Name____________________________
date
period
Chapter 21 Classifying and Exploring Life
Characteristics of Life LESSON 1
Directions: Unscramble each word.
(30 points)
Then write the correct term next to its definition on the lines provided.
240 points
Directions: Read each sentence and decide which type of organism it describes.
On the line before each item, write U for unicellular, M for multicellular, or B for
both unicellular and multicellular.
1. clel __________
17. These organisms are made of two or more cells.
2. samigron __________________
18. Some of these organisms lay eggs.
3. rainullclue __________________
4. steamhissoo __________________
19. These organisms grow as the number of cells increases.
5. cruelmalltiul __________________
20. These organisms use energy for everything they do.
__________________
__________________
6.
made of one cell
7.
the ability to maintain steady
internal conditions when
outside conditions change
__________________
__________________
__________________
8.
the smallest unit of life
9.
made of more than one cell
10. a thing that has all the
characteristics of life
21. During development, the cells in these organisms become
specialized.
22. These organisms are made of only one cell.
23. These organisms respond to internal and external stimuli.
24. These organisms have specialized cells for reproduction.
25. This organism grows only as the cell increases in size.
Directions: On the line before each definition, write the term that correctly matches
it. Each term is used only once.
26. Homeostasis is necessary for these organisms to survive.
__________________ 11.
__________________ 12.
a tadpole changing into a frog
27. These organisms reproduce by dividing and becoming two
cells.
__________________ 13.
__________________ 14.
eating because you feel hungry
a bacterium dividing and becoming
two bacteria
your body temperature staying the
same
__________________ 15.
what you need for doing all
activities
__________________ 16.
groups of cells working together
28. These organisms have specialized cells organized into
tissues.
29. These organisms maintain homeostasis.
Directions: Answer the question.
30. What process is considered to be growth when it occurs in a
multicellular organism and reproduction when it occurs in a
unicellular organism?
STANDARD V: Students will understand that structure is used to develop classification systems.
Objective 1: Classify based on observable properties.
Objective 3: Classify organisms using an orderly pattern based upon structure.
__________________
Buffalo Book iScience Chapter 21
Leopard Book Life iScience Chapter 1
Page 1
Name____________________________
date
Label Cells (Review)
period
16.
Bacterial Cell
17.
18.
19.
20.
21.
23.
Fungal Cell
24.
10.
9.
22.
11.
25.
8.
26.
12.
13.
27.
28.
29.
30.
31.
14.
32.
15.
STANDARD V: Students will understand that structure is used to develop classification systems.
Objective 1: Classify based on observable properties.
Objective 3: Classify organisms using an orderly pattern based upon structure.
Buffalo Book iScience Chapter 21
Leopard Book Life iScience Chapter 1
Page 2
Name____________________________
date
Classifying Organisms LESSON 2
Directions: On each line, write the term from Lesson 2 that correctly completes
each sentence. Some terms may be used more than once. (30 points)
period
Directions: Answer each question or respond to each statement in the space provided.
1. Aristotle classified all organisms into two groups—plants and
animals. Why did Whittaker propose a five-kingdom system?
1. Based on similar structures, Linnaeus classified all organisms into
two __________________.
2. As more discoveries were made, Whittaker proposed classifying
organisms into five __________________.
3. The current system of classifying organisms uses molecular analysis
and is called __________________.
4. The current system classifies organisms into three
2. What is the current system for classifying organisms called?
What evidence does it use to classify organisms?
_____________ and six ______________.
5. Scientists still use Linnaeus’s naming system called
___________ _
______
to give
3. List and describe the three Domains currently used in classification.
each species a name.
6. Ursus arctos is the __________________ for a brown
bear.
7. Ursus is the brown bear’s __________________.
8. The word arctos is the brown bear’s _________________
name.
9. A __________________ is a series of questions that helps
you identify an unknown organism.
10. A branched diagram called a __________________ can
help you understand the relationships among organisms.
4. What is binomial nomenclature?
5. Explain what makes up a scientific name.
What are the rules when writing scientific names.
11. Organisms of the same ______________ are able to produce
fertile offspring.
12. Homo sapiens is the __________________ for a humans.
6. How would you use a dichotomous key to identify an organism?
13. Members of Domain ______________ contain the genetic
material (DNA) into a nucleus.
14. Members of Domain ______________ live in extreme
environments like the Hot Springs at Yellowstone or the Great Salt
Lake.
7. How does a cladogram show the relationships among organisms?
STANDARD V: Students will understand that structure is used to develop classification systems.
