Biologically Speaking Taxonomy Teachers Guide Discovery Education

8/8/2019 Biologically Speaking Taxonomy Teachers Guide Discovery Education

1/26 Copyright 2002 AIMS Multimedia Biologically Speaking: Classification of Living Organisms #2606

Biologically Speaking: Classification of Living Organisms

INTRODUCTION TO THE AIMS TEACHING MODULE (ATM)

Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Organization and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

INTRODUCING Biologically Speaking: Classification of Living Organisms

Jump Right In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

PREPARATION FOR VIEWING

Introduction to the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Introduction to Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Discussion Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

AFTER VIEWING THE PROGRAM

Suggested Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Checking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Word Search . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

True or False . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

TEACHERS NOTE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Thumbs Up for Survival! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Vocabulary Match-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

ADDITIONAL AIMS MULTIMEDIA PROGRAMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

ANSWER KEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19


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Copyright 2002 AIMS Multimedia Biologically Speaking: Classification of Living Organisms #2606

2

Congratulations!You have chosen a learning program that will actively motivate your students and provide you with easily accessible and easily manageable

instructional guidelines and tools designed to make your teaching role efficient and rewarding.

The AIMS Teaching Module (ATM) provides you with a video program correlated to your classroom curriculum, instructions and guidelines foruse, plus a comprehensive teaching program containing a wide range of activities and ideas for interaction between all content areas. Our

authors, educators, and consultants have written and reviewed the AIMS Teaching Modules to align with the Educate America Act: Goals 2000

This ATM, with its clear definition of manageability, both in the classroom and beyond, allows you to tailor specific activities to meet all of your

classroom needs.

AIMS Teaching Module written by Pat Davies.

Copyright 2002 AIMS MultimediaAll Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS Multimedia with these exceptions: Persons or schools purchasing thisAIMS Teaching Module may reproduce consumableATM pages, identified in Section 4, for student or classroom use.

AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries since 1957. AIMS draws upon the most up-to-date knowledge, existingand emerging technologies, and all of the instructional and pedagogical resources available to develop and distribute educational programs in videocassette and CD-ROM.

Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact:

AIMS Multimedia at:Toll Free: 1-800-367-2467

Fax: 818-341-6700 Web: www.aimsmultimedia.comEmail: [email protected]

RATIONALE

In todays classrooms, educational pedagogy is often founded on

Benjamin S. Blooms Six Levels of Cognitive Complexity. The

practical application of Blooms Taxonomy is to evaluate students

thinking skills on these levels, from the simple to the complex:

1. Knowledge (rote memory skills),

2. Comprehension (the ability to relate or retell),

3. Application (the ability to apply knowledge outside its origin),

4. Analysis (relating and differentiating parts of a whole),

5. Synthesis (relating parts to a whole)

6. Evaluation (making a judgment or formulating an opinion).

The AIMS Teaching Module is designed to facilitate these intellectual

capabilities, and to integrate classroom experiences and assimilation

of learning with the students life experiences, realities, and

expectations. AIMS learner verification studies prove that our AIMS

Teaching Modules help students to absorb, retain, and to demonstrate

ability to use new knowledge in their world. Our educational

materials are written and designed for todays classroom, which

incorporates a wide range of intellectual, cultural, physical, and

emotional diversities.

ORGANIZATION AND MANAGEMENT

To facilitate ease in classroom manageability, the AIMS Teaching

Module is organized in three sections:

I. Introducing this ATM

will give you the specific information you need to integrate the

program into your classroom curriculum.

II. Preparation for Viewing

provides suggestions and strategies for motivation, language

preparedness, readiness, and focus prior to viewing the program

with your students.

III. After Viewing the Program

provides suggestions for additional activities plus an assortment of

consumable assessment and extended activities, designed to broaden

comprehension of the topic and to make connections to other

curriculum content areas.


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FEATURES

INTRODUCING THE ATM

Your AIMS Teaching Module is designed to

accompany a video program written and

produced by some of the worlds most

credible and creative writers and producers

of educational programming. To facilitate

diversity and flexibility in your classroom

and to provide assessment tools, your AIMS

Teaching Module features these components:

Themes

This section tells how the AIMS Teaching

Module is correlated to the curriculum.

Themes offers suggestions for interaction

with other curriculum content areas,

enabling teachers to use the teaching

module to incorporate the topic into a

variety of learning areas.

Overview

The Overview provides a synopsis of content

covered in the video program. Its purpose is

to give you a summary of the subject matter

and to enhance your introductory

preparation.

Objectives

The ATM learning objectives provide

guidelines for teachers to assess what

learners can be expected to gain from each

program. After completion of the AIMS

Teaching Module, your students will be able

to demonstrate dynamic and applied

comprehension of the topic.

Preparation for Viewing

In preparation for viewing the video

program, the AIMS Teaching Module offersactivity and/or discussion ideas that you

may use in any order or combination.

