Standard of Learning: (LS 5) I will understand and use the system scientists use to group
organisms and (LS 5a) distinguishing characteristics among kingdoms of organisms.
1. Gather materials:
A. Pencil or Pen,
B. Notes Packet
C. Classification Book (1 per 2 students)
D. Notebook paper (if you don’t have some, ask your teacher)
2. Use the Classification Booklet to answer the following Questions:
Questions
1. In the classification booklet, find the organism that is taped to your desk.
2. Write the Kingdom, Phylum, Class, Order, Family, Genus, species and common name.
3. Compare the information of all the other students in your group.
4. Which 2 organisms in your group are most closely related?
5. Why?
6. Which 2 organisms in your group are least closely related?
7. Why?
8. Politely let your amazing teacher know you are ready for her to check your work and
get a new task!
Standard of Learning: (LS 5) I will understand and use the system scientists use to group
organisms and (LS 5a) distinguishing characteristics among kingdoms of organisms.
1. Gather materials:
A. Pencil or Pen,
B. Notes Packet
C. Classification Book (1 per 2 students)
D. Notebook paper (if you don’t have some, ask your teacher)
2. Use the Classification Booklet to answer the following Questions:
Questions
1. Find 2 organisms that have ONLY the same Domain. Write down their Common name
AND full scientific names.
2. Find 2 organisms that have the same Domain and Kingdom ONLY. Write down their
Common Name AND full scientific names.
3. Find 2 organisms that have the same Domain and Kingdom and the same Phylum
ONLY. Write down their Common Name AND full scientific names.
4. Find 2 organisms that have the same Domain and Kingdom and the same Phylum and
the same Class ONLY. Write down their full Common Name AND scientific names.
5. Find 2 organisms that have the same Domain and Kingdom and the same Phylum and
the same Class and the same Order ONLY. Write down their full Common Name AND
scientific names.
6. Find 2 organisms that have the same Domain and Kingdom and the same Phylum and
the same Class and the same Order and the same Family ONLY. Write down their
Common Name AND full scientific names.
7. Find 2 organisms that have the same Domain and Kingdom and the same Phylum and
the same Class and the same Order and the same Family and the same Genus ONLY.
Write down their Common Name AND full scientific names.
8. Which two organisms listed above are the most closely related?
9. Why?
10. Which two organisms listed above are the least closely related?
11. Why?
12. Politely ask your awesome teacher to initial the answers, and give you another task!
Standards of Learning: (LS 5 c) I will know the definition of a species. (LS 2 a) Describe the structure and function of a nucleus. (LS 2 d) Differentiate between mitosis and meiosis.
1. Gather materials:
A. Pencil or Pen,
B. Notes Packet
C. Classification Book (1 per 2 students)
D. Blank sheet of notebook Paper
2. Copy the following chart onto your Notebook paper.
3. Choose 2 organisms that are from the same genus.
4. Fill in the chart on your notebook paper for the 2 organisms you chose.
5. Double check that the Genus names are the same.
6. The Karyotypes at the end of the Classification Booklet will help you fill in the last 3 rows.
# Chromosomes in sex cell:
ch Do
ar No
to t
nt W
o rit
N e
ot
eb
oo
k
is
th
(C
op
y
Common Name:
Domain:
Kingdom:
Phylum:
Class:
Order:
Family:
Genus:
Species:
Scientific Name:
# Pairs of Chromosomes:
# Chromosomes in body cell:
Pa
pe
r)
Analysis Questions:
1. How are sex cells made: mitosis or meiosis?
2. How many chromosomes are in a sex cell: same as body cells, or 1/2 of body cells?
3. Which organelle (cell part) contains chromosomes?
4. If these 2 organisms mate (the 2 you chose that are from the same genus), how many chromosomes will be in the body cells of the baby? (remember, each parent gives the baby 1 sex cell).
5. How many chromosomes will be in the sex cells of the baby?
6. Do you think a baby made by the mating these 2 organisms will be able to have its own babies?
7. Why not?
8. There are other reasons (besides different numbers of chromosomes) that different species cannot mate successfully. What other reasons can you think of?
9. Draw the offspring of these two organisms.
10. Politely ask your phenomenal teacher to initial the answers, and give you another task!
Standard of Learning: (LS 5) I will understand and use the system scientists use to group
organisms.
Create a Dichotomous Key
1. Gather materials:
A. Pencil or Pen
B. Notes Packet
C. Blank sheet of paper
D. Bucket of Toys
2. Turn to Notes, page 8-6
3. Use the information on Notes Page 8-6 to create your own classification system for the
toys in the bucket.
4. Make a list of all the toys that belong in each group.
5. Politely show your key and master list to your brilliant teacher, and ask for another task!
Standard of Learning: (LS 5) I will understand and use the system scientists use to group
organisms.
Use a Dichotomous Key
1. Gather materials:
A. Pencil or Pen
B. Another group’s dichotomous key and bucket of toys.
2.
3.
4.
5.
6.
Switch dichotomous keys and toy bucket with another group.
Use their key to classify their bucket of toys.
Make a list of questions or confusion related to their key as you work.
Check your work using the other group’s list of toys that belong in each group.
When you are finished, politely, as colleagues, let them know if there is a mistake, overlapping categories, or confusion so they can address your critique!
SOL Covered in this lesson:
LS 5 The student will investigate and understand how organisms can be classified.
A) Distinguishing characteristics among kingdoms of organisms
B) Distinguishing characteristics of major animal and plant phyla
Essential Knowledge/Skill (for A and B): Arrange organisms in a hierarchy according
to similarities and differences in features.
C) The characteristics of the species
Essential Knowledge/Skill: Recognize scientific names as part of binomial nomenclature
Essential Knowledge/Skill: A group of similar-looking organisms that can interbreed under
natural conditions and produce offspring that are capable of reproduction defines a species
LS 2a Cell structure and organelles (review)
Essential Knowledge/Skill: describe the structure and function of a nucleus.
LS 2d Cell division (review)
Essential Knowledge/Skill: Differentiate between mitosis and meiosis.
LS 13b The function of genes and chromosomes (review)
Essential Knowledge/Skill: Chromosomes are strands of tightly wound DNA. Genes
are sections of a chromosome that carry the code for a particular trait.
LS 13f Genetic Engineering and its applications (review)
Essential Knowledge/Skill: In genetic engineering the genetic code is manipulated
to obtain a desired product.
General instructions: Students will work in pairs. Each group of 2 needs 1 classification book
as a reference and tasks to complete.
Task #1—Assessment: Ask students why it is necessary to classify organisms. Ask how scientists classify organisms. Ask which was most efficient: the way they classified the cards in
the lab or using the dichotomous key. Make sure that students have classified the correct
organism and that they have answered questions 4-7 correctly.
Task #2—the task for students is self-explanatory.
Assessment: Look over the student’s written answers to be sure they answered #7 and #8
correctly, before giving them the next task list. Ask: What information do you need to
have before you can determine the Scientific Name? What would be the scientific name
of an organism in the Llama genus and Glama species ? (Answer: Llama glama)
Task #3—Assessment: Make sure students chose 2 organisms in the same genus. Make
sure they answered the last 3 questions correctly.
Task #4 (extension)—Assessment: be sure the categories are mutually exclusive and begin
from broadest to most specific. There be at least several items in most categories.
Task #5 (extra extension)—Assessment: students should write the answers to the dichotomous key and their critique should written.