Objective 1: Classify based on observable properties.
Objective 3: Classify organisms using an orderly pattern based upon structure.
Buffalo Book iScience Chapter 21
Leopard Book Life iScience Chapter 1
Page 3
Name____________________________
date
Scientific Names
(50 points)
Kingdom Animalia
Bison bison
Camelus dromedarius
Canis familiaris
Equus caballus
Equus zebra
Falco sparverius
Homo sapiens
Mantis religiosa
Melospiza melodia
Mus musculus
Panthera leo
Panthera tigris
Rattus rattus
Pteridophyta
Ferns and
relatives
Using Scientific Names (44 points) (one point identified, one point capitalized)
Scientific names use Latin or Greek forms of words.
For each common name, choose a scientific name from the list.
Write the scientific name on the line.
Common Name
1. Dog
Kingdom Plantae
Acer nigrum
Acer saccharum
Betula papyrifera
Ginkgo biloba
Pinus nigra
Pinus strobes
Pinus virginiana
Populus tremuloides
Trifolium repens
1. Look at the cladogram shown below. According to the cladogram,
which plants are flowering plants most closely related to?
Bryophyta
Mosses and
relatives
period
Coniferophyta
Cone-bearing
plants
Angiospermae
Flowering
plants
Flowers
Seeds
Tissue to
move fluids
Scientific name
_______________________
2.
House mouse
_______________________
3.
Black rat
_______________________
4.
Praying mantis
_______________________
5.
American bison
_______________________
6.
Tiger
_______________________
7.
Lion
_______________________
8.
Dromedary camel
_______________________
9.
Zebra
_______________________
10. Horse
_______________________
11. Human
_______________________
12. Sparrow hawk
_______________________
13. Song sparrow
_______________________
14. Clover
_______________________
15. White pine
_______________________
16. Virginia Pine
_______________________
17. European Black Pine
_______________________
18. Black Maple
_______________________
19. Sugar Maple
_______________________
20. Gingko (Maidenhair Tree) _______________________
2. What are some common names of plants in each division?
21. Quaking Aspen
_______________________
22. Paper Birch
_______________________
STANDARD V: Students will understand that structure is used to develop classification systems.
Objective 1: Classify based on observable properties.
Objective 3: Classify organisms using an orderly pattern based upon structure.
Buffalo Book iScience Chapter 21
Leopard Book Life iScience Chapter 1
Page 4
Name____________________________
date
30 points
Taxonomic Keys & Representations
Fill in the answers on a taxonomic key.
This key will allow you to separate out each of the kingdoms.
Key Concept What methods are used to classify living things into
groups?
1. How many choices are there at each step in a dichotomous key?
Key to the Six Kingdoms
1. A. Unicellular
B. Multicellular
2. A. Does not have a nucleus (prokaryote)
period
Go to 2
Go to 4
Go to 3
2. Imagine that you just observed an insect landing on your desk.
How can a dichotomous key help you identify the kind of insect you saw?
B. Has a nucleus (eukaryote) 2B_________________
3. A. Live in extreme environments 3A________________
3. Write two questions you might see in a dichotomous key for insects.
B. Does not live in extreme environments 3B___________
4. A. Autotrophic cell wall of cellulose 4A
B. Heterotrophic
______________
Go to 5
5A _________________
Absorbs food, cell wall of chiton 5B ______________
5. A. Eats food, has no cell wall
o
o
o
o
o
o
o
o
o
o
o
o
o
B.
Label:
Cell Wall
No Cell Wall
Multicellular
Unicellular
Prokaryotes
Eukaryotes
Eubacteria
4.
Archaea
Protista
Fungi
Animalia 6.
Plantae
Draw a line
8.
separating
autotrophs from
heterotrophs
4. What is the diagram below called?
1.
3.
Salamander
Lizard
Salmon
2.
5.
Hamster
Chimpanzee
Opposable thumbs
Fur, mammary glands
Claws or nails
Lungs
5. Which organisms shown have claws or nails?
6. Which organisms shown do not have lungs?
7.
9.
7. Which organisms shown have fur and mammary glands?
8. How are lizards and salamanders similar?
10.
11.
12.
9. What are the differences between lizards and salamanders?
STANDARD V: Students will understand that structure is used to develop classification systems.
Objective 1: Classify based on observable properties.
Objective 3: Classify organisms using an orderly pattern based upon structure.
