ON your own sheet of paper . . . Last name, FirstDate

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ON your own sheet of paper . . .Last name,
First Date

• TITLE Theory of Evolution by Natural Selection
• (five sentences minimum)
• In a paragraph discuss how variation,
  competition, survival, and reproduction within a
  species can lead to the adaptation of an
  organism. Why are all four concepts necessary
  for natural selection to occur over time?

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LIST AS MANY OBJECTS AS YOU CAN IDENTIFY (Biotic
and Abiotic) - (4 min)
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PARTNER PAIR SHARE

• With at least 1 other classmate compare your
  lists. (3 min)
• Everyone must have a partner everyone should be
  talking or actively listening!

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PARTNER PAIR SHARE

• With at least 1 other classmate compare your
  lists. (3 min)
• Everyone must have a partner everyone should be
  talking or actively listening!
• Were there any items that only one of you listed?
• Were there any items that each of you referred to
  by different names?

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PARTNER PAIR SHARE

• With at least 1 other classmate compare your
  lists. (3 min)
• Everyone must have a partner everyone should be
  talking or actively listening!
• Were there any items that only one of you listed?
• Were there any items that each of you referred to
  by different names?
• Next (with your partner)- determine 3 ways to
  group your list

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ESSENTIAL QUESTION Who Decides What, How, and
Why We Classify Things

• REVIEW LEARNING TARGETS ON SIDE BOARD

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ESSENTIAL QUESTION Who Decides What, How, and
Why We Classify Things

• REVIEW LEARNING TARGETS ON SIDE BOARD
• Where do we organize through classification?

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Why do we classify things?

• Supermarket aisles
• Libraries
• Classes
• Teams/sports
• Members of a family
• Roads
• Cities
• Money

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What is classification?

• Classification putting things into orderly
  groups based on similar characteristics
• Taxonomy the science of describing, naming, and
  classifying organisms

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Classification of Living Things
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Early classification

• Aristotle grouped everything into
• simple groups such as animals or plants
• He then grouped animals according to if they had
  blood or didnt have blood, and if they had live
  young or laid eggs, and so on

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Binomial Nomenclature

• Developed by Carolus Linnaeus
• Swedish Biologist 1700s
• Two-name system
• Genus and species named using Latin or Greek words

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Rules used to write scientific names

• Homo sapiens
• An organisms genus is always written first the
  organisms species is always written second
• The genus is Capitalized the species is
• written in lower case
• Scientific names of organisms are always
  italicized or underlined

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Modern Taxonomy

• The Evidence used to classify into taxon groups
•   1) Embryology
•   2) Chromosomes / DNA
•   3) Biochemistry
•   4) Physiology
•   5) Evolution
•   6) Behavior

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The modern system of classification has 8 levels

• Order
• Family
• Genus
• Species

• Domain
• Kingdom
• Phylum
• Class

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Helpful way to remember the 8 levels

• Dumb kids playing catch on freeways get squashed
• Ormake up your own
• D K P C O F G S

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Levels of Classification

• Domain One World/Earth
• Kingdom -
• Phylum -
• Class -
• Order -
• Family -
• Genus -
• Species -

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Using the Classification System

• Field guides help identify organisms.
• -they highlight differences between similar
  organisms (like trees)
• Taxonomic Key (Dichotomous Key)
• -paired statements that describe the physical
  characteristics of different organisms

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Taxonomic Key

• 1a Fruits occur singly ..........................
  ....................... Go to 3
• 1b Fruits occur in clusters of two or more
  ................ Go to 2
• 2a Fruits are round .............................
  ...................... Grapes
• 2b Fruits are elongate ..........................
  ..................... Bananas
• 3a Thick skin that separates easily from flesh
  .........Oranges
• 3b Thin skin that adheres to flesh
  .............................. Go to 4
• 4a More than one seed per fruit
  ............................ Apples
• 4b One seed per fruit ............................
  ................ Go to 5
• 5a Skin covered with fuzz....................
  Peaches
• 5b Skin smooth, without fuzz......................
  ..... Plums

What steps would you use to identify an apple?
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• Motivation
• Begin the lesson by warming students up with a
  review that will illustrate useful groupings of
  plants, animals, and non-living objects. Ask
  students to volunteer objects (such as a pen, a
  book, a coat) for scientific observation. Then
  add living objects such as plants or animals to
  the collection. Line up the objects on a table or
  in one area of the room. Now ask the students to
  observe the group. Ask students questions such
  as
• How many different ways can you find to group or
  pair these elements?
• Which elements are non-living objects?
• Which are living organisms?
• What features determine whether something is
  alive or not?
• After the discussion, expand the activity by
  asking students to choose a living organism from
  the original group and then group it with two
  other living organisms in the classroom. Ask
  students
• What features did you use to group the organisms?
• What might be the purposes of these features?
• Extensions
• Have students use this site to observe undersea
  environments filled with animals, plants, and
  other diverse life forms. Fabio's Scuba Diver
  Picture Gallery captures the colorful variety of
  life hidden beneath the ocean and even includes
  their scientific names. Students can watch a
  slide show of many amazing (and rare) creatures
  they've probably never seen before. Encourage
  them to group these creatures.

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• New Species Have students work in pairs or
  groups to create new animal species. Invite
  students to imagine that they have discovered a
  new species of animal, never before seen. They
  should draw a picture of their animal, describe
  its physical and behavioral characteristics,
  describe its habitat, and make up a name for it
  that would fit into the system of binomial
  nomenclature. Encourage students to use their
  imaginations when creating their new species.
• What are some examples of everyday words that
  name groups or classes of things? Think about
  subjects you study in school such as grammar,
  math, and social studies. What problems would
  arise if words such as noun (a word for a class
  of words) and fraction (a word for a class of
  numbers) did not exist?
• How do we use classification to make our everyday
  lives easier? For example, how would you use
  classification to do the following organize your
  desk, organize your drawers or closet, plan a
  meal, decide what clothes to take on a trip?
• Linnaeus?s system of animal classification is
  based on common physical characteristics. Can you
  devise a system of animal classification based on
  some other idea?behavior or habitat, for example?
  In your new system, what animals would be classed
  together that are not classed together in
  Linnaeus?s system
• We classify people in many ways for example, by
  race, religion, physical appearance, ethnic
  origin, profession, life style, and so on. In
  which ways can classification of human beings be
  helpful? In which ways can it be harmful
• Divide your class into groups and have them
  devise their own system of classifying everyday
  objects around the room. Students should use at
  least four levels of classification, but they may
  use as many more levels as they find necessary.
  They should end up with a two-part name for each
  of several objects in the room. Advise students
  to use Linnaeus?s system as a model, starting out
  with one classification level that divides all
  the objects in the room into two major
  categories. For example, the two ?phyla? could be
  ?natural? (made of natural materials) and
  ?artificial? (made of artificial materials) or
  ?useful? and ?decorative.? The two major
  categories combined should include all objects in
  the room, and the final ?genus? and ?species?
  names should exclude all objects but the one
  being identified. (Students may use descriptive
  phrases rather than single words, and, of course,
  they should not be required to use Greek or Latin
  terms.)