Designed by: Sally R. Funderburk      School: A.C. Flora High School

GRADE LEVEL: 9-10                                 SUBJECT: BIOLOGY

CORE CURRICULUM OBJECTIVE(S):  Analyze the complexity of classifying organisms based on criteria such as structural adaptations, physiology, nutritional strategies, biochemical similarities, genetic similarities, embryological similarities, and methods of reproduction. (B IIC3b)

OVERVIEW: The student will identify the reasons for a classification system, and cite the history of scientific classification. Working in groups, the students will use field guides and dichotomous keys to classify organisms using binomial nomenclature. As a culminating activity, students will create an "Aves Awareness" project in which eight birds are classified according to binomial nomenclature, methods of reproduction, structural adaptations, physiology, nutritional strategies, and habitat.

FOCUS/ESSENTIAL QUESTION(S): 

What is taxonomy and why is it necessary? 

Who were the first taxonomists and what did each contribute? 

How are field guides and dichotomous keys useful? 

How are organisms classified? 

What are the seven taxons in the present taxonomic system?

TIME FRAME: Three 90-minute class periods for instruction and activities; allow up to two weeks for students to complete the project on their own time.

RESOURCES/MATERIALS:

Biology text such as Biology: Principles and Explorations (Holt, Rinehart and Winston) under classification (p.431)

Paper, pencils, overhead projector or chalkboard

"stations" set up with information about Aristotle, John Ray, and Linnaeus

Field Guides such as "Familiar Trees of South Carolina", Clemson University

A lab manual exercise on Dichotomous Keys, such as Prentice Hall, or Holt, Rinehart and Winston. Nearly every publisher's ancillary materials contain this exercise. I have used frogs, salamanders, and sharks and rays, for example.

Samples of leaves

The students' shoes

Field guides on birds, such as Birds of North America (Golden Press), The Audubon Society Field Guide to North American Birds (Alfred A. Knopf)

Web sites on birds such as http://www.refdesk.com

Computer with PowerPoint capabilities (optional)

Laser disk player

Bio Sci II laser disk

CULMINATING ASSESSMENT: The student will create an "Aves Awareness" project in the form of a booklet, HyperCard Stack or PowerPoint Presentation. It will highlight any eight birds that the student chooses. (A theme may be employed, but is not necessary, such as birds that are sports mascots, birds that are cartoon characters, or shore birds.) The objectives of the project include assigning correct taxonomic names, observation of birds in nature, understanding of adaptations of feet and beaks to habitats and nutritional strategies, and understanding about significance of care of young.

The finished projects can be displayed in the Media Center and entered in the Richland District One Literacy Festival Book Award Contest.

I have included the rubric that I use. This project additionally addresses other curriculum objectives:

Identify technologies that could enhance the collection of data. (B IB3)

Give examples of common behavioral responses in organisms that maximize their fitness and success, such as waggle dancing, courtship, and nesting behaviors. 
(B IIF3a)

Give examples that illustrate the adaptive value of innate behavior. (B IIF2e)

INSTRUCTIONAL ACTIVITIES:

Day 1

Essential Questions:

What is taxonomy and why is it necessary? 

Who were the first taxonomists and what did each contribute? 

What are the seven taxons in the present taxonomic system?

Launch Activity:

Students will draw and label their choice from the following:

Your dresser and the items in the drawers

Your favorite video store and the layout

Your favorite grocery store and the layout

Brainstorming and Discussion:

The class will then share their illustrations and discuss. Students are encouraged to think about the following in their discussions: Why do we organize objects such as clothes, videos, or foods? Do you know where to look if you need a specific item? What if a new item is added to the collection; does it have a place in the classification scheme? What if a newcomer enters your room, video store, or grocery; would he know how to find the item? The discussion should culminate with the reasons that biologists use a classification system. Some of the reasons include the need to organize organisms based on similarities in physiology, anatomy, and embryology, the need to have a universal system that all scientists can use, eliminating confusion and misleading names, and the need for a system that allows for newly discovered organisms to be given a name.