Introduction To The Program

Introduction to the Program is designed to

enable students to recall or relate prior

knowledge about the topic and to prepare

them for what they are about to learn.

Introduction To Vocabulary

Introduction to Vocabulary is a review of

language used in the program: words,

phrases, and usage. This vocabulary

introduction is designed to ensure that all

learners, including limited English

proficiency learners, will have full

understanding of the language usage in the

content of the program.

Discussion Ideas

Discussion Ideas are designed to help you

assess students prior knowledge about the

topic and to give students a preview of what

they will learn. Active discussion stimulates

interest in a subject and can motivate even

the most reluctant learner. Listening, as well

as speaking, is active participation.

Encourage your students to participate at the

rate they feel comfortable. Model sharing

personal experiences when applicable, and

model listening to students ideas and

opinions.

Focus

Help learners set a purpose for watching the

program with Focus, designed to give

students a focal point for comprehension

continuity.

Jump Right In

Jump Right In provides abbreviated

instructions for quick management of the

program.

After Viewing the Program

After your students have viewed th

program, you may introduce any or all o

these activities to interact with other

curriculum content areas, provide

reinforcement, assess comprehension skills

or provide hands-on and in-depth extended

study of the topic.


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SUGGESTED ACTIVITIES

The Suggested Activities offer ideas for

activities you can direct in the classroom or

have your students complete independently,

in pairs, or in small work groups after they

have viewed the program. To accommodate

your range of classroom needs, the activities

are organized into skills categories. Their

labels will tell you how to identify each

activity and help you correlate it into your

classroom curriculum. To help you schedule

your classroom lesson time, the AIMS

hourglass gives you an estimate of the time

each activity should require. Some of the

activities fall into these categories:

Meeting Individual Needs

These activities are designed

to aid in classroom continuity.

Reluctant learners and

learners acquiring English

will benefit from these

activities geared to enhance comprehension

of language in order to fully grasp content

meaning.

Curriculum Connections

Many of the suggested

activities are intended to

integrate the content of the

ATM program into other

content areas of the

classroom curriculum. These cross-

connections turn the classroom teaching

experience into a whole learning

experience.

Critical Thinking

Critical Thinking activities are

designed to stimulate

learners own opinions and

ideas. These activities require students to use

the thinking process to discern fact from

opinion, consider their own problems and

formulate possible solutions, draw

conclusions, discuss cause and effect, or

combine what they already know with what

they have learned to make inferences.

Cultural Diversity

Each AIMS Teaching Module

has an activity called Cultural

Awareness, Cultural Diversity,

or Cultural Exchange that encourages

students to share their backgrounds,

cultures, heritage, or knowledge of other

countries, customs, and language.

Hands On

These are experimental or

tactile activities that relate

directly to the material taught

in the program. Your students

will have opportunities to make discoveries

and formulate ideas on their own, based on

what they learn in this unit.

Writing

Every AIMS Teaching Module

will contain an activity

designed for students to use

the writing process to express

their ideas about what they have learned.

The writing activity may also help them to

make the connection between what they are

learning in this unit and how it applies to

other content areas.

In The Newsroom

Each AIMS Teaching Module

contains a newsroom activity

designed to help students make the

relationship between what they learn in the

classroom and how it applies in their world.

The purpose of In The Newsroom is to

actively involve each class member in a

whole learning experience. Each student will

have an opportunity to perform all of the

tasks involved in production: writing,

researching, producing, directing, and

interviewing as they create their own

classroom news program.

Extended Activities

These activities provide

opportunities for students to

work separately or together to

conduct further research,

explore answers to their own questions, or

apply what they have learned to other

media or content areas.

Link to the World

These activities offer ideas

for connecting learners

classroom activities to their

community and the rest of the world.

Culminating Activity

To wrap up the unit, AIMS

Teaching Modules offer

suggestions for ways to

reinforce what students have

learned and how they can use their new

knowledge to enhance their worldview.

ART


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5 Copyright 2002 AIMS Multimedia Biologically Speaking: Classification of Living Organisms #2606

ADDITIONAL ATM FEATURES

Vocabulary

Every ATM contains an activity that

reinforces the meaning and usage of the

vocabulary words introduced in the

program content. Students will read or find

the definition of each vocabulary word, then

use the word in a written sentence.

Checking Comprehension

Checking Comprehension is designed to

help you evaluate how well your students

understand, retain, and recall the

information presented in the AIMS Teaching

Module. Depending on your students needs,

you may direct this activity to the whole

group yourself, or you may want to have

students work on the activity page

independently, in pairs, or in small groups.

Students can verify their written answers

through discussion or by viewing the video a

second time. If you choose, you can

reproduce the answers from your Answer

Key or write the answer choices in a Word

Bank for students to use. Students can use

this completed activity as a study guide to

prepare for the test.

