since time immemorial, humans (homo sapiens) have given names to the resources
around them, including biological species, probably due to the need of distinguishing
dangerous predators, recognizing edible species, selecting raw materials to make
goods, etc.
This nomenclature is local, since a living thing can receive different names
depending on the population. For example, the opossum is known as zarigüeya,
fara, chuca or rabipelao in Spanish. These names vary from one country or region
to another.
Knowing living things led scientists to the conclusion that they all have a series of
characteristics common for some groups that distinguish them from the rest. So, they
can be identified and grouped together in categories.
Question:
In the region where you live, are there animals or plants that receive more than one
common name?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Objectives:

To explain the criteria used to classify individuals in the same species.

To recognize the importance of taxonomy for the knowledge and conservation
of the world’s biodiversity, particularly in Colombia.

To analyze the hierarchical association of organisms with evolutionary
processes for the classification of living things through binomial nomenclature.
Activity 1:
How are the living organisms around us named?
We call the living organisms that surround us by their common names, like dog, cow,
rose, cat, rice, among others. But they also have a taxonomic nomenclature
suggested by Carl Linnaeus (1758).
This nomenclature proposes two names, one that corresponds to the genus, and
another one to the specific name. For example, the nomenclature for the dog is:
Canis lupus


Canis makes reference to the genus and starts with a capital letter.
lupus is an epithet or specific name.
Nomenclature for a Colombian dog breed
Figure 1. Canis lupus familiaris. Colombian fino hound, descendant of European hunting dogs.
Retrieved from: https://en.wikipedia.org/wiki/Colombian_fino_hound
The discovery of America was one of the main events that motivated scientists of
the 16th century to look for ways to organize and name specimens that were found
during the explorations of the new continent.
Nearly two centuries passed before Carl Linnaeus (1758) established the basis for
the modern classification system and the binomial nomenclature.
Linnaeus grouped many organisms according to their morphology, that is, their
physical characteristics.
Binomial nomenclature consists in giving two names for a species, like in the
example of the dog.
Taxonomic schools
Within the history of systematics, we find three schools: Evolutionary, Phenetic and
Cladistic.
1. Evolutionary School: It states that when a classification is made, the common
ancestor and the evolutionary changes of the species should be taken into
account, as well as the interaction with the environment which may have caused
the species to separate from its ancestor.
For example, since birds have adapted to air, they must be classified in a category
superior to that of crocodiles, but both of these species have a common ancestor
which would make them part of the same group: reptiles.
This can be observed in figure 2.
Relationship between birds and reptiles
Figure 2. Relationship between current birds and reptiles, as suggested by the Evolutionary
School. Retrieved from: https://es.wikipedia.org/wiki/Sistem%C3%A1tica_evolutiva
2. Phenetic School: suggests that classifications should be made taking into
account the greatest quantity of measurable, countable and observable
characteristics in organisms, analyzing them through numerical techniques.
In figure 3, you can observe the similarity among six species, with a similarity
coefficient from 0,0 to 1,0.
Instead of genealogical evolutionary relationships, this school takes
morphology into account.
Similarity coefficient of six species
Figure 3. Phenogram with similarity coefficient, suggested by the Phenetic School. Comparison of
the
coefficient
of
similarity
among
six
species.
Retrieved
from:
http://perso.wanadoo.es/jjdeharo/sistematica/curso/s3.htm#_Toc471623355
3. Cladistic School: the classification is based on the evolutionary (phylogenetic)
relationships of organisms. These are grouped together depending on whether
or not they have one or several unique characteristics in common that come
from the last common ancestor of the group and that are not present in older
ancestors. They are expressed in a cladogram.
For example, figure 4 shows a cladogram of evolution of terrestrial animals,
presenting a possible evolution from the lamprey (jawless fish) to the gorilla.
Cladogram of species evolution
Figure 4. Cladogram showing evolutionary relationships of terrestrial animals, from an agnathan (fish)
to a mammal (gorilla), with the evolution of characteristics like the presence of jaws, lungs, dry skin,
fur,
and
the
absence
of
a
tail.
