6th Grade Science Unit:
Get Your Organisms Organized
Unit Snapshot
Topic: Cellular to Multicellular
Duration:
Grade Level: 6
10 Days
Summary
The following activities will cap off the previous life science units by
comparing whole multicellular organisms and determining how they
are classified based on shared characteristics.
CLEAR LEARNING TARGETS
“I can”…statements
____ identify the corresponding structures in the bodies of different classes of living
things.
_____make observations of physical characteristics from pictures of species and
classify them into groups based on shared traits.
____infer the habitats of species based on how their adaptations can help them
survive in specific environments.
____name the types of symmetry found in the bodies of different organisms and tell
how the symmetry affects the function of the animal.
Activity Highlights and Suggested Timeframe
Days 1-2
Engagement: In Man v. Bird, students will compare the skeletal systems of
vertebrates, in order to find the corresponding bones in the animals’ bodies.
Day 3
Exploration: Students will explore ways to group multicellular organisms based on
physical characteristics.
Days 4-5
Explanation: Through reading and/or online presentations students will learn the
different types of symmetry found in animals and plants. Students will use texts to
learn why and how scientists classify organisms.
Day 6-7
Elaboration: In Classy Buckeye Animals, students will research how scientists classify
some Ohio animals and create mini-posters. Students will apply what they have
learned about classification, by creating a cladogram, or evolutionary
classification diagram, for a variety of animals and be able to justify their system of
classification.
Day 8
Day 9-10
Evaluation: Working with a given cladogram, students will show their understanding
of how scientists classify animals and explain how the cladogram shows similarities
among different species.
Extension/Intervention: Using the characteristics of the various phyla and classes
previously studied, students will make a train of animal groups using shared
characteristics as the connectors for the train cars.
LESSON PLAN
NEW LEARNING STANDARDS:
*The content statements for sixth-grade life science are each partial components of a larger concept. The
parts have been isolated in the New Learning Standards to call attention to the depth of knowledge
required to build to one of biology’s important foundational theories: Modern Cell Theory. It is
recommended that the content statements be combined and taught as a whole. As a result, the sixthgrade life science New Learning Standards are being presented in the CCS curriculum arranged by their
relevance to the levels of organization of living things.
6.LS.4 Living systems at all levels of organization demonstrate the complementary nature
of structure and function.


Whether the organism is single-celled or multicellular, all its parts function as a whole to perform the
tasks necessary for the survival of the organism.
Organisms have diverse body plans, symmetry, and internal structures that contribute to their being
able to survive in their environments.
SCIENTIFIC INQUIRY and APPLICATION PRACTICES:
During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate
laboratory safety techniques to construct their knowledge and understanding in all science content areas:
Asking questions (for science) and defining problems (for engineering) that guide scientific
investigations
 Developing descriptions, models, explanations and predictions.
 Planning and carrying out investigations
 Constructing explanations (for science) and designing solutions (for engineering)that conclude
scientific investigations
 Engaging in argument from evidence
 Obtaining, evaluating, and communicating scientific procedures and explanations
*These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12
Science Education Scientific and Engineering Practices

COMMON CORE STATE STANDARDS for LITERACY in SCIENCE:
CCSS.ELA-Literacy.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific
words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8
texts and topics.
CCSS.ELA-Literacy.RST.6-8.9 Compare and contrast the information gained from experiments, simulations,
video, or multimedia sources with that gained from reading a text on the same topic.
*For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
STUDENT KNOWLEDGE:
Prior Concepts Related to Energy Transfer
Prior Concepts Related to Organisms and Reproduction
PreK-2: Living things have specific traits. Living things require energy, water and a particular temperature
range.
Grades 3-5: Organisms are made of parts.
Future Application of Concepts
Grade 8: Cellular reproduction is studied.
High School: The unity and diversity of life and the evolutionary mechanisms that contribute to the
organization of living things are studied.
MATERIALS:
VOCABULARY:
Engage
• Comparing a Human and Avian Skeleton
handout (1/student)
• colored pencils
Explore
• Classification Challenge Cards
• Classification Challenge Clan Sheet
Explain
• “Left, Right, Front and Back: Symmetry in
Biology” (1/student)
•
•
Elaborate
• Computers with internet access and printer
• colored pencils
• Classy Buckeye Animals handout
(1/student)
Primary
Levels of Organization
Organs
Organism
Diverse body plans
Internal structures
Symmetry
Extension
 Pictures of different phyla and classes of
different organisms.