Buffalo Book iScience Chapter 21
Leopard Book Life iScience Chapter 1
Page 5
Name____________________________
Classifying Life Video Review
date
(25 points)
You Decide! 1. How would you group these pieces of sporting
equipment?
You Compare! 2. How are dolphins and trout different?
You Decide! 3. What is the problem with a common name?
You Decide! 4. What do the following living things have in
common - this worm, this marmot, and this starfish?
Video Quiz:
1. _______________ is the process of grouping things based
on shared ancestry.
2. Scientists classify living things so they can be easier to
_______________.
3. Carolus _______________ is the developer of the modern
classification system.
4. The classification system consists of several groups called
_______________.
5. _______________ nomenclature is the naming system in
which an organism has two names.
6. Acer saccharum is this tree’s ______________ name.
7. The theory of _______________ serves as the basis for
modern taxonomy.
8. Classification is often based on the ______________
appearance of an organism.
9. Organisms that evolved from a common ___________ are
grouped together.
10. There are a total of _______________ categories in the
modern classification system.
period
Vocabulary
Directions: Unscramble the vocabulary words in the first column.
Match the words to the definitions in the second column.
____ 1. csfaolsitnaici
a. an organism’s genus and
species name.
____ 2. ttsaixmoon
b. categories into which related
living things are placed.
____ 3. rucslao nsienlua
c. broadest category in
classification system.
____ 4. ioilamnb
d. the basis by which organisms
are grouped together.
cenlroaumtne
e. language used for an
organism’s scientific name.
____ 5. csicfi ietn mnea
f. a scientist responsible for
classification of living things.
____ 6. xtaa
g. most specific category in
classification system.
____ 7. mconom cyatsnre
h. the process of placing
organisms into groups.
____ 8. natli
i. Scientist credited for
development of the system of
modern classification.
____ 9. sseeicp
j. the process of giving an
organism two names.
____ 10. igodnmk
STANDARD V: Students will understand that structure is used to develop classification systems.
Objective 1: Classify based on observable properties.
Objective 3: Classify organisms using an orderly pattern based upon structure.
Buffalo Book iScience Chapter 21
Leopard Book Life iScience Chapter 1
Page 6
Name____________________________
date
period
Classifying Life Post Assessment
Dichotomous Key
Directions: Fill in the blank with the correct word. (20 points)
A list of possible answers is provided at the bottom of the page.
Directions: Classify these living things:
frog, hawk, snake, daisies, fish, cricket, fox, mushroom, bacteria, worm
1. Organisms tend to be grouped based on common
_____________.
2. Scientists use _____________in naming living things.
3. _____________is the process of grouping organisms.
4. The most specific classification category is _________
.
5. The broadest classification category is ____________.
6. The two-part name of an organism forms its ____________
name.
7. _____________are scientists who classify organisms.
8. Taxa are categories ranging from broad to ____________.
9. Scientists group living things so they are easier to
___________.
10. The naming system in which a living thing has two names is
referred to as _____________ _____________.
kingdom
specific
ancestry
classification
binomial nomenclature
scientific
study
Latin
taxonomists
species
STANDARD V: Students will understand that structure is used to develop classification systems.
Objective 1: Classify based on observable properties.
Objective 3: Classify organisms using an orderly pattern based upon structure.
Buffalo Book iScience Chapter 21
Leopard Book Life iScience Chapter 1
Page 7
Name____________________________
Exploring Life
LESSON 3
date
(25points)
Key Concept What are the types of microscopes, and how do they compare?
Directions: On each line, write the term from 21.3 that correctly completes each
sentence. Some terms may be used more than once.
1. A simple _________________ uses one lens to magnify
an image.
2. The magnification of a(n) _________________ is found by
multiplying the magnification of the ocular lens by the magnification
of the objective lens.
3. A(n) _________________is a type of light microscope.
4. A TEM is one type of _________________.
5. In a(n) _________________________, electrons
bounce off an object.
6. In a(n) _________________, electrons pass through an
object.
period
Key Concept How did microscopes change our ideas about living things?
11. How did microscopes make the
discovery of cells possible?
12. What important classification trait
did the invention of microscopes
allow scientists to see?
13. Leeuwenhoek’s simple microscope
could magnify an image about 270 times its original size.
What kinds of objects did he observe with his microscope?
How did this change
classification of life?
7. A(n) _________________ produces a three-dimensional
image of a cell’s surface.
8. A(n) _________________ produces an image of the tiny
structures inside a cell.
14. How are light
microscopes different from electron microscopes?