Retrieved
from:
https://commons.wikimedia.org/wiki/File:Cladograma.png
Remember that…
The cladogram considers shared characteristics derived from the evolutionary
relationships of organisms.
Learning activity:
The goal of this activity is to recognize morphological characteristics that have
appeared evolutionarily in some species and place them in a cladogram.
Instructions:
1. Observe the cladogram in figure 5 and the evolutionary characteristics that it
includes on the branches.
2. Join two classmates. Discuss and write down the characteristics that the
organisms share with their ancestors.
3. In a paragraph of no more than 10 lines, explain the characteristics that they
share with other groups.
Relationship among a bacterium, a fungus, a butterfly, a fish, a lizard, and a
mouse
1. Bacterium: _____________________
2. Fungus: ______________________
3. Butterfly: ____________________
4. Fish: _________________________
5. Lizard:
_____________________
6. Mouse: _______________________
Figure 5. Cladogram. The red lines indicate shared characteristics. Retrieved from:
http://www.taringa.net/posts/info/1316625/Cladogramas-Ilustrando-el-parentesco-evolutivo.html
Activity 2:
Taxonomy
Taxonomy expresses “order”. It is based on the classification that is applied in
biology for the systematic and hierarchical ordering of the groups of living things like,
for example, animals, plants and bacteria.
The relationships among the organisms are analyzed, with the goal of creating the
phylogenetic tree of a given organism, and the evolutionary branches are found.
Taxonomy is in charge of studying relationships.
In the world there’s a diversity of species. 54.871 species have been registered in
Colombia, so it is essential to implement a classification system that permits us:



To establish evolutionary paths that have led to current species.
To group organisms in categories based on comparative, morphological, cellular,
evolutionary, molecular, and ecological characteristics.
To give unique names to organisms.
Currently, molecular genetic techniques like PCR (polymerase chain reaction) and
electrophoresis (separation of proteins based on molecular weight) are being used.
During the past decades, these techniques have become more important for the
studies of evolutionary relationships, since they allow us to identify the relationships
between different types of organisms through the genotype expressed in the DNA’s
nucleotide sequence, the RNA sequence and in cellular proteins.
It’s important to highlight that the evolutionary relationship is closer when there are
less differences among DNA, RNA and cellular proteins.
Very important:
Molecular techniques like PCR are not only used in the field of molecular
systematics; they are also used in genetic engineering, population genetics,
relationship studies, criminal investigations, etc.
Learning activity
This activity aims at identifying the important aspects of the taxonomic classification
of organisms and the current techniques to find evolutionary relationships.
Instructions:
1. Based on the taxonomy information, indicate if the given sentences are true
or false.
2. In groups of three, discuss why the false sentences are false, and record your
ideas in the notebook.
3. Pick a member of the group to read the recorded ideas to the rest of the class.
Sentences:
Taxonomy is based on the classification for the systematic and hierarchical
ordering of the groups of living things.
Through the analysis of the relationships among organisms, we can create
phylogenetic trees.
Molecular genetic techniques, like PCR, allow us to identify the relationships
among different types of organisms through the genotype.
The more differences there are between the DNA, RNA and cellular proteins,
the closer the evolutionary relationship is.
The less differences there are between the DNA, RNA and cellular proteins,
the closer the evolutionary relationship is.
Activity 3:
Taxonomic keys
Every day, we classify things around us based on their utility or physical
characteristics; for example, clothes in a closet can be organized by color or by type:
pants, shirts, sweaters, etc .
In nature, these classifications are carried out through identification keys, that is,
those visible and important characteristics of the living organisms.
There are different types of taxonomic keys; the most common include dichotomous
keys. They are a brief description of the organisms to be classified and allow us to
identify the species they belong to, through successive options presented in pairs.
In each step, the option that coincides with the characteristics of the organism is
picked. Then, the chosen option leads to other two possibilities.
To make a dichotomous key, you must pick a criterion that allows you to separate
all the elements in two groups.
Remember that:
A dichotomous key allows us to classify organisms by selecting criteria that
successively separate the groups of organisms in two.
Learning activity
This activity aims at discovering the classes of the presented organisms (figure 6 to
9) through a dichotomous key.
