Biology
HS/Science
Unit: 10
Lesson: 01
Suggested Duration: 2 days
Taxonomy
Lesson Synopsis:
In this lesson, students use dichotomous keys to gain an understanding of the importance of classification systems.
TEKS:
B.4
B.4A
B.8
B.8A
B.8B
Science concepts. The student knows that cells are the basic structures of all living things with specialized parts
that perform specific functions, and that viruses are different from cells. The student is expected to:
Compare and contrast prokaryotic and eukaryotic cells. Supporting Standard
Science concepts. The student knows that taxonomy is a branching classification based on the shared
characteristics of organisms and can change as new discoveries are made. The student is expected to:
Define taxonomy and recognize the importance of a standardized taxonomic system to the scientific community.
Supporting Standard
Categorize organisms using a hierarchical classification system based on similarities and differences shared among
groups. Readiness Standard
Scientific Process TEKS:
B.2
B.2H
Scientific processes. The student uses scientific methods during field and laboratory investigations. The student is
expected to:
Communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings,
graphic organizers, journals, summaries, oral reports, and technology based reports.
GETTING READY FOR INSTRUCTION
Performance Indicator(s):
•
Use a dichotomous key to classify organisms from each kingdom based on similarities and differences. (B.2H;
B.4A; B.8A, B.8B, B.8C)
1C, 1E
Key Understandings and Guiding Questions:
•
All living organisms are classified into various taxa according to similarities and differences.
— Why are classification systems important in science?
— How can organisms be categorized based on shared similarities and differences?
— How are dichotomous keys used to classify organisms?
— Why is binomial nomenclature a better system of naming organisms than using common names?
Vocabulary of Instruction:
•
taxonomy
•
hierarchy
•
dichotomous key
Materials:
Refer to Notes for Teacher section for materials.
Attachments:
•
•
•
•
•
•
•
•
Handout: Sports Equipment Classification (1 per student)
Teacher Resource: Sports Equipment Classification KEY
Handout: Sports Equipment Classification Dichotomous Key (1 per student)
Handout: Classifying Organisms PI (1 per student)
Teacher Resource: Classifying Organisms PI KEY
Teacher Resource: Kingdom Description Station Cards PI (see Adv Prep, 1 card per group member)
Teacher Resource: Kingdom Dichotomous Keys PI (see Adv Prep, 1 card per group member)
Teacher Resource: Performance Indicator Instructions KEY
©2012, TESCCC
05/30/13
page 1 of 7
Third Grade / Science
Unit: 08 Lesson: 01
Advance Preparation:
1. Prior to Day 1:
• Locate graphics of old and new technology, such as calculators, cell phones, digital music players, tablets, eReaders, laptops, desktop computers, etc. Place the graphics into a PPT slide, OR print them in color and
have them ready to post in the classroom. These can be displayed via a PPT slide or printed out and posted
to a chalkboard/whiteboard at the front of the room.
• Obtain the sports equipment for the sports equipment classification activity. Obtain one of each of the
following to display at the front of the class: football, softball, baseball, tennis ball, ping pong ball, volleyball,
soccer ball, and golf ball.
• Obtain several examples of dichotomous keys for students to compare. You will need to have 2–3 versions
for comparison, but make copies for each group to save time.
• Depending on the needs of your students, you may wish to locate additional practice problems using
dichotomous keys to assign as homework for student practice.
2. Prior to Day 2:
• Print the Teacher Resource: Kingdom Description Station Cards PI. Print enough sets so that each student
at each station will have their own set of cards. For example, because there are six stations, if you have a
class of 24, you should print four sets of station cards. Consider printing on cardstock and laminating for
durability.
• Put each kingdom description station card set into its own resealable, plastic bag, and label each with the
station number and name. Place the correct bags at each station.
• Print the Teacher Resource: Kingdom Dichotomous Keys PI. Print enough copies so that each student at
each station will have their own dichotomous key to use. For example, if you have a class of 24, you should
print four sets of dichotomous keys. Consider printing on cardstock and laminating for durability. Place the
correct dichotomous keys at each station.
3. Prepare attachment(s) as necessary.
Background Information:
This unit bundles student expectations that address taxonomy.
Prior to this unit, in Grade 6, students learned that all organisms can be classified into domains and kingdoms based on
their characteristics. During this lesson, students will learn how taxonomy categorizes all of Earth’s life forms. They will
learn how to use the standardized taxonomic that scientists use to categorize organisms based on similarities and
differences shared among groups. After this unit, students will use this basic understanding of the different kingdoms as a
foundation when they study bacteria, plants, and body systems of animals in subsequent units.
STAAR Note:
Student expectations B.4A and B.8A are all Supporting Standards, and B.8B is a Readiness Standard for the STAAR
Biology Assessment. This is the last time that B.8A is taught before the test.