 Paper pieces for characteristic connectors.
Secondary
Physical Characteristics
Behavioral Characteristics
Traits
Habitat
Bilateral
Radial
Asymmetrical; no symmetry
Cladogram
Evolutionary
Classification (classify)

Common classroom procedures


Copy Comparing a Human and Avian Skeleton 1/student
Copy Classification Challenge Cards 1 set/2 students (reusable for
multiple sections)
Copy Classification Challenge Clan Sheet 1 for each pair of students
SAFETY

ADVANCED
PREPARATION
Objective: Students can make observations that very different animals can
have similar structures.
What is the teacher doing?
What are the students doing?
•
ENGAGE
(1-2 days)
(What will draw students into
the learning? How will you
determine what your students
already know about the
topic? What can be done at
this point to identify and
address misconceptions?
Where can connections are
made to the real world?)
Teacher asks students to turn
1. Students are recalling
to a partner and name
characteristics.
characteristics that distinguish
a human from a bird.
• Teacher defines physical
2. Students distinguish physical
characteristics (can be seen in
characteristics from behavioral
a preserved specimen) from
ones.
behavioral characteristics
(can only be observed in a
living specimen), and asks
students to give examples.
• Distribute “Comparing a
Human and Avian Skeleton”
handout.
• Direct student pairs to take
3. Students read a non-fiction text
turns buddy reading the
and respond to questions from
selection and together agree
the text.
on the answers to the
4. Students label parts of the
questions, before
human and avian skeleton
independently completing
using terms and color coding.
each item.
• Teacher monitors the reading
and response activity for
comprehension.
Objectives:
 Students can make observations of physical characteristics from pictures
of species and classify them into groups based on shared traits.
 Students can infer the habitats of species based on how their
adaptations can help them survive in specific environments.
What is the teacher doing?
•
EXPLORE
(1 day)
(How will the concept be
developed? How is this
relevant to students’ lives?
What can be done at this
point to identify and address
misconceptions?)
•
See Classification Challenge
Teacher Resource
Monitoring student progress
and addressing
misconceptions.
What are the students doing?
1. Making observations of physical
characteristics possessed by
species.
2. Grouping species by shared
characteristics.
3. Inferring the habitat of groups
of species.
4. Writing conclusions of how
species’ physical traits help
them survive in their
environments.
Objectives:
 Students will learn the different types of symmetry found in animals and
plants.
 Students will discover how scientists classify organisms.
What is the teacher doing?
•
•
•
•
EXPLAIN
(2 days)
(What products could the
students develop and share?
How will students share what
they have learned? What can
be done at this point to
identify and address
misconceptions?)
Day
•
•
•
•
•
Project Symmetry in Biology
video after asking students to
find five physical
characteristics mentioned in
the song.
http://youtu.be/9sD_wijMkkU
Guide students’ reading of
“Left, Right, Front and Back:
Symmetry in Biology”
Direct students to work in pairs
to discuss and complete the
accompanying worksheet.
Students pairs finishing early
might read Prentice Hall pp 4445 to name their created
specie.
Teacher uses explicit instruction
Prentice Hall Life Science TE p.
43 (Instruct) to teach Why Do
Scientists Classify?
Teacher asks students to find a
partner and buddy read
Prentice Hall Life Science SE pp
42-43
Teacher monitors students as
they read checking for
understanding by asking
essential questions (Why do
scientists classify living things?
To make it easier to study them
: What characteristics may
have been used to group the
beetles in Figure 7? body
shape, size, # legs, head
shape, antennae, color.)
Teacher projects or has
students look at Fig. 10, p 46,
“Classifying an Owl”) as he or
she traces the owl through
each level of classification.
Teacher monitors
understanding by asking
question (Which pair is more
similar owl/lion or owl/robin ?
Why? both are birds)
Distribute exit ticket.
Homework or RICA article:
What are the students doing?
1. Listening to a song about
symmetry in biology to find
examples of physical
characteristics in organisms.
2. Reading “Left, Right, Front and
Back: Symmetry in Biology”
3. Identifying symmetry in images
of organisms
4. Students create imagined
specie.
5. Students Apply learning to
teacher supplied examples.
6. Students read and take notes
to answer
7. Students answer questions for
the teacher to assess learning.
Homework or RICA article:
http://www.decodedscience.com/a
nimal-body-plans-symmetry-inaction/13171
Objective:
• Students can research Ohio species to find the taxonomy of particular
species.