Instructions:
1. Observe each one of the organisms in the images.
2. Read the dichotomous key and select one of the two given options for the
morphological characteristics of the animal in each image.
3. Point out to the class where each animal belongs.
Figure 6. Barba amarilla. Retrieved from:
https://en.wikipedia.org/wiki/Bothrops_atrox
Figure 7. Cotton-top tamarin. Retrieved from:
https://en.wikipedia.org/wiki/Cotton-top_tamarin
Keys:
Keys:
Class:
Class:
Figure 8. Golden poison frog. Retrieved from:
https://es.wikipedia.org/wiki/Phyllobates_terribi
lis
Figure 9. White-throated toucan. Retrieved
from:
https://es.wikipedia.org/wiki/Ramphastos_tucan
us
Keys:
Keys:
Class:
Class:
Dichotomous key to classify the classes of the subphylum Vertebrata.
1a. With fur .................Class Mammalia (mammals)
1b. Without fur….…….…………………....………. 2
2a. With feathers ....................... Class Aves (birds)
2b. Without feathers………….………………………3
3a. Without jaws...... Class Agnatha (jawless fishes)
3b. With jaws…….……………….…………………...4
4a. With paired fins…….......................................... 5
4b. Without fins; with or without legs…….................6
5a. With bony skeleton .............................. Class Osteichthyes (bony fishes)
5b. With cartilaginous skeleton...............Class Chondrichthyes (cartilaginous
fishes)
6a. Dry skin, covered in scales……Class Reptilia (reptiles)
6b. Moist skin, no scales.......Class Amphibia (amphibians)
The herbariums
Herbariums are scientific collections composed of specimens of dry plants and fruits,
duly organized, catalogued and with basic scientific information. They are useful for
research, academic searches, and for strengthening the biodiversity inventory of a
country, among other things.
Traditionally, the specimens are complete plants or samples of a plant. They include
parts like flowers, which permit their taxonomic identification.
These specimens are glued to a cardboard, of an approximate size of 30 x 40 cm,
which includes a tag at the bottom right with the scientific information. The
specimens are pressed and dried in a wooden plant press. Then, they are kept in
folders in metal cabinets.
In Colombia, there are about 42 herbariums registered in different regions. The most
representative are: Herbario Nacional Colombiano, Herbario Amazónico
Colombiano, Instituto Humboldt and Herbario Jardín Botánico José Celestino Mutis
Bogotá.
Thanks to the growth of technology, now there are virtual herbariums available at a
global level. They allow people to search collections from different zones in a quick
and efficient way.
To search information on collections in Colombian virtual herbariums, we can go to
the following links:
 Herbario
Nacional
Colombiano:
http://ciencias.bogota.unal.edu.co/icn/colecciones-cientificas/herbario/
 Herbario
Amazónico
Colombiano:
http://www.sinchi.org.co/coleccionesbiologicas/index.php?option=com_herb
ariov_oc&Itemid=29
 Herbario de Bogotá: http://colecciones.jbb.gov.co/herbario/especimen/7118
Learning activity:
In Colombia there are several herbariums that contain information on plants that
exist in the country. This information is used in different fields, like the academic or
industrial.
The herbarium of the Jardín Botánico de Bogotá José Celestino Mutis is one of the
examples of the plant collections that exist in Colombia. It’s public and regional, and
it specializes in the flora of the Andean and highland life regions. It has become an
authority on flora in the Capital District and its area of influence.
The collections are used for research, education and knowledge appropriation. Also,
the herbarium offers information on the collection.
Answer the following questions based on the information above:
1. An herbarium is like a library that documents _________ species.
A.
Animal
B.
Prokaryotic
C.
Plant
2. What are the uses of an herbarium and why are they important?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. Herbariums make ___________ on the classification of plants available and
accessible to the public.
A. Collection.
B. Information.
C. Specimens.
Abstract
Taxonomy
Binomial system
Expresses “order”. It is based on the classification
that is applied in biology for the systematic and
hierarchical ordering of the groups of living
things.
Two names that are given to living organisms,
so that they are called like that worldwide.
Organization of
living things
Evolutionary School: it states that when a
classification is made, the common ancestor and
the evolutionary changes of the species should
be taken into account, as well as the interaction
with the environment.
