COLEGIO AGUSTINIANO CIUDAD SALITRE
AREA DE CIENCIAS NATURALES Y EDUCACION
AMBIENTAL
GUIA DE LABORATORIO # 3
BIOLOGÍA GRADO OCTAVO
Class #
Name:________________________________________
Date:
Grade:
TOOLS USED IN TAXONOMY AND
TAXONOMIC CATEGORIES
Score:
Objectives:
1. Recognize the use of “Taxonomic Keys” as one of the most important
tools for classify and identify organisms.
2. Establish the different characteristics that are analyzed on each one of
the taxonomic categories.
PROBLEMIC QUESTION:
_____________________________________________
_____________________________________________
_____________________________________________
THEORETHICAL FRAMEWORK (Answer in your lab report)
1. What is a dichotomous key and how is it used?
2. What characteristics are associated with each of the taxonomic
categories in each of the kingdoms?
MATERIALS
Laboratory guide, index cards, glue, scissors, colors
PROCEDURE FIRST PART (See your notebook)
Taxonomy, Classification, and Dichotomous Keys
8.
a. There is a star in the middle of its body
....................Broadus hairystarus
b. The is no star in the middle of its body
.....................go to 9
9. a. The creature has an arch shaped bottom
.......................Broadus hairyemmus
b. The creature has an M shaped bottum
..........................Broadus kiferus
10. a. The body is symmetrical
......................................Broadus walter
b. The body is not
symmetrical...................................Broadus anderson
11. a. The creatrue has no antennae
.................................go to 12
b. The creature has antennae ....................................go
to 14
12. a. There are spikes on the face
.................................Narrowus wolfus
b. There are no spikes on the face ..............................go
to 13
13. a. The creature has no spike anywhere
...........................Narrowus blankus
b. There are spikes on the right leg
............................Narrowus starboardus
14. a. The creature has 2 eyes.......................................go
to 15
b. The creature has 1
eye........................................Narrowus cyclops
15. a. The creature has a mouth......................................go
to 16
b. The creature has no mouth.....................................go
to 17
16. a. There are spikes on the left leg
.............................Narrowus portus
b. There are no spikes at all
...................................Narrowus plainus
17. a. The creature has spikes ......................................go
to 18
b. The creature has no spikes
...................................Narrowus georginia
18. a. There are spikes on the head .................................go
to 19
b. There are spikes on the right
leg.............................Narrowus montanian
19. a. There are spikes covering the face
...........................Narrowus beardus
b. There are spikes only on the outside edge of head
............Narrowus fuzzus
PROCEDURE SECOND PART
A Key to New Pamishan
1.
a. The creature has a large wide
head............................go to 2
b. The creature has a small narrow
head..........................go to 11
2. a. It has 3 eyes ................................................go to 3
b. It has 2 eyes ................................................go to 7
3. a. There is a star in the middle of its
chest....................go to 4
b. There is no star in the middle of its chest
..................go to 6
4. a. The creature has hair spikes
.................................Broadus hairus
b. The creature has no hair spikes...............................go
to 5
5. a. The bottom of the creature is arch-shaped
....................Broadus archus
b. The bottom of the creature is M-shaped
.......................Broadus emmus
6. a. The creature has an arch-shaped bottom
.......................Broadus plainus
b. The creature has an M-shaped
bottom...........................Broadus tritops
7.
to 10
a. The creature has hairy spikes ................................go
to 8
b. The creature has no spikes....................................go
Treasures of the Great Barrier Reef
Fish Sorting
Cut out each of the fish cards on this page and paste them on the
cardboards, then follow your teacher’s instructions for sorting the fish
into categories, follow the steps in the fish key below to identify the
names of the fish.
1.
2.
3.
4.
5.
6.
7.
To study the wide variety of life forms in a natural environment,
scientists use a classification system, which helps them to make
comparisons within and among different species.
Have students cut out the drawings of nine different fish so they
have a card for each fish drawing.
Challenge them to sort the cards into categories using only one
variable, such as the shape of the body or fin, and have the students
share their classification systems with the rest of the group.
Compare the different variables that were used to sort the piles.
Explain that this procedure is the first step in making a key to
distinguish among various types of fish. The next step is to sort the
piles into two categories. For example, a student might sort by
body shape first, and by patterns second, a process that would
result in four piles: flat spotted fish, flat no spotted fish, snakeshaped spotted fish, and snake-shaped no spotted fish.
To expand on the classification activity, have students use their
fish cards to sort the fish according to the fish key. As they
proceed, they will observe that the process of elimination leads
them to a single identification for each fish.
Students can start with any fish card. To determine the name of the
fish, they must begin with step 1 on the key. They should read the
descriptions on the key and compare them to the fish card they
have chosen. If they follow all instructions on the key, they will
arrive at the name of the fish.
Once they have identified a fish, have them choose a new card and
go through the key again to determine the name of the second fish.
They have to do this procedure for all of the fish cards provided.
1.
2.
6.
7.
8.
3.
4.
9.
Write the name of each fish correctly.
5.
thick upper thighs and short calves below this. Label and color the long
legs, thighs, and short calf orange. Like some birds, Archaeopteryx had
3 toes facing forward and one facing backwards with claws. Color and
label the toes and claws black.
Archaeopteryx was a carnivore, a meat-eater. It may have eaten insects
and other small animals. Seven detailed fossil impressions of this early
bird have been found in Germany. Paleontologist Hermann von Meyer
named Archaeopteryx in 1861.
3. Complete the following table
PROCEDURE THIRD PART
Taxonomic categories and taxonomic characteristics
Create flashcards with each one of the taxonomic categories writing
the name of the category by one side of the index cardboard and on the
other side write different features or characteristics that are considered to
associate each living being in that category . Take in account indications
given by your teacher.
ANALYSIS OF RESULTS (Additional activity, Copy and answer in
your lab report.)
4. Use different colors to label the words in the puzzle.
1. Complete the following table for Classification of organisms.
2. Color and Label. Archaeopteryx – Ancestor to Birds
Archaeopteryx (pronounced ark-ee-OP-ter-icks) is the earliest-known
relative of birds. It lived during the Jurassic period, about 150 million
years ago, when many dinosaurs lived. Archaeopteryx seems to be partbird and part-dinosaur. Unlike modern-day birds, it had teeth, three
claws on each wing, a flat sternum (breastbone), belly ribs (gastralia),
and a long, bony tail. Color and label the tail and long arms with fingers
brown. Like modern-day birds, it had feathers, a lightly built body with
hollow bones, a wishbone (furcula), and reduced fingers. Label and
color the feathered body tan.
This crow-sized animal may have been able to fly, but not very far and
not very well. Although it had feathers and could fly, it had similarities
to dinosaurs, including its jaws with teeth (no horny bill like birds),
skull, large eyes, and certain bone structures like modern birds. Label
and color the large eyes red. Color and label the long neck, head, and
jaws with teeth orange.
Archaeopteryx had a wingspan of about 1.5 feet (0.5 m) and was about 1
foot (30 cm) long from beak to tail. Archaeopteryx had long legs with
Bibliography.
http://www.biologyjunction.com/unit11_taxonomy.htm#LABS/PROJEC
TS
http://www.pbs.org/wgbh/nova/education/activities/2215_reef.html
http://www-tc.pbs.org/wgbh/nova/education/activities/pdf/2215_reef.pdf
http://www.nclark.net/Classification