B.8ABC: Taxonomy
Biological Evolution and Classification
Classification Debate
The Problem
In the 1700s, Carl Linnaeus developed a
classification system for organisms based upon
a hierarchical system. In 1990, Carl Woese
suggested that Linnaeus classification system
placed too much emphasis on the phenotypic
similarities and not enough emphasis on the
molecular structure. Woese suggested that
organisms are first divided into three Domains
rather than six Kingdoms. Over the last decade,
a new classification system called PhyloCode is
developing a new way to name organisms.
Scientists are in a controversy deciding on
which system they will accept. Key Concepts Addressed
Process Skill B.3A: Scientists in all fields of
science, analyze, evaluate, and critique
scientific explanations.
Key Concept #1: Taxonomic classification is
a systematic process of science that organizes
living organisms by different levels of
organization according to their structure,
function, and genetic relationships. It consists
of globally recognized systems of classification
for all living organisms.
Key Concept #2: A cladogram is a
dichotomous tree diagramming the
phylogenetic relationship of organisms using
the cladistics classification system. It can be
used to compare homologies of species and
gene sequences and reflect a common
ancestry based on similarities.
1
Guiding Question
Which classification system should the world
decide to use and why?
Mission Deliverable
Your mission is to research one type of
classification system: the Linnaean classification
system, Woese’s system of Domains, or Cantino
and de Queiroz’s PhyloCode. Then, use your
research to produce a one page, single-spaced
paper on a justification of why that classification
system is the most appropriate system to use.
B.8ABC: Taxonomy
Biological Evolution and Classification
Classification Debate
Getting Started Videos
Performance Goals:
College and Career Readiness
“Classification of Species”
http://www.goldiesroom.org/
video_archive.htm
Science Standards III. Foundation Skills: Scientific Applications of
Communication
A. Scientific Writing
1. Use correct applications of writing
practices in scientific communication.
“Archaea”
http://www.goldiesroom.org/
video_archive.htm
Internet Resources
IV. Science, Technology, and Society
C. History of Science
2. Recognize the role of people in
important contributions to scientific
knowledge.
The PhyloCode
http://www.ohio.edu/phylocode/
documents.html
Carl Linnaeus (1707-1778)
http://www.ucmp.berkeley.edu/history/
linnaeus.html
VI. Biology
E. Classification and Taxonomy
1. Know ways in which living things
can be classified based on each
organism’s internal and external
structure, development, and
relatedness of DNA sequences.
Carl R. Woess
http://mcb.illinois.edu/faculty/profile/1204
Cross Disciplinary Standards
II. Foundational Skills
B. Writing across the curriculum
1. Write clearly and coherently using
standard writing conventions.
2
B.8ABC: Taxonomy
Biological Evolution and Classification
Classification Debate
Student Checklist
DUE
DATE
TASK
STATUS/NOTES
View the “Getting Started Videos” Resources on page 2. Select
one type of classification system from the list.
Complete
Not Complete
Use the “Internet Resources” from page 2 to research your
classification system.
Complete
Not Complete
Produce the first draft of your short research paper. Your paper
should address the following topics:
Complete
Not Complete
1.  An explanation of what the classification system is;
2.  The purpose of the classification system;
3.  An explanation of why this classification system should be
used by all scientists in the world.
Produce the final draft of your short research paper.
Complete
Not Complete
Print and share your research paper with your fellow scientists.
Complete
Not Complete
FINAL DUE DATE:
3
B.8ABC: Taxonomy
Biological Evolution and Classification
Classification Debate
Rubric and Grade Sheet
Category
Exceeds
Expectations
3 points
Meets
Expectations
2 points
Below
Expectations
1 point
Content
Mastery
Included detail on
all components and
SCOPE Key
Concepts.
Included some
detail on most
components and
SCOPE Key
Concepts.
Included little to
no detail on
components and
SCOPE Key
Concepts.
Application
of Content
Student correctly
supported all
SCOPE content
AND goals.
Student correctly
supported most
SCOPE content
AND goals.
Student did not
support SCOPE
content AND
goals.
Research
All information is
accurate and is
taken from at least
four sources.
Most information is
accurate and is
taken from 2-3
sources.
Little to no
information is
accurate and is
taken from one to
no sources.
Presentation
Final product is
attractive, all
components are
easily identified,
and the student can
clearly dialogue
about the project.
Final product is
somewhat
attractive, most
components are
easily identifiable,
and the student can
somewhat dialogue
about the project.
Final product is not
presented well,
components are
difficult to identify,
and the student
cannot clearly
dialogue about the
project.
SCORE
TOTAL
SCORE:
4
Teacher
Comments