Taxonomic
schools
Phenetic School: suggests that
classifications should be made taking
into account the greatest quantity of
measurable, countable and observable
characteristics in organisms.
Cladistic School: the classification is based on the
evolutionary relationships of organisms. These are
grouped together depending on whether or not
they have one or several unique characteristics in
common that come from the last common
ancestor.
Homework
The goal of this homework is for the student to recognize the importance of taxonomy
for the knowledge and conservation of biodiversity. As a prerequisite for doing the
homework, students must complete all the activities on “the systems biology uses to
organize the living things of the planet”.
Instructions
1. Look for the binomial name of the suggested organisms, and information
about their class, morphological characteristics and habits. Record this
information in your notebook.
2. Select a species and expand your knowledge about its current state, location,
the dangers it faces and its importance for Colombia.
3. Make a PowerPoint presentation (of maximum 5 slides) on the chosen
species.
4. Share your presentation.
Suggested organisms:
Spectacled bear
Binomial name:
_____________________
______________________
Information:
_____________________
______________________
_____________________
______________________
_____________________
______________________
Figure 11. Andean bear that receives its name because all of _____________________
its fur is black, except for a white spot around its eyes and on
its
chest.
Retrieved
from: ______________________
_____________________
https://es.wikipedia.org/wiki/Tremarctos_ornatus
______________________
Hummingbird
Binomial name:
_____________________
______________________
Information:
_____________________
______________________
_____________________
______________________
_____________________
______________________
Figure
12.
Hummingbird.
Retrieved
from: _____________________
https://commons.wikimedia.org/wiki/File:Colibri-thalassinus______________________
002.jpg.
_____________________
Amazon river dolphin
Binomial name:
_____________________
______________________
Information:
_____________________
______________________
_____________________
Figure 13. Amazon river dolphin. Retrieved from: ______________________
https://pt.wikipedia.org/wiki/Boto-cor-de-ro
_____________________
Evaluation
To answer the evaluation correctly, you must complete all the suggested activities
on “the systems biology uses to organize the living things of the planet”.
I.
Multiple choice questions with one answer:
1. Aristotle was important in the beginning of taxonomy since he:
A. Classified living organisms in two kingdoms: animal and plant.
B. Classified living organisms according to the characteristics of their DNA.
C. Grouped the living organisms in three kingdoms, according to the presence or
lack of blood.
D. Classified living organisms based on their evolutionary relationships.
2. Carl Linnaeus stands out in the beginning of taxonomic classification, because
he suggested:
A. Grouping living organisms according to their molecular characteristics.
B. The binomial nomenclature system.
C. Studying evolutionary characteristics to classify organisms.
D. Grouping living organisms in three groups according to their physiological
characteristics.
3. The following image shows a representative cladogram of which taxonomic
school?
A.
B.
C.
D.
II.
Evolutionary.
Phenetic.
Cladistic.
None of the above.
Matching questions
4. Match the taxonomic schools with their foundations.
Column A
1. Evolutionary.
2. Phenetic.
3. Cladistic.
Column B
a) It contemplates the greatest
quantity
of
measurable
characters.
b) The classification is based on
evolutionary
(phylogenetic)
relationships
among
the
organisms.
c) The classification takes into
account the common ancestor
and evolutionary changes.
III.
Fill-in-the-blank questions:
5.
Complete the following concept of herbariums:
Herbariums are scientific collections composed of specimens of dried _________
(1) and fruits, duly _________ (2), catalogued and with basic scientific information,
which are used to carry out scientific _____________ (3) and academic researches
and to strengthen the biodiversity inventory of a country, among other things.
Bibliography:
CIFOR.
(2006).
Retrieved
http://www.cifor.org/pes/_ref/about/ecosystem_services.htm
from:
Goyenechea, I. (2006). Sistemática: su historia, sus métodos y sus aplicaciones en
las serpientes del género Conopsis. Instituto de Ciencias Básicas e Ingeniería, Área
Académica de Biología, Universidad Autónoma del Estado de Hidalgo.