Note: The specificity for SE B.4A was taught in a prior unit. In this unit, students will apply knowledge regarding
prokaryotic and eukaryotic cells, addressed in the previous unit on cells. An understanding of the differences in
characteristics of prokaryotic and eukaryotic cells is important in differentiating between kingdoms and classifying
organisms.
The modern classification system is hierarchical and consists of the following divisions: Domain, Kingdom, Phylum, Class,
Order, Family, Genus, and Species. The kingdoms of life are Archaea (Archaebacteria), Bacteria (Eubacteria), Protista,
Fungi, Plantae, and Animalia.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners.
The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus
Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page.
All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
© 2008, TESCCC
Revised 09/29/08
page 2 of 7
Third Grade / Science
Unit: 08 Lesson: 01
Instructional Procedures
Notes for Teacher
ENGAGE – Taxonomy
NOTE: 1 Day = 50 minutes
Suggested Day 1
© 2008, TESCCC
Revised 09/29/08
page 3 of 7
Third Grade / Science
Unit: 08 Lesson: 01
Instructional Procedures
Notes for Teacher
1. Before students enter the classroom, display the technology graphics you
have selected (see Advance Preparation).
2. Facilitate a discussion in which students reflect on how they might
organize these technologies into groups with shared characteristics.
Students may suggest groups based on portability, function, or age (old vs.
new technology). Answers will vary.
3. Pose the following questions:
• What criteria should be used to classify living organisms, given
that there are over a million different species on Earth? Answers
will vary, but students may propose some broad categories such as
number of cells, physical structures, reproduction method, or how food
is acquired. Encourage discussion of all proposals.
• Why are classification systems important in science? Answers will
vary, but students may propose that they help scientists name
organisms, they help scientists understand organisms, they help
scientists determine the name for an organism, and/or they help
scientists identify new organisms.
EXPLORE – Taxonomy
Materials:
• graphics (old and new technology,
such as calculators, cell phones,
digital music players, tablets, eReaders, laptops, desktop
computers, etc., see Advance
Preparation, several per teacher)
• tape or glue sticks (per group)
Instructional Note:
Encourage students to think of the many
ways things within society are organized
(layouts of cities, airports, libraries,
grocery stores, etc.) to help them realize
the importance of classification of
organisms in science.
Suggested Day 1 (continued)
1. Divide the class into pairs.
2. Distribute the Handouts: Sports Equipment Classification and Sports
Equipment Classification Dichotomous Key. Allow students time to
read through the instructions. Clarify any questions students may have,
and then allow students to begin the activity.
3. Explain to students that for purposes of the activity, they will need to know
that tennis balls are not “filled with air” the same way a football or volleyball
is filled or pumped with air. This will make a difference in classifying the
balls.
4. Circulate while students complete this activity to ensure they understand
how to use the dichotomous key. Guide students as needed to determine
the correct name for each sports equipment item.
5. Upon completion of the activity, students should answer the questions on
the handout; these questions will be used to guide the discussion in the
Explain portion of the lesson. Distribute copies of dichotomous keys for
groups to use in comparison.
6. Instruct students to affix the handouts in their science notebooks.
Materials:
• sports equipment (see Advance
Preparation, various balls, 1 each
per teacher for display)
• football
• softball (must be white)
• baseball
• tennis ball
• ping pong ball
• volleyball
• soccer ball
• golf ball
• copies of dichotomous keys (see
Advance Preparation, 2-3 copies
per group)
• tape or glue sticks (per group)
Attachments:
• Handout: Sports Equipment
Classification (1 per student)
• Teacher Resource: Sports
Equipment Classification KEY
• Handout: Sports Equipment
Classification Dichotomous Key
(1 per student)
Science Notebooks:
Students affix handouts in their
notebooks.
© 2008, TESCCC
Revised 09/29/08
page 4 of 7
Third Grade / Science
Unit: 08 Lesson: 01
Instructional Procedures
EXPLAIN – Taxonomy
Notes for Teacher
1. Facilitate a class discussion in which students discuss questions from the
Handout: Sports Equipment Classification. Include the following
questions/concepts in the discussion:
• Why are classification systems important in science?
• How are dichotomous keys used to classify organisms?
Dichotomous keys are useful in identifying the scientific names of
organisms.
• Dichotomous keys are couplet statements that increase in
specificity.
• Why is binomial nomenclature a better system of naming
organisms than using common names?
• In the naming system, the first Latin name is the genus and the
second Latin name is the species.
• Common names can be confusing because there may be more
than one common name for a particular organism.
2. Partner Sharing: Instruct students to write down what they believe is the
definition of taxonomy and hierarchy, based on the activities and
discussions in class so far. After one/two minutes, ask students to pair up
and share their definitions with each other.
3. Ask for volunteers to share their definitions; then as a class, agree on an
appropriate definition for taxonomy and hierarchy. Class definitions should
be similar to the following:
• Taxonomy is the science of classifying organisms.