Guided Practice:

In collaborative pairs, the students will then read, study, and discuss the history of classification. I have "stations" set up in the classroom with information about Aristotle, John Ray, and Linnaeus. The pairs should be able to discuss the contributions of each of these taxonomists and what part each provided to the modern taxonomic scheme. The discussion should culminate with a summary of the modern taxonomic system including binomial nomenclature, the seven taxons, and the six-kingdom system.

Closure:

3-2-1: Students should name three reasons a taxonomic system is used, two of the early taxonomists, and one of the taxons in the modern taxonomic scheme.

Day 2

Essential Question:

How are field guides and dichotomous keys useful?

Launch:

Nine students will volunteer to donate one of their shoes. The nine shoes will be placed in a pile at the center of the room so that all students can see them. One student should volunteer to be a "scribe" and the other students will begin to organize the shoes based on characteristics such as style, color, size, purpose, and shape. The teacher should guide the discussion. The "Kingdom" of Shoes should be divided into two basic "Phyla". The two phyla named should be able to include all of the shoes such as "Shoes with Laces" and "Shoes without Laces". Next, one of the phyla should be divided into "Classes", and so on, until all shoes are classified. The scribe will identify the scheme on the overhead or chalkboard will titles of taxons and the members (specific shoes). Finally, a tenth shoe will be donated, and the students will be able to correctly place it in the scheme.

Critical Thinking and Discussion:

The students will review the seven taxonomic groups, and discuss the hierarchical organization, using the shoes as the example. With examples, the teacher will then demonstrate two means of identifying organisms: a field guide and a dichotomous (or taxonomic) key.

Activity:

The students will be paired and will conduct a lab activity on using a dichotomous key using a prepared lab manual exercise such as Prentice Hall or Holt. The students should follow proper lab activity procedure and investigation skills.

Next, students will be grouped into sets of three, and will go outside to identify leaves using a field guide. Prior to the activity, the teacher should set up the leaf packets. The packet consists of two of the same type of leaf in a clear plastic sleeve. There should be 10 different packets, each with 2 leaves per plastic sleeve. The individual packets should be numbered 1 through 10. The students work in their groups of three to answer the worksheet. As each group finishes identifying the leaves in a packet, then they pass it on. The groups can identify the leaf packets in any order. I use "Familiar Trees of South Carolina" by Clemson University for this activity. The leaves that the teacher selects may be from the school campus, or from another site as long as the students have a field guide that identifies those particular leaves. The group of three students should turn in one answer sheet with all their names on it. The answers to the worksheet should be in complete sentences. The students may write up this lab in a composition book complete with title, objective, and the "I learned..." conclusion statement. The students should be encouraged to reflect on the complexity of classifying their leaves in the conclusion statement. For example, "I found that it was difficult to distinguish a loblolly pine from a slash pine because the needles were so similar." This can be graded on a 100-point scale with each question counting 5 points.

Closure:

To ensure success, allow two groups to pair and then discuss their answers to the worksheet. If the students discover a discrepancy in their answers, they have the opportunity to discuss and evaluate the proper response.

Day 3

Essential Question:

How are organisms classified?

Culminating Activity:

The students will be given the rubric for the "Aves Awareness" Project. The teacher will discuss and demonstrate, and answer questions. Time will be allotted for the student to think about which birds he would like to research. The Bio Sci II laser disk has a section on birds that may help expose students to the great diversity of birds. Next, students will be allowed to go to the Media Center or Technology Center to research their chosen birds and check out field guides on birds. Use of Web sites are encouraged, as are field guides and reference materials. The teacher should circulate with the class, answering questions and helping with suggestions. This is an extended project that cannot be completed on this one day; however, the student should leave the Media Center with all the information needed to complete the project on his own time.