FAO. (2016). Retrieved from: http://www.fao.org/agriculture/crops/mapa-tematicadel-sitio/theme/biodiversity/en/
Humboldt.
(2014).
Instituto
http://www.humboldt.org.co/en
Humboldt
Colombia.
Retrieved
from:
Infoplease.
(2000).
Retrieved
from:
http://www.infoplease.com/encyclopedia/business/competition-economics.html
Parques Naturales. (2002). Parques Naturales de Colombia. Retrieved from:
http://www.parquesnacionales.gov.co/portal/es/parques-nacionales
Payán, E., & Soto, C. (2012). Los Felinos de Colombia. Bogotá: Panthera Colombia.
SIB. (2012). Sistema de información sobre Biodiversidad de Colombia. Retrieved
from: http://www.sibcolombia.net/web/sib/cifras
SIC. (2008). Superintendencia Industria y Comercio. Retrieved from:
http://www.sic.gov.co/recursos_user/documentos/articulos/Derecho_competencia.
pdf
The University of Manchester. (2012). Children´s. The University of Manchester.
Retrieved
from:
http://www.childrensuniversity.manchester.ac.uk/interactives/science/
Universidad
Santo
Tomas.
(2012).
Retrieved
from
http://soda.ustadistancia.edu.co/enlinea/Momento3_%20Flora_%20Janet%20Cam
acho%20Garzon/claves_taxonmicas.html
Wikipedia.
(2016).
Cotton-top
tamarin.
https://en.wikipedia.org/wiki/Cotton-top_tamarin
Retrieved
from
List of images
Figure 1. Canis lupus familiaris. Colombian fino hound, descendant of European
hunting dogs. Retrieved from: https://en.wikipedia.org/wiki/Colombian_fino_hound
Figure 2. Relationship between current birds and reptiles, as suggested by the
Evolutionary
School.
Retrieved
from:
https://es.wikipedia.org/wiki/Sistem%C3%A1tica_evolutiva
Figure 3. Phenogram with similarity coefficient, suggested by the Phenetic School.
Comparison of the coefficient of similarity among six species. Retrieved from:
http://perso.wanadoo.es/jjdeharo/sistematica/curso/s3.htm#_Toc471623355
Figure 4. Cladogram showing evolutionary relationships of terrestrial animals, from
an agnathan (fish) to a mammal (gorilla), with the evolution of characteristics like the
presence of jaws, lungs, dry skin, fur, and the absence of a tail. Retrieved from:
https://commons.wikimedia.org/wiki/File:Cladograma.png
Figure 5. Cladogram. The red lines indicate shared characteristics. Retrieved from:
http://www.taringa.net/posts/info/1316625/Cladogramas-Ilustrando-el-parentescoevolutivo.html
Figure 6. Barba amarilla. Retrieved from:
https://en.wikipedia.org/wiki/Bothrops_atrox
Figure 7. Cotton-top tamarin. Retrieved from: https://en.wikipedia.org/wiki/Cottontop_tamarn
Figure
8.
Golden
poison
frog.
https://es.wikipedia.org/wiki/Phyllobates_terribilis
Retrieved
from:
Figure
9.
White-throated
toucan.
https://es.wikipedia.org/wiki/Ramphastos_tucanus
Retrieved
from:
Figure 10. Andean bear that receives its name because all of its fur is black, except
for a white spot around its eyes and on its chest. Retrieved from:
https://es.wikipedia.org/wiki/Tremarctos_ornatus
Figure
11.
Hummingbird.
Retrieved
https://commons.wikimedia.org/wiki/File:Colibri-thalassinus-002.jpg.
from:
Figure 12. Amazon river dolphin. Retrieved from: https://pt.wikipedia.org/wiki/Botocor-de-ro
Glossary:
Agnatha: a superclass of jawless fish. They have a round and cartilaginous mouth.
Clades: Branches that are obtained after doing a singular cut from a phylogenetic
tree. They start with a common ancestor and include all of its descendants.
Biological diversity: Variety of life that is found in a determined space.
Species: Group of natural organisms or populations capable of interbreeding and
producing fertile descendants.
Genus: Group of organisms that can be divided into several species.
Herbarium: Collection of dried and classified plants that is used for Botanical
studies.