• Students can create a cladogram.
What is the teacher doing?
ELABORATE
(2 days)
(How will the new knowledge
be reinforced, transferred to
new and unique situations, or
integrated with related
concepts?)
Day 6
• Distribute “Classy Buckeye
Animals” (1/student)
• Introduce the task after
assessing that the students
can follow the classification
string in the example.
• Monitor students, looking for
misconceptions as they
complete the task.
Day 7
• Distribute “CLADOGRAM
ANALYSIS”.
• Guide the students as you
read and complete Part 1
with them.
• Divide the class into pairs and
have them work to complete
Part 2 as you monitor their
progress.
What are the students doing?
1. Researching an Ohio animal,
using the internet.
2. Finding the taxonomy
(classification) of an animal.
3. Creating an informational miniposter.
4. Students read to find out about
cladograms.
5. Students choose characteristics
used to distinguish species.
6. Students create a cladogram
with a partner.
Objective: The objective of the assessments is to focus on and assess student
knowledge and growth to gain evidence of student learning or
progress throughout the unit, and to become aware of students
misconceptions related to
EVALUATE
(1 day and on-going)
(What opportunities will
students have to express their
thinking? When will students
reflect on what they have
learned? How will you
measure learning as it occurs?
What evidence of student
learning will you be looking for
and/or collecting?)
Formative
How will you measure learning as it occurs?

Written work, verbal responses,
teacher created exit tickets
and short cycle assessments
will be used to monitor
ongoing progress.
Summative
What evidence of learning will demonstrate to
you that a student has met the learning
objectives?





Students label human and
avian skeletons.
Write conclusions of how
physical traits help organisms
survive in their environments.
Answer questions.
Create mini poster.
Create a cladogram.
EXTENSION/
INTERVENTION
EXTENSION
http://www.sheppardsoftware.com/c
ontent/animals/kidscorner/classific
ation/kc_class_again.htm
http://www.ellenjmchenry.com/home
school-freedownloads/lifesciencesgames/documents/Classic_Classific
ation_Chart.pdf
INTERVENTION
Students can watch the video on how
to make a cladogram.
https://www.youtube.com/watch?v=4
6L_2RI1k3k
(1 day or as needed)
Common Student Misconceptions about Cells and other Living Things


COMMON
MISCONCEPTION

Students may not understand that multi-cellular organisms are made up
of different types of cells (blood, skin, neural, etc).
Students believe that organisms contain cells rather than they are mostly
made up of cells.
Students may struggle with the concept that cells are the basic unit of
life in which life processes occur as compared to multi-cellular processes
(i.e. respiration)
Strategies to address misconceptions:
1. Explain the different types of cells in a multi-cellular organism have common
functions and parts.
2. Compare needs of macroscopic organisms with cell functions.
Lower-level: Provide additional text resources that are appropriate for the
reading level of the students. Instead of pairs, place the students in
mixed groups.
Higher-Level: Have students create their own cladograms. Have them compare
phylogenetic trees with cladograms.
DIFFERENTIATION
Strategies for meeting the needs of all learners including gifted students, English
Language Learners (ELL) and students with disabilities can be found at the
following sites:
ELL Learners:
http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.
aspx?DocumentID=105521
Gifted Learners:
http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.
aspx?DocumentID=105522
Students with Disabilities:
http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownl
oad.aspx?DocumentID=105523
Textbook Resources: Prentice Hall Life Science pp 300-302
ADDITIONAL
RESOURCES
Websites: http://anthro.palomar.edu/animal/animal_1.htm
 Human vs. Avian Skeleton
https://www.youtube.com/watch?v=EdVS2jTi790
 Symmetry in biology
https://www.boundless.com/biology/textbooks/boundless-biologytextbook/introduction-to-animal-diversity-27/features-used-to-classifyanimals-163/animal-characterization-based-on-body-symmetry-63411856/
 Structural and Behavioral Adaptations
http://www.nhptv.org/natureworks/nwep1.htm
Movies/Videos:
 Animal Classification Video
http://www.youtube.com/watch?v=LyNtR8Y1HSU&feature=share&list=PL
6EB38A0D980B438B
 How to Construct a Cladogram
http://www.youtube.com/watch?v=46L_2RI1k3k&feature=share&list=PL6
EB38A0D980B438B
 Tree of Life
http://www.wellcometreeoflife.org/interactive/ - excellent as class
video
Name ___________________________________Date__________Period___________
The avian (bird) skeleton has many features that resemble the human skeleton, and the majority of the
bones are the same, they are only shaped different. When structures are similar in different organisms,
they are called homologous. The main difference between the human and bird skeleton is that the
bird's skeleton is adapted for flight. For instance, the bones of a bird are hollow which makes the
skeleton lighter. The collarbone of the bird is fused for stability and is called the furculum. Color the
bones as indicated below.
