Creating a
Classification
System
Grade 6 Activity
General Description
At one time or another, all students have had to classify something. During this activity, they will
use their imaginations to create a classification system for dividing various Arctic-dwelling animals
(including the Arctic hare) into categories.
Emphasis will then be placed on the Linnaean classification system, which is still used today.
Duration
Approximately 45 minutes, not counting student work time.
Preparation
The information relating to this activity is found mainly on the Web site Ukaliq: The Arctic Hare
(http://nature.ca/ukaliq). You may need to exploit other resources to obtain information on the
different animals you have chosen.
Before conducting this activity in the classroom, you will
need to:
•
visit Ukaliq: The Arctic Hare and read the sections
relating to the activity: Characteristics, Naming &
Classifying
•
draw up a list of a few Arctic-dwelling animals (e.g.
Arctic fox, polar bear, walrus, Arctic wolf, Snowy
Owl), cut out the words so they can be put up on the
chalkboard and check the classification of each animal.
Consult the example classification table that gives you
information on the scientific nomenclature, as well as
the example classification system. Note the absence
of certain categories: the information pertains only to
the aforementioned animals.
If you are not familiar with Linnaean classification
(kingdom, phylum, class, order, family, genus and species),
seek further information.
Required Materials
•
computer with Internet access
•
paper and pencils
Links with the Common Framework of
Science Learning Outcomes
•
206-1 -- Classify according to several
attributes and create a chart or diagram
that shows the method of classifying.
•
300-15 -- Describe the role of a common
classification system for living things.
•
300-16 -- Distinguish between
vertebrates and invertebrates.
•
300-17 -- Compare the characteristics of
mammals, birds, reptiles, amphibians and
fishes.
Links with Other Subjects
•
Language
•
Social Studies (Geography)
Creating a
Classification
System
Grade 6 Activity
Objectives
Students will:
•
ask themselves about Arctic-dwelling animals and the Arctic hare in particular
•
use their imaginations to create a classification system
•
learn more about Linnaean classification
•
know how to use a dichotomous classification system
•
consider the advantages and disadvantages of the different classification systems.
Introduction
Explain that today you will be talking about Arctic-dwelling animals and the Arctic hare in particular.
Ask the students what they know about these animals and list their answers. Answers may include
the differences between rabbits and hares, or references to their biology and the climates in which
they live.
Development
During the first part of the activity, students will get into teams and create a classification system that
they will use to classify the chosen animals. Encourage them to be creative. They must not use the
Linnaean system or even the Internet. Then, ask them to present their classification systems to the
class and discuss the pros and cons of each example. You could also discuss Carolus Linnaeus (Carl
Von Linné).
Explain to students that Linnaeus is usually regarded as the founder of modern taxonomy and that his
classification system is still used today (albeit with a lot of changes). Discuss the fact that organisms
are first divided into five kingdoms (Animalia, Plantae, Fungi, Protista and Monera) and then each
kingdom is separated into phyla, classes, orders, families, genera and, finally, species.
Then, hand out the sheet of the classification system that you have prepared, or use the example
Linnean classification system provided. Ask students to choose an animal and find the scientific name
of the species (the Latin name) by answering the questions. To prevent them from simply looking
for the name on the sheet, ask them to write down the steps they took to obtain the answer or to
explain each one of the required answers.
Conclusion
In conclusion, go over all of the examples of classification that have been touched on during the
activity. Bring out the key features of each system and discuss the reasons why the Linnaean system is
still used today.
Suggestions for Student Work
Have the students pick four new organisms and create another classification system, which you will
correct. Focus attention on the logical sequence of questions.
Expanding the Lesson
To reinforce what has been learned so far, do the same type of activity, but with a different class or
phylum. For example, use fish, amphibians or reptiles.
visit nature.ca/ukaliq
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