Chapter 3, Lesson 1
Materials:
- Worksheet, Classifying
Sports Equipment, (If possible have the following peices of gym equipment
for the students to see, baseball, golf ball, racquet ball, tennis ball, baseball
bat, golf club, racquetball racquet, tennis racquet.) Day1
- old magazines containing pictures of animals.Day1
- sissors, glue, blank white paper.Day1
- Seven
Levels of Classification Worksheet, Day 2
- Classification
of Animals Worksheet, Day 2
Objective:
- Students will explain how biologists classify animals.
- Students will name the seven levels in the classification system of organisms.
- Students will identify the two parts of a scientific name.
Alaska Standards:
- SCI A-12 Students will distinguish the patterns of similarity and differences
in the living world in order to understand the diversity of life and understand
the theories that describe the importance of diversity for species and ecosystems.
- SCI A-15 Students will use science to understand and describe the local
environment.
- SCI B-1 Students will use the processes of science: classifying.
- SCI C-3, Students will understand that society, culture, history, and environment
affect the development of scientific knowledge.
Anticipatory Set: Students will be given
the Lab Page, Classifying
Sports Equipment. The instructor will work through with the students how
to classify the equipment two different ways using the sheet.
Teacher Input:
Students will define the word classify. The teacher will then emphasize these
points.
- Aristotle 2300 years ago devised the first classification system, dividing
living things as plants or animals and subdividing animals into land dwellers,
ater dwellers, and air dwellers.(Why did Aristotle not have trouble classifying
microorganisms?)
- 300 years ago Linnaeus devised the seen-level classification system that
biologists use today.
- Biologist divide animals into groups based on their similarities in appearance,
cell structure, hereditary, and many other traits.
- The sience of classifying animals is called taxonomy.
Teacher Modeling: Students
will look at the picture
on page 42. Students will discuss how they might classify these vehicles.
Independent Practice, End of Day one.
Have the students find pictures of organisms in old magazines and cut them out.
Glue the picture of the organisms to a blank white peice of paper. Have the
students name the organism in English, Athabaskan, and then reasearch and find
its scientific name. On challenge point for each completed picture.
Check for Understanding:
Students will discuss the seven levels of classification and how they might
remember the levels. Use the worksheet Seven
Levels of Classification to help. Students will then provide definitions
for Phylum, Genus, and Species. Students will discuss why the diagram on page
44 shows the Levels of classification as an upside-down pyramid.
Guided Practice:
Students will look at the diagram on P45 of the classification of four organisms.
Using the diagram students will answer the questions:
- What is the Kindom of all four organisms?
- Which animal breaks of from the others first?
- Which animal is least like the other three?
- Which animals are the last two to break off?
- Which two animals are most alike?
Closure: Students will define scientific
name. Students will then list all of the common names they can think of for
a mountain lion. Use the Internet for help. Students will complete the worksheet,
The Classification of Animals with their instructor.
Independent Practice:
- Students will research to find the scientific classification of the grey
wolf (all seven levels). Students will e-mail me for 10 challenge points each.
Duration:
30 minutes + 10-15 for Independent Practice (Could be longer if taken for homework).