The arm bones of the human consist of the humerus, the radius and the ulna. These bones are also
found in the bird. On both skeletons, color the humerus (G) pink. Color the radius (F) green and the
ulna (E) light green. Note the shape of the bones on the image labeled “forelimbs” and color them
the same color as you did in the bird and human.
The leg consists of a long femur, which attaches to the pelvis and then two bones of the lower leg. In
the bird, these two bones: the tibia and fibula are fused together. In humans, they are separated. You
are probably familiar with the tibia of the bird, that's the part you eat called the drumstick. When you
eat the thigh of the bird, the bone within it is the femur. On both skeletons, color the pelvis (M) yellow,
the femur (N) orange, and the tibia (O) light blue. On the human only, color the fibula (P) dark blue.
Also on the human skeleton, the patella, also called the kneecap is visible. Color the patella (S) green.
On the image labeled “hindlimbs” color the bones appropriately.
A large cranium protects the head of both birds and humans. The upper jaw of the human, and the
upper beak of the bird is composed of a bone called the maxilla. The lower jaw and lower beak is
composed of a bone called the mandible. On both skeletons, color the cranium (A) red, the maxilla
(B) grey, and the mandible (C) pink.
The differences between the bird and human skeleton are very apparent in the pectoral girdle, which
is the place where the forelimbs attach to the spine. The bird's forelimbs are wings and must have a
strong support system. The collarbone of the bird is fused to form the furculum, or wishbone. The
"shoulder blade" of the human is actually a bone called the scapula, birds have a scapula and they
also have an additional shoulder bone called the corocoid. On both skeletons, color the scapula (K)
dark brown. On the bird, color the furculum (J) black and the corocoid (L) light brown. On the human,
color the collarbone (J) black.
Another obvious difference between the human and bird skeleton is the shape and size of the
sternum. A bird's sternum is large and positioned under the body - flight muscles attach to this bone.
The ridge of the bird's sternum is called a keel. The ribs are attached to the spine and to the sternum.
On both skeletons, color the sternum (H) red and the ribs (R) blue. On the bird, trace the edge of the
sternum in green to show the keel (I).
The vertebrae of the bird and human are similar except for the bone where the tail feathers attach,
called the pygostyle. Humans have a tailbone that is similar, but it is not pictured. Color the vertebrae
(D) yellow and the pygostyle (Q) purple.
Examine the bones of the forelimbs and hind limbs. Color those bones the same as you did above.
Finally, study the rat skeleton. You will find the same bones in a rat as you do on a human or a bird.
Using the colors listed above, color the rat appropriately. You will need to figure out which bones are
which based on their shape and their location. Good Luck!
http://www.biologycorner.com/worksheets/comparing_avian_human.html
Name ___________________________________________ Date _____________ Period_____
1. Define homologous.
2. Name two ways in which the bird's skeleton is adapted for flight.
3. What bone is the drumstick? _________________
What bone is the wishbone? __________________________
4. What two bones make up the bird's beak? _______________________________________
5. What three bones make up the bird's forelimb? ____________________________________
What two bones make up the bird's hind limb? ____________________________________
6. The pectoral girdle is the area of the skeleton that attaches the arm bones to the spine. In humans
the pectoral girdle consists of the scapula and the clavicle (collarbone). What three bones make up