9. The two main types of microscopes are the ____________
and the _________________.
10.
______________________ used a simple microscope
like the one illustrated.
15. What are the differences between a transmission electron microscope
and a scanning electron microscope?
STANDARD V: Students will understand that structure is used to develop classification systems.
Objective 1: Classify based on observable properties.
Objective 3: Classify organisms using an orderly pattern based upon structure.
Buffalo Book iScience Chapter 21
Leopard Book Life iScience Chapter 1
Page 8
Name____________________________
date
period
Classifying Utah
In this activity you are to classify a set of organisms found in Utah, using a taxonomic key.
Use the organisms from the following list. Read each characteristic and follow one of the two choices given. When you run out of steps
indicating “Go to” write the common name of the organism on the line provided next to the scientific name. One the line next to each common
name in the list, write the steps taken to reach the end. The Western rattlesnake has been done for you. (30 points) (answer = 1 + path = 2)
1. A. Autotrophic
B. Heterotrophic
2. A. Makes cones (conifer)
B. Does not make cones (makes flowers)
Go to 2
Go to 4
________________Picea pungens
Write the path here:
Quaking Aspen _________________
Go to 3
Cougar ______________________
________________Calochortus nuttalli
Flower are catkins; propagates through root stalks ______________Populas tremuloides
3. A. Monocot; roots are edible
B.
Cutthroat trout _____________________
Colorado blue spruce ________________
4. A. Has a backbone
B. Does not have a backbone
Go to 6
Go to 5
Earthworm ________________
________________Lubricus terrestrias
________________Anabrus simplex
Mormon Cricket ___________________
6. A. Lays eggs
B. Does not lay eggs; mammal
Go to 7
Go to 9
California Seagull __________________
7. A. Warm-blooded, has feathers
B. Cold-blooded, has scales
________________Larus argentatus
5. A. Elongated body; no legs
B. Shortened body with jointed legs
8. A. Lays eggs in water; has fins and gills
B. Carnivore
Sego Lily __________________
Western rattlesnake _1B, 4A, 6A, 7B, 8B_
Go to 8
________________Onchorhynus clarki
B. Lays eggs on land; does not have fins nor gillsWestern
9. A. Herbivore
Rocky Mountain Elk _________________
rattlesnake Crotalus viridis
________________Cervus canadensis
________________Felis concolor
STANDARD V: Students will understand that structure is used to develop classification systems.
Objective 1: Classify based on observable properties.
Objective 3: Classify organisms using an orderly pattern based upon structure.
Buffalo Book iScience Chapter 21
Leopard Book Life iScience Chapter 1
Page 9
Name____________________________
date
period
Classification
1
2
3
DOWN
4
5
6
7
8
9
10
11
12
ACROSS
4. Many cells, like Animal.
Plant and Fungi kingdoms.
5. Animal, Plant, Fungal,
Protista and Bacterial cells
contain these organelles which
are chemical factories where
proteins are produced.
6. Kingdom of Multicellular
autotrophs.
7. The broadest level of
organization after Domain.
10. The smallest unit of life.
13
14
15
16
17
18
19
1. Organisms that make
their own food
2. The science of
taxonomy uses this to
organize living things into
groups.
3. Archaebacteria are not
classified with these true
bacteria, the other
prokaryote kingdom,
because they have different
chemical makeups.
8. Some bacteria move by
using this long, whiplike
structure
9. This type of information
is stored in DNA in the
nucleus of an eukaryotic
cell.
15. A group of organisms
that can interbreed.
18. Scientists collect and
use this to classify and
learn about organisms.
20
11. The only kingdom of eukaryotes that contains both autotrophs and heterotrophs and both unicellular and multicellular colonial organisms.
12. Recent data separates these bacteria from the Eubacteria because they live in extreme environments, such as hot springs
13. This cell structure provides structure and support outside of the membrane in both Kingdom Protista and Kingdom Fungi.
14. The science of classifying organisms, including living, dead, and extinct
16. Organisms that share this same group name are more closely related than those that share the same family name.
17. This characteristic of life is the only characteristic that viruses share with living organisms.
19. Organisms that were once alive, but no longer living and reproducing.
20. Bacteria are called ____________________ because their genetic material is not contained in nuclei.
STANDARD V: Students will understand that structure is used to develop classification systems.
Objective 1: Classify based on observable properties.
Objective 3: Classify organisms using an orderly pattern based upon structure.
Buffalo Book iScience Chapter 21
Leopard Book Life iScience Chapter 1
Page 10