• Hierarchy is a classification of organisms based on similar
characteristics. Organisms with less shared characteristics will
be linked only towards the top of the hierarchical system, while
organisms with more shared characteristics will be linked
towards the bottom of the hierarchical system.
4. Explain that our modern classification system is based on numerous
characteristics to organize organisms by characteristics, including their
anatomical structure, physiological characteristics, form of reproduction,
and genetic similarities from DNA analysis.
5. Instruct students to record definitions for taxonomy, dichotomous key, and
hierarchy in their science notebooks.
6. Pose the following question:
• What are the taxonomic levels used today for classifying
organisms? Students may recall all or some of the levels from middle
school. Guide students to the correct answer: Kingdom, Phylum,
Class, Order, Family, Genus, and Species.
7. Allow students a few minutes to create a mnemonic device to help them
remember the correct order for taxonomic levels. Allow student to record
their mnemonic device for the levels in their science notebooks.
8. Instruct students to share their devices with a partner.
9. Continue the discussion:
• How can organisms be classified based on similarities or
differences?
• Scientists use organisms’ characteristics to place them in the
correct taxon. If organisms are in the same kingdom, they have
© 2008, TESCCC
Revised 09/29/08
Suggested Day 1 (continued)
Attachments:
• Handout: Sports Equipment
Classification (from previous
activity)
Instructional Notes:
Students should be familiar with
taxonomic levels as this content is a
review of materials presented in middle
school.
There are many mnemonic devices for
remembering the order of taxonomic
levels; allowing students to develop their
own, rather than assigning them one to
remember, should help them to better
remember the taxonomic levels.
Although students are not assessed on
creating a dichotomous key, it is
important for them to be exposed to the
basics of how they are created in order
to assist in understanding them. Using
students in the class as an example is a
simple and easy way to help
demonstrate this concept.
Check for Understanding:
Students should be able to define
taxonomy, dichotomous key, and
hierarchy.
STAAR Note:
Student Expectation B.8A requires
students to define taxonomy and
recognize the importance of a
standardized taxonomic system to the
scientific community and will be tested
as a Supporting Standard.
Science Notebooks:
Students record definitions for
taxonomy, dichotomous key, and
hierarchy in their science notebooks.
Students record their mnemonic device
for the taxonomic levels.
Students list the taxonomic levels in
order: Kingdom, Phylum, Class, Order,
page 5 of 7
Third Grade / Science
Unit: 08 Lesson: 01
Instructional Procedures
•
•
Notes for Teacher
few similarities but more differences.
As you move down the hierarchy, organisms will share more and
more characteristics. Organisms of the same species are the
most similar to each other.
How are dichotomous keys constructed and used to classify
organisms? First, you make lists of each organism’s characteristics.
Then, you can begin using these characteristics to separate the
organisms based on similarities and differences. General
characteristics are used first, then specific characteristics.
Family, Genus, and Species.
10. Explain to students how a dichotomous key is created. Model this by
beginning the creation of a dichotomous key for the students in class. The
key may begin like this:
1. Student is a boy….Go to #2
2. Student is a girl....Go to #3
3. Student is wearing jeans….Go to #4
a. Student is not wearing jeans ….Go to #5
4. Student has long hair….Go to #6
a. Student has short hair …Student Name
11. Note: Dichotomous keys will vary based on the characteristics of students
in each class.
12. Use local resources to assign appropriate homework problems using
dichotomous keys for student practice (see Advance Preparation).
ELABORATE/EVALUATE – Performance Indicator - Taxonomy
Performance Indicator
• Use a dichotomous key to classify organisms from each kingdom
based on similarities and differences. (B.2H; B.4A; B.8A, B.8B, B.8C)
1C, 1E
1. Refer to the Handout: Classifying Organisms PI, Teacher Resource:
Classifying Organisms PI KEY, Teacher Resource: Kingdom
Description Station Cards PI, Teacher Resource: Kingdom
Dichotomous Keys PI, and Teacher Resource: Performance Indicator
Instructions KEY for information on administering the assessment.
Suggested Day 2
Materials:
• resealable plastic bags (1 per
student)
Attachments:
• Handout: Classifying Organisms
PI (1 per student)
• Teacher Resource: Classifying
Organisms PI KEY
• Teacher Resource: Kingdom
Description Station Cards PI (see
Advance Preparation, 1 per group
member)
• Teacher Resource: Kingdom
Dichotomous Keys PI (see
Advance Preparation, 1 per group
member)
• Teacher Resource: Performance
Indicator Instructions KEY
STAAR Note:
Student Expectation B.8B requires
students to categorize organisms using
a hierarchical classification system
based on similarities and differences
© 2008, TESCCC
Revised 09/29/08
page 6 of 7
Third Grade / Science
Unit: 08 Lesson: 01
Instructional Procedures
Notes for Teacher
shared among groups will be tested as
a Readiness Standard.
© 2008, TESCCC
Revised 09/29/08
page 7 of 7