the pectoral girdle of the bird? _______________________________________
7. The patella is also called the ___________________________
8. The “thigh” of the bird contains what bone? ___________________________
9. What is the scientific name for the “shoulder blade”? _______________________
10. The tail feathers attach to what bone? ___________________________
11. List two bones you will find in a bird, but not in a human.
12. List two bones you will find in a human, but not in a bird.
13. How many bones are in a human’s leg? _______ In a bird’s? ________
How many bones are in a human’s arm? _______ In a bird’s wing? _________
The longest bone in the bird’s leg is the __________ In a humans? __________
14. Identify this bone: _______________________
15. Next to each letter on the human skeleton, write the name of the bone.
http://www.biologycorner.com/worksheets/comparing_avian_human.htm
http://www.biologycorner.com/worksheets/comparing_avian_human.html
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
adapted from
http://www.scilinks.org/Handlers/GoToWebsite.ashx?EntPt=EPW_POST_SCI&Enc=1&SiteID=YuXDu3yEP5os=&Scilink=YA0zUt3mfIZ+dGBMhwSRXCg==
Left, Right, Front and Back: Symmetry in
Biology
Introduction:
Animals and plants come in a great variety of shapes - but not every shape. We
don't see people with three arms, elephants with one leg, or dogs with two
mouths. Such organisms are biologically possible, but they would be so
inefficient (think of the one-legged elephant) that Mother Nature never
evolved them. The morphology (i.e. shape) of an organism has to be tuned to
the environment it lives in. That's where symmetry enters the picture.
Symmetrical objects are said to have a balanced and regular arrangement of parts.
In biology, there are several kinds of symmetry. The kind of symmetry an
organism has tells us a great deal about its life style and ecology.
Vocabulary:
Spherical symmetry - the symmetry of a bubble or tennis ball. Every plane extending
through the center cuts the object into two identical halves. Some tiny protist
plankton in the oceans have spherical symmetry. Why? They are too small to
swim, so water currents tumble them about. Since they cannot orient
themselves, they simply show the same face to the environment in all
directions.
Radial symmetry – the symmetry of a cylinder. There is a top and bottom, but the
sides are circular. Any cut through the center along the top-bottom axis
divides the cylinder into equal halves. Examples: some sponges, coral animals,
jellyfish, and many plants. These organisms are sessile (can't move), sedentary
(don't move much), or float helplessly in the water. Since they can't move by
themselves, they look the same all around their sides. They have a top and
bottom (one of which has the mouth) but no left or right.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
Spherical symmetry
(marine plankton)
Radial symmetry
(sea anemone)
Five-fold radial symmetry
(sea star)
A variation on radial symmetry is the five-sided symmetry of sea stars, sea urchins,
and their relatives.
Bilateral symmetry – a single plane of symmetry extends from the anterior end (the
head) to the posterior end (the tail), running through the midline of the body.
The two sides of the organism are mirror halves. The great majority of animals
have bilateral symmetry – worms, insects, vertebrates, people, you.
Extra Info
For an example of bilateral symmetry, just look at a classmate's face. In
bilateral
symmetry, all the features in the midline of the face are single, and all the
features off to the side are paired.
Thus, we have one nose, mouth, and tongue in the midline of our faces. Our
eyes, ears, and nostrils are present in identical pairs off to the sides.
Our teeth are in paired sets on the sides of the jaw.
Face of typical classmate
Mobile animals are nearly all bilaterally symmetrical. Movement – crawling, running,
swimming, or flying – is most efficient when the animal has paired legs, fins, or
wings on its sides. The nerves and muscles are easiest to coordinate in pairs.
Bilateral symmetry and locomotion go together.
What direction should an animal move in? The end that moves first into a new
environment is the head or anterior end. Bringing up the rear is the tail or
posterior end. Since the anterior end is the "exploratory" end, that is where the
sense organs are – the organs of touch, sight, hearing, smell, and taste. To
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
control all that sensory machinery, the brain is also in the head (if its brain was
in its tail, an animal would never figure out what was going on).
Finally, an animal with a head and a tail will have a dorsal surface (the back) and a
ventral surface (the belly). Bilateral symmetry is part of a package. The rest of
the package is the anterior head with sensory structures and brain, a posterior
tail, and both a dorsal and a ventral surface.
Mosquito
Ray
Cougar
Extra info
Some animals and plants have no symmetry. Oysters, for example, have lumpy,
irregular shells, although other bivalve clams are symmetrical.
Plant stems and leaves have a degree of radial symmetry. Fir and spruce trees,
including branches have a rough radial symmetry.
The shells of most snails make a spiral pattern that has a definite shape, but no
simple plane or axis of symmetry.
The snail shell has no symmetry.
A Christmas tree with radial symmetry.
Names _____________________________________ Date_________________ Period ___
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
Symmetry in Biology Worksheet
Questions to answer:
1. a. What kind of symmetry does this warm, fuzzy animal have?__________________
b. Draw the plane of symmetry through the animal.
2. For each organism in the previous pictures, give the type of symmetry
a. SEA STAR: _________________
d. RAY _________________
b. SNAIL: ________________
e. PINE TREE ________________
c. PLANKTON ________________
f. MOSQUITO ________________
3. Imagine you are scientists who discovered a new specie. Draw this organism that
might be discovered in the future. Label its characteristics. Describe the kind of
symmetry this specie has.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
Symmetry in Biology Worksheet – Answer Key
1.
a.
2.
a. radial
d. bilateral
b. none
e. radial
c. spherical
f. bilateral
Answers will vary, but must include a labeled drawing and
a description of type of symmetry.
3.
Bilateral
b.
(Students finishing earlier than others might read PH pp 44-45
and create a name for their species .)
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
Exit Ticket
Name ___________________________ Date _______ Period ____
Look at the classification diagram on page 46. Do two members of the same
class have more or fewer shared characteristics than members of the same
family?
____________________________________________________________
How can you relate this to the non-scientific terms class (a group of students),
and family (people you are related to)? Provide evidence to support your
response.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Exit Ticket
Name ___________________________ Date _______ Period ____
Look at the classification diagram on page 46. Do two members of the same
class have more or fewer shared characteristics than members of the same
family?
_____________________________________________________________
How can you relate this to the non-scientific terms class (a group of students),
and family (people you are related to)? Provide evidence to support your
response.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
Classy Buckeye Animals
Choose one of the following Ohio animals and research it.
1. Find an image of the animal and copy and paste it on a blank word
processing document.
2. Complete the Classification chart below for your animal. The first two steps of
the chart are done for you. Steps three and four only require you to circle the
correct choice. You will find the answers to the last four steps in your research.
3. Add your animal’s classification, in the format of the example, to the
document.
4. Find at least three interesting facts about your animal and add them as text
boxes in your document.
5. Add a title to your document along with your name, date, and period.
6. Print your mini-poster and add color by drawing features of the animal’s
habitat in the background. Use colored pencils.
White-Tailed Deer
Bull Frog
Bug
Cardinal
Smallmouth Bass
Black Racer
Lady
• Domain - Eukaryote
• Kingdom - Animal
• Phylum – Chordata (has a backbone) or Arthropoda (exoskeleton and segmented
body)
• Class- mammal, bird, reptile, amphibian, fish or insect
• Order _______________________________
• Family ______________________________
• Genus ______________________________
• Species _____________________________
The domain is the broadest category, while species is the most specific category
available. For example, the European Hare would be classified as follows:
Eukaryote --> Animal --> Chordata --> Mammalia --> Lagomorpha --> Leporidae -> Lepus --> Lepus europaeus.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
Animal Classification Answer Key http://en.wikipedia.org
white-tailed deer
Kingdom:
Phylum:
Class:
Order:
Family:
Subfamily:
Genus:
Species:
Bull Frog
Animalia
Chordata
Mammalia
Artiodactyla
Cervidae
Capreolinae
Odocoileus
O. virginianus
Kingdom:
Phylum:
Subphylum:
Class:
Order:
Family:
Genus:
Species:
Animalia
Chordata
Vertebrata
Amphibia
Anura
Ranidae
Rana
R. catesbeiana
Cardinal
Black Racer
Kingdom:
Phylum:
Class:
Order:
Suborder:
Family:
Genus:
Specie:
Animalia
Chordata
Aves
Passeriformes
Passeri
Cardinalidae
Cardinalis
Cardinalis cardinalis
Kingdom:
Phylum:
Class:
Order:
Suborder:
Family:
Genus:
Species:
Animalia
Chordata
Reptilia
Squamata
Serpentes
Colubridae
Coluber
C. constrictor
Smallmouth Bass
Lady Bug (aka Lady Bird)
Kingdom:
Phylum:
Class:
Order:
Family:
Genus:
Species:
Animalia
Chordata
Actinopterygii
Perciformes
Centrarchidae
Micropterus
M. dolomieu
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
Kingdom:
Phylum:
Class:
Order:
Suborder:
Superfamily:
Family:
Animalia
Arthropoda
Insecta
Coleoptera
Polyphaga
Cucujoidea
Coccinellidae
Name____________________________________ Date____________ Period____
CLADOGRAM ANALYSIS
What is a cladogram? It is a diagram that depicts evolutionary relationships among
groups. It is based on PHYLOGENY, which is the study of evolutionary relationships.
Sometimes a cladogram is called a phylogenetic tree (though technically, there are
minor differences between the two).
In the past, biologists would group organisms based solely on their physical
appearance. Today, with the advances in genetics and biochemistry, biologists can
look more closely at individuals to discover their pattern of evolution, and group
them accordingly - this strategy is called EVOLUTIONARY CLASSIFICATION
CLADISTICS is form of analysis that looks at features of organisms that are considered
"innovations", or newer features that serve some kind of purpose. (Think about what
the word "innovation" means in regular language.) These characteristics appear in
later organisms but not earlier ones and are called DERIVED CHARACTERS.
PART I - Analyze the Cladogram
Examine the sample cladogram, each letter on the diagram points to a derived
character, or something different (or newer) than what was seen in previous groups.
Match the letter to its character. Note: this cladogram was created for simplicity and
understanding, it does not represent the established phylogeny for insects and their
relatives.
1. ______ Wings
______ 6 Legs
______ Segmented Body
______ Double set of wings
______ Cerci (abdomenal
appendages)
______ Crushing mouthparts
______ Legs
______ Curly Antennae
http://www.biologycorner.com/worksheets/cladogram.html
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
2.
3.
4.
5.
6.
7.
8.
PART II - Create Your Own Cladogram
To make a cladogram, you must first look at the animals you are studying and establish characteristics
that they share and ones that are unique to each group. Select five animals in separate phyla or
classes from the previous classification exercise and fill them in the row headings on the left of the
chart. Then fill the column headings with characteristics that some share but can also make unique
distinctions between the animals you have chosen. Finally, draw a cladogram to show the
evolutionary relationships of these organisms.
Why did you choose these characteristics? How do these characteristics show the difference in the
various bodies’ complexities?
DRAWING OF YOUR CLADOGRAM
Defend your reasoning for the order in which you placed the animals on the cladogram.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
Name__________KEY_________________ Date____________ Period____
CLADOGRAM ANALYSIS
What is a cladogram? It is a diagram that depicts evolutionary relationships among
groups. It is based on PHYLOGENY, which is the study of evolutionary relationships.
Sometimes a cladogram is called a phylogenetic tree (though technically, there are
minor differences between the two).
In the past, biologists would group organisms based solely on their physical
appearance. Today, with the advances in genetics and biochemistry, biologists can
look more closely at individuals to discover their pattern of evolution, and group
them accordingly - this strategy is called EVOLUTIONARY CLASSIFICATION
CLADISTICS is form of analysis that looks at features of organisms that are considered
"innovations", or newer features that serve some kind of purpose. (Think about what
the word "innovation" means in regular language.) These characteristics appear in
later organisms but not earlier ones and are called DERIVED CHARACTERS.
PART I - Analyze the Cladogram
Examine the sample cladogram, each letter on the diagram points to a derived
character, or something different (or newer) than what was seen in previous groups.
Match the letter to its character. Note: this cladogram was created for simplicity and
understanding, it does not represent the established phylogeny for insects and their
relatives.
1. __F__ Wings
__C__ 6 Legs
__A___ Segmented Body
__G___ Double set of wings
__E___ Cerci (abdominal
appendages)
__D__ Crushing mouthparts
__B__ Legs
__H___ Curly Antennae
http://www.biologycorner.com/worksheets/cladogram.html
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
2.
3.
4.
5.
6.
7.
8.
PART II - Create Your Own Cladogram
To make a cladogram, you must first look at the animals you are studying and establish characteristics
that they share and ones that are unique to each group. Select five animals in separate phyla or
classes from the previous classification exercise and fill them in the row headings on the left of the
chart. Then fill the column headings with characteristics that some share but can also make unique
distinctions between the animals you have chosen. Finally, draw a cladogram to show the
evolutionary relationships of these organisms.
Backbone
Eyes
Warm
blooded
Bilateral
symmetry
Sea star

Housefly
Gecko
Organ
systems











Sea
sponge
Bear

Why did you choose these characteristics? How do these characteristics show the difference in the
various bodies’ complexities?
Answers will vary but characteristics should be chosen that show a progression in the
complexity of body systems.
Bear
Gecko
DRAWING OF YOUR CLADOGRAM
Housefly
Sea Star
Sea Sponge
EXAMPLE
Defend your reasoning for the order in which you placed the animals on the cladogram.
Answers will vary but student should be able to explain that as the animal are placed
from left to right the complexity of their body arrangements increase or that they
show evidence of higher evolutionary classification.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013