Reproducible Activities

The AIMS Teaching Module provides a

selection of reproducible activities, designed

to specifically reinforce the content of this

learning unit. Whenever applicable, they

are arranged in order from low to high

difficulty level, to allow a seamless

facilitation of the learning process. You may

choose to have students take these activities

home or to work on them in the classroom

independently, in pairs or in small groups.

Checking Vocabulary

The checking Vocabulary activity provides

the opportunity for students to assess their

knowledge of new vocabulary with this word

game or puzzle. The format of this

vocabulary activity allows students to use the

related words and phrases in a different

context.

Test

The AIMS Teaching Module Test permits you

to assess students understanding of what

they have learned. The test is formatted in

one of several standard test formats to give

your students a range of experiences in test-

taking techniques. Be sure to read, or

remind students to read, the directions

carefully and to read each answer choice

before making a selection. Use the Answer

Key to check their answers.

Additional AIMS Multimedia

Programs

After you have completed this AIMS

Teaching Module you may be interested in

more of the programs that AIMS offers. This

list includes several related AIMS programs.

Answer Key

Reproduces tests and work pages with

answers marked.

JUMP RIGHT IN

Preparation

Read Fire Fighters and Fire Safety for

Kids Themes, Overview, and

Objectives to become familiar with

program content and expectations.

Use Preparation for Viewing

suggestions to introduce the topic to

students.

Viewing

Set up viewing monitor so that all

students have a clear view.

Depending on your classroom size and

learning range, you may choose to

have students view Fire Fighters and

Fire Safety for Kids together or in small

groups.

Some students may benefit from

viewing the video more than one time.

After Viewing

Select Suggested Activities tha

integrate into your classroom

curriculum. If applicable, gather

materials or resources.

Choose the best way for students to

work on each activity. Some activities

work best for the whole group. Othe

activities are designed for students to

work independently, in pairs, or i

small groups. Whenever possible

encourage students to share their work

with the rest of the group.

Duplicate the appropriate number o

Vocabulary, Checking Comprehension

and consumable activity pages for your

students.

You may choose to have students take

consumable activities home, or

complete them in the classroom,

independently, or in groups.

Administer the Test to assess students

comprehension of what they have

learned, and to provide them with

practice in test-taking procedures.

Use the Culminating Activity as a forum

for students to display, summarize,

extend, or share what they have

learned with each other, the rest of the

school, or a local community

organization.


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Biologically Speaking: Classification of Living Organisms

Themes

Biologically Speaking: Classification ofLiving Organisms explores classificationthrough the seven major levels, from broad-est down to narrowest: kingdom, division(plants)/phylum (animals), class, order, fam-ily, genus and species. Organisms cell andbody structure, how they manufacture orotherwise obtain their food, the ecosystemsthey inhabit, their methods of reproduction,and their methods of locomotion - if any -are also covered. Organisms adaptabilityand their almost infinite variety colorfullyillustrate the living population of our world.

Overview

There are between two million and four anda half million different species of organismsliving today on Earth. Thousands of otherorganisms were also alive in the past but arenow extinct. To make it easier to study thesemillions of organisms, scientists havegrouped them into categories in the orga-nizing process called classification.Classification breaks all living organismsdown into seven groups. The broadest group

is that of the kingdom. Currently, most scien-tists recognize a total of five kingdoms,although some believe there may justifiablybe a sixth. Below the kingdom level, the clas-sification groupings become progressivelynarrower, leading to the most precise level,that of the species. Todays classification sys-tem allows us to efficiently study organismsfrom the simplest one-celled beings throughthe most complicated of vertebrate animals -the mammals.

Objectives

To explain the major kingdoms andhow their members are classified

To illustrate the seven levels ofclassification

To examine examples from each of theseven classification levels

To discuss how various plants, animalsand other organisms interact with theirenvironments

Introduction to the Program

Biologically speaking, how are humans clas-sified? What is the correct classification forthe gorilla? The program guides studentsthrough the four (out of seven) classificationlevels that humans and the gorilla have incommon - from the kingdom level downthrough order. The two species separate atthe family level. Humans belong to the fam-ily Hominidae, while the gorilla is a memberof the family Pongidae. The classificationsystem can be visually described as aninverted pyramid. The Kingdoms, at the wide top of the inverted pyramid, are the

broadest classification. The six following lev-els become progressively narrower and theirmembers share more characteristics in com-mon with one another. The program coversmany of the characteristics that organisms ateach level share, such as cell structure, bodystructure, food manufacture or procurement,reproduction, or locomotion.

Introduction to Vocabulary

Write the following words on the board andexplain that they will be referenced in the

video. Some students may be unfamiliar withthe terms. If the meaning of any word isunclear to the group, ask volunteers to usean appropriate reference source to check theterm and report their findings to the class.

angiosperms, class, division, eukaryotic,family, genus, gymnosperms, Homo sapiens,invertebrate, kingdom, nonvascular plants,order, phylum, primate, prokaryotic,species, vascular plants, vertebrate

Encourage students to note the context in

which the words are used in the program,and to be prepared to discuss their meaning.

Discussion Ideas

Ask the class to name as many different clas-sification groups as they can think of, along with different types of living organismsWrite their suggestions on the board. Havestudents arrange any organisms named intothe appropriate group(s). How do the nomi-nated organisms and groups relate to eachother? To which of the groups suggested dohumans belong? Which group(s) count thegorilla within their membership? The processof organizing living organisms into their sci-entific classification groups involves findingcommon characteristics among the organ-

isms - their cell structure, the structure andfunction of their different parts, their meansof nourishment, their method(s) of reproduc-tion or of locomotion. It can be a compli-cated business, and even scientists maydisagree about how to classify certainorganisms. This program covers classifica-tion into the five kingdoms of: Animalia,Plantae, Fungi, Monera and Protista.

Focus

Ask students to think for a moment about the

importance of being able to organize infor-mation in a usable way. Tell them that theclassification system involves the organizingof living organisms into different levels oflike groups so that they can more easily beidentified and studied. Tell them to keepthese thoughts in mind as they view the pro-gram. Let them know you will discuss theseand other aspects of classification followingthe screening.


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SUGGESTED ACTIVITIES

Critical Thinking

Adaptation is often the name of the game in an organisms survival. Many species of mammals, for example,

have made significant physical and behavioral adaptations to survive and reproduce in their environments. Ask

students to think carefully about the following mammalian adaptations and their functions: elephants trunk (allows

elephant to reach leaves in tall trees, and to scoop up water for drinking and bathing), beavers flat tail (helpsbeaver steer when swimming, make noise as a warning, and is used as a stool for sitting), opposable thumb of

some primates (helps primate grasp items and use tools), and leopards spots (camouflage that helps leopard blend

in with its surroundings). Discuss why these adaptations may have occurred and how students think they benefit the

animal.

Connection to Health and Nutrition

Ask each student to make a list of all the ways in which both bacteria and fungi are helpful to humans, and of the

ways in which both are harmful. Have them list specific examples of each. (Make your own list as students make

theirs.) Review the lists with the class and write the items on the board. Add your own answers to the board if the

students had not also thought of them.

Critical Thinking

Remind students that in addition to the two to four and a half million species of organisms that currently inhabit the

planet, several thousands of species that once existed are now extinct. Tell students that although many examples

of extinction were caused by specific events or processes (such as humans hunting the passenger pigeon to extinc-

tion), most instances were caused by a failure to adapt to changes in environment. Some scientists and philoso-

phers say that the natural selection process of evolution is truly the survival of the fittest. Discuss with students

what they think the phrase means and how it relates to the survival of a species.

Link to the World

Ask students to look carefully at home, at school, and in the surrounding neighborhoods for a variety of kinds of

living organisms. Have them create lists of the organisms they find. Have them classify the organisms at the sevenclassification levels: kingdom, division (plants) or phylum (animal), class, order, family, genus and species. Allow

time for students to share their classifications with the class. Discuss their findings and have students develop some

generalizations about the biological community of your local ecosystem.

Connection to Geography/History

Certain gymnosperms - various species of evergreen trees - are the largest, oldest plants on Earth. Have students

work individually or in small groups to research such things as the geographic location in which the tallest gym-

nosperm trees grow, the height of the tallest recorded, the age and species of the oldest gymnosperm. Have them

calculate the height ratio between the tallest tree and the tallest building in your community and illustrate it with a

bar graph. Have them draw a timeline that includes the age of the oldest known gymnosperm along with histori-

cal events that surround the era in which that tree first sprouted. Ask each group to write a report consolidatingtheir findings, illustrated with their height ratio bar graph, timeline, and a drawing or photo of the tree ring means

of dating the age of a given tree. Ask for volunteers from each group to present their report to the class.

30 Minutes

40 Minutes

HEALTH

15 Minutes

Extended

Extended

GEOGRAPHY

NUTRIT

HIST


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Link to the World

Tropical rainforests cover less than five percent of the planet, yet they are home to more than half the worlds ani-

mal and plant species. In one square mile of South American rainforest, scientists have estimated there are as many

as 1,500 species of flowering plants, nearly 1,000 species of trees, 1,200 species of butterflies, and over 1,000

species of other animals. Have students work individually or in small groups to select a species of living organism

common to tropical rainforests and investigate its current status in that ecosystem. Is it currently stable, increasing

in numbers, decreasing in numbers, endangered? Ask students to also research the current status of that particu-

lar ecosystem as a whole, and come up with suggestions for stabilizing or improving the viability of the tropical

rainforest environment. Ask for volunteers to share their conclusions with the class.

Hands-on Activity

As the video illustrates, members of the fungi kingdom can easily spoil fruits and bread. Have students work in

small groups to conduct a simple experiment with fungi. Distribute moist slices of bread to half the group, and fresh

slices of apple to the rest, with a petri dish or similar container for each. Have each group label their container

and place it in an area of the room where it will be undisturbed. Encourage them to observe their containers once

a day for a week. Does mold form on any of the bread slices? On any of the pieces of apple? If so, what nutrients

do they think mold needs to survive? Why? When students are done, instruct them to dispose of the items properly,

and wash their hands thoroughly. Five sessions, each lasting:

Connection to Biology

The opposable thumb differentiates humans and some primates from other animals, and is an example of a suc-

cessful mutation. Have students work in small groups to research mammal evolution at the period during which

opposable thumbs evolved in hominids (anthropoids) and some primates. How would this mutation have assisted

human ancestors and primates in their survival? What did it allow individuals to begin doing that they had not

done previously? What changes might this adaptation have allowed in various species filling their niches and inter-

acting with their environments? Ask for a volunteer from each group to share their conclusions with the class.

Culminating Activity

Have students work in small groups to create a multi-media presentation using information theyve learned from

the program. Brainstorm with the class the topics that should be covered, as well as the types of materials and

media they would like to include in their presentation. Have each group present to the entire class; you may wish

to set up a school-wide screening so that the class may show their presentations to the entire student population.

2 Hours

15 Minutes

Extended

BIOLOGY

Extended


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Name

VOCABULARY

The following words and terms are from Biologically Speaking: Classification of Living Organisms. Read each definition. On the line next to

the definition write the letter of the vocabulary word that matches the definition. Then use a separate piece of paper to write each word in a

sentence.

A) class

B) division

C) family

D) genus

E) invertebrate

F) kingdom

G) order

H) phylum

I) species

J) vertebrate

1. ________ the second most specific classification level

2. ________ classification level that comes between class and family

3. ________ an organism that has a segmented backbone

4. ________ the broadest classification category into which organisms are grouped

5. ________ a grouping of organisms that resemble each other and that are capable of reproducing to create fertile offspring

6. ________ an animal that does not have a spine

7. ________ the second highest and second broadest classification level for plants and fungi

8. ________ the second broadest classification grouping for animals

9. ________ organism grouping that falls between phylum or division and order

10. ________ classification level between genus and order


9


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Name

CHECKING COMPREHENSION

Answer the following questions. Use a separate sheet of paper if necessary.

1. What are the seven major levels in the classification of living organisms?

2. What is the broadest level of classification?

3. What is the narrowest level of classification?

4. What are the genus and species names for human beings?

5. Bacteria are single-celled organisms that are described as _________________________.

6. Because they contain chlorophyll, euglena are capable of making their own food through _________________________.

7. Fungi are plant-like organisms which cannot make their own food because they do not have _________________________.

8. Fungi get their food from _________________________ or from _________________________.

9. Plants that have specialized cells that carry food and water throughout the organism are called _________________________.

10. How do coelenterates obtain their prey?

11. About 75% of all animals belong to the phylum _________________________.

12. What differentiates the two classes of fish from one another?

13. Amphibians are a class of vertebrates that can live in and out of _________________________.

14. What feature shows the reptilian origins of birds?

15. The most advanced of the vertebrates are the class _________________________. Some features that distinguish the members of this class

include _________________________.


10


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Name

WORD SEARCH

Read each vocabulary definition below. On the line before each definition write the appropriate word, then find each in the word search. Look

up, down, across, backwards and diagonally to find the words.

Z X G C B X V D W Q M K S L S

D I V I S I O N G W Q Z E V P

C C N V W H J W Q P Y B T J E

K J M V L C T T B N X V A V C

S M Y Y E W B V K H E J M K I

W U W Z X R X Z V R K M I J E

H L N H Z C T H T J R N R H S

B Y W E W V R E S K G K P J J

T H T V G W B W B D M M N R R

W P W C H R V V O R D E R C W

S X X Z A C H M K L A Q Q V K

S L K T H H B D D R Z T K B L

A Z E Z Y L I M A F W W E Q P

L G C C X G S S K K C V G G Z

C Z X H O M O S A P I E N S X


11

WORD BANK

class

division

family

genus

Homo sapiensinvertebrate

kingdom

order

phylum

primates

species

vertebrate

______________________ the order of mammals that includes humans, apes, monkeys and prosimians

______________________ an animal that does not have a spine

______________________ the second most specific classification level

______________________ an organism that has a segmented backbone

______________________ the broadest classification category into which organisms are grouped

______________________ our species: human beings______________________ classification level that comes between class and family

______________________ a grouping of organisms that resemble each other and that are capable of reproducing to create fertile offspring

______________________ classification level between genus and order

______________________ the second highest and second broadest classification level for plants and fungi

______________________ organism grouping that falls between phylum or division and order

______________________ the second broadest classification grouping for animals


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Name

TRUE OR FALSE

Place a T next to statements that are true and an F next to statements that are false.

1. ________ The classification levels, from the narrowest to the broadest, are kingdom, class, family, order, division/phylum, genus, species

2. ________ Members of the Phylum Chordata have backbones.

3. ________ Human beings have hair and produce milk for their young and are in the Class Mammalia.

4. ________ The Plantae and Animalia kingdoms include large numbers of simple single-celled organisms.

5. ________ Eukaryotic cells have a distinct nucleus and other distinct structures within their cell membrane.

6. ________ Cyanobacteria are a major source of food and oxygen for animal life in lakes and ponds.

7. ________ Pneumonia and tuberculosis are potentially fatal diseases caused by parasitic fungi.

8. ________ Euglena move by extending their pseudopods.

9. ________ The drug penicillin is derived from fungi.

10. ________ Evergreen trees, such as pines, fir and spruce are Gymnosperms.


12


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TEACHERS NOTE

The following exercise, THUMBS UP FOR SURVIVAL!, requires students to work in two-person teams using the following materials:

MATERIALS LIST 2 THUMBS UP FOR SURVIVAL! worksheets per team

Rolls of tape OR 2 large rubber bands per team

1 magazine per team - or circulate 1 magazine amongst the teams

1 plastic bottle OR paper cup per student

1 box of tissues - distribute 1 tissue per student

1 WRAPPED cookie OR WRAPPED piece of candy per student

IN ADDITION, TEAMS WILL REQUIRE

Access to computer or typewriter

1 comb OR hairbrush per student (students own items)

If any of the above items are unavailable, that aspect of the exercise may be eliminated, or substitute a similar task of the students choosing.

Students results on this exercise should spark a discussion on the influence that mutations can have on a species survival and its ability to

thrive.


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Name

THUMBS UP FOR SURVIVAL!

Humans and some primates have opposable thumbs. This was a very successful mutation that helped individual primates, and early humans,

to survive and thrive. It was passed down to succeeding generations. Having always had thumbs, its difficult for us as individuals to think how

we might cope without this useful digit. To understand how important your thumbs are in everyday life, team up with a classmate to completethis exercise.

Have your classmate use tape or large rubber bands to loosely fasten your thumbs to the side of your hands by your index finger. Then read

over the tasks listed in the table below. Do your best to accomplish each task with your thumbless hands. Your partner can make notes as to

how you do on each one. When you have finished, trade places and make notes as to how your classmate does on the tasks.

Tasks Cant Do Extremely Difficult Moderately Difficult Simple

Pick up a magazine

Write the word thumb

Drink from a plastic bottleor paper cup

Draw a picture

Type 2 sentences at thecomputer

Brush or comb you hair

Unwrap a cookie or candy

(provided by your teacher)

Tie or untie your shoe

Use a tissue and PRETENDto blow your nose


14


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Name

VOCABULARY MATCH UP

Draw a line from the vocabulary words on the left to their correct definitions on the right.

A) angiosperms

B) eukaryote

C) gymnosperms

D) Homo sapiens

E) nonvascular plants

F) primates

G) prokaryote

H) vascular plants


15

1. our species: human beings

2. the group of seed-bearing plants whose seeds grow inside of cones; representatives of this group

include evergreen tress such a pine, fir and spruce

3. the order of mammals that includes humans, apes, monkeys and prosimians

4. plants that do not have water-and-food conducting tissues

5. cell or single-celled organism that has nuclear material but does not have a distinct nucleus or other

distinct subcellular structures

6. one of the two major types of seed-bearing plants; these have flowers

7. plants that have tissues that carry water and food to all parts of the organism

8. cell with a distinct nucleus and other distinct structures within the cell membrane


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Name

TEST

Circle the letter of the correct answer for multiple-choice questions. Write a one-sentence answer for questions that are not multiple choice.

1. The process scientists have used to group categories of living organisms is called (insert blank).

A) nomenclature

B) classification

C) taxation

2. Human beings are in the Kingdom (insert blank).

A) Chordata

B) Animalia

C) Plantae

3. Animals that have backbones are in the Phylum (insert blanks).A) Invertebrata

B) Mammalia

C) Chordata

4. In what two ways do euglena get food?

5. One type of fungi gets its nourishment from other living organisms. What is this type of fungi known as?

6. Name the two broad categories of plants.

7. Ferns have a life cycle known as the alternation of generations. To what does this phrase refer?

8. What types of seed plants are discussed in the program?

9. What one body structure characterizes all members of Phylum Arthropoda?

10. To produce their offspring, various species of reptiles (insert blank)

A) lay eggs on land

B) lay eggs in water

C) give birth to live young

D) A and C


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Name

TEST (CONTINUED)

11. A major adaptation that separates birds from their reptilian ancestors is that most of their scales modified into (insert blank).

A) gillsB) fur

C) feathers

12. An animal that is warm-blooded, covered with hair or fur, and that has mammary glands that produce milk is a/an (insert blank).

A) amphibianB) mammalC) parasite

13. The first vertebrates were (insert blank).

A) dinosaurs

B) amphibiansC) fish

14. Young amphibians hatch (insert blank) and breathe (insert blank).

A) in water; through gills

B) at night; through lungs

C) twice; occasionally

15. Almost all mammals (insert blank).

A) can fly

B) give birth to live young

C) are hairless


17


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18

ADDITIONAL AIMS MULTIMEDIA PROGRAMS

You and your students might also enjoy these other AIMS Multimedia programs:

9080-EN-VID: Classification: Bringing Order to Diversity2601 Biologically Speaking: Genetics and Heredity2605 Biologically Speaking: Living Cells


19/26

ANSWER KEY for page 9


19

VOCABULARY

The following words and terms are from Biologically Speaking: Classification of Living Organisms. Read each definition. On the line next to

the definition write the letter of the vocabulary word that matches the definition. Then use a separate piece of paper to write each word in a

sentence.

A) class

B) division

C) family

D) genus

E) invertebrate

F) kingdom

G) order

H) phylum

I) species

J) vertebrate

1. ________ the second most specific classification level

2. ________ classification level that comes between class and family

3. ________ an organism that has a segmented backbone

4. ________ the broadest classification category into which organisms are grouped

5. ________ a grouping of organisms that resemble each other and that are capable of reproducing to create fertile offspring

6. ________ an animal that does not have a spine

7. ________ the second highest and second broadest classification level for plants and fungi

8. ________ the second broadest classification grouping for animals

9. ________ organism grouping that falls between phylum or division and order

10. ________ classification level between genus and order

D

C

A

H

B

E

I

F

J

G


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20

CHECKING COMPREHENSION

Answer the following questions. Use a separate sheet of paper if necessary.

1. What are the seven major levels in the classification of living organisms? (kingdom, phylum (animals) or division (plants, fungi), class, order,

family, genus and species)

2. What is the broadest level of classification? (kingdom)

3. What is the narrowest level of classification? (species)

4. What are the genus and species names for human beings? (genus: Homo; species: sapiens)

5. Bacteria are single-celled organisms that are described as (prokaryotic).

6. Because they contain chlorophyll, euglena are capable of making their own food through (photosynthesis).

7. Fungi are plant-like organisms which cannot make their own food because they do not have (chlorophyll).

8. Fungi get their food from (dead organic matter) or from (other living organisms).

9. Plants that have specialized cells that carry food and water throughout the organism are called (vascular plants).

10. How do coelenterates obtain their prey? (They use stinging tentacles to capture and immobilize their prey.)

11. About 75% of all animals belong to the phylum (Arthropoda).

12. What differentiates the two classes of fish from one another? (The bony fishes have skeletons made of bones; the other class of fish have

skeletons made of cartilage, such as sharks or rays.)

13. Amphibians are a class of vertebrates that can live in and out of(water).

14. What feature shows the reptilian origins of birds? (the scales that cover their legs)

15. The most advanced of the vertebrates are the class (Mammalia). Some features that distinguish the members of this class include (They are

warm-blooded, have four-chambered hearts, are covered with fur or hair, and have mammary glands that produce milk for their young.

Almost all mammals give birth to live young; some mammals like kangaroos have protective pouches in which offspring mature until they

can survive on their own).


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21

WORD SEARCH

Read each vocabulary definition below. On the line before each definition write the appropriate word, then find each in the word search. Look

up, down, across, backwards and diagonally to find the words.

Z X G C B X V D W Q M K S L S

D I V I S I O N G W Q Z E V P

C C N V W H J W Q P Y B T J E

K J M V L C T T B N X V A V C

S M Y Y E W B V K H E J M K I

W U W Z X R X Z V R K M I J E

H L N H Z C T H T J R N R H S

B Y W E W V R E S K G K P J J

T H T V G W B W B D M M N R R

W P W C H R V V O R D E R C W

S X X Z A C H M K L A Q Q V K

S L K T H H B D D R Z T K B L

A Z E Z Y L I M A F W W E Q P

L G C C X G S S K K C V G G Z

C Z X H O M O S A P I E N S X

WORD BANK

class

division

family

genus

Homo sapiensinvertebrate

kingdom

order

phylum

primates

species

vertebrate

______________________ the order of mammals that includes humans, apes, monkeys and prosimians

______________________ an animal that does not have a spine

______________________ the second most specific classification level

______________________ an organism that has a segmented backbone

______________________ the broadest classification category into which organisms are grouped

______________________ our species: human beings______________________ classification level that comes between class and family

______________________ a grouping of organisms that resemble each other and that are capable of reproducing to create fertile offspring

______________________ classification level between genus and order

______________________ the second highest and second broadest classification level for plants and fungi

______________________ organism grouping that falls between phylum or division and order

______________________ the second broadest classification grouping for animals

primates

invertebrate

genus

vertebrate

kingdom

Homo sapiens

order

species

family

division

class

phylum


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22

TRUE OR FALSE

Place a T next to statements that are true and an F next to statements that are false.

1. ________ The classification levels, from the narrowest to the broadest, are kingdom, class, family, order, division/phylum, genus, species

2. ________ Members of the Phylum Chordata have backbones.

3. ________ Human beings have hair and produce milk for their young and are in the Class Mammalia.

4. ________ The Plantae and Animalia kingdoms include large numbers of simple single-celled organisms.

5. ________ Eukaryotic cells have a distinct nucleus and other distinct structures within their cell membrane.

6. ________ Cyanobacteria are a major source of food and oxygen for animal life in lakes and ponds.

7. ________ Pneumonia and tuberculosis are potentially fatal diseases caused by parasitic fungi.

8. ________ Euglena move by extending their pseudopods.

9. ________ The drug penicillin is derived from fungi.

10. ________ Evergreen trees, such as pines, fir and spruce are Gymnosperms.

F

T

T

F

F

T

T

F

T

T


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23

THUMBS UP FOR SURVIVAL!

Humans and some primates have opposable thumbs. This was a very successful mutation that helped individual primates, and early humans,

to survive and thrive. It was passed down to succeeding generations. Having always had thumbs, its difficult for us as individuals to think how

we might cope without this useful digit. To understand how important your thumbs are in everyday life, team up with a classmate to complete

this exercise.

Have your classmate use tape or large rubber bands to loosely fasten your thumbs to the side of your hands by your index finger. Then read

over the tasks listed in the table below. Do your best to accomplish each task with your thumbless hands. Your partner can make notes as to

how you do on each one. When you have finished, trade places and make notes as to how your classmate does on the tasks.

Students results will vary. When the members of all teams have finished, use their results as the basis for a group discussion.

Tasks Cant Do Extremely Difficult Moderately Difficult Simple

Pick up a magazine

Write the word thumb

Drink from a plastic bottleor paper cup

Draw a picture

Type 2 sentences at thecomputer

Brush or comb you hair

Unwrap a cookie or candy(provided by your teacher)

Tie or untie your shoe

Use a tissue and PRETENDto blow your nose


24/26



24

VOCABULARY MATCH UP

Draw a line from the vocabulary words on the left to their correct definitions on the right.

A) angiosperms

B) eukaryote

C) gymnosperms

D) Homo sapiens

E) nonvascular plants

F) primates

G) prokaryote

H) vascular plants

1. our species: human beings

2. the group of seed-bearing plants whose seeds grow inside of cones; representatives of this group

include evergreen tress such a pine, fir and spruce

3. the order of mammals that includes humans, apes, monkeys and prosimians

4. plants that do not have water-and-food conducting tissues

5. cell or single-celled organism that has nuclear material but does not have a distinct nucleus or other

distinct subcellular structures

6. one of the two major types of seed-bearing plants; these have flowers

7. plants that have tissues that carry water and food to all parts of the organism

8. cell with a distinct nucleus and other distinct structures within the cell membrane


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25

TEST

Circle the letter of the correct answer for multiple-choice questions. Write a one-sentence answer for questions that are not multiple choice.

1. The process scientists have used to group categories of living organisms is called (insert blank).A) nomenclature

B) classification

C) taxation

2. Human beings are in the Kingdom (insert blank).

A) Chordata

B) Animalia

C) Plantae

3. Animals that have backbones are in the Phylum (insert blanks).

A) Invertebrata

B) Mammalia

C) Chordata

4. In what two ways do euglena get food?

5. One type of fungi gets its nourishment from other living organisms. What is this type of fungi known as?

6. Name the two broad categories of plants.

7. Ferns have a life cycle known as the alternation of generations. To what does this phrase refer?

8. What types of seed plants are discussed in the program?

9. What one body structure characterizes all members of Phylum Arthropoda?

10. To produce their offspring, various species of reptiles (insert blank)

A) lay eggs on land

B) lay eggs in water

C) give birth to live young

D) A and C

They can produce food through photosynthesis and can also absorb food from the environment.

This type of fungi is a parasite.

vascular plants and nonvascular plants

This refers to ferns two stage method of reproduction - a sexual stage and an asexual stage.

gymnosperms and angiosperms

their exoskeleton


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TEST (CONTINUED)

11. A major adaptation that separates birds from their reptilian ancestors is that most of their scales modified into (insert blank).

A) gillsB) fur

C) feathers

12. An animal that is warm-blooded, covered with hair or fur, and that has mammary glands that produce milk is a/an (insert blank).

A) amphibianB) mammalC) parasite

13. The first vertebrates were (insert blank).

A) dinosaurs

B) amphibiansC) fish

14. Young amphibians hatch (insert blank) and breathe (insert blank).

A) in water; through gills

B) at night; through lungs

C) twice; occasionally

15. Almost all mammals (insert blank).

A) can fly

B) give birth to live young

C) are hairless

Biologically Speaking Taxonomy Teachers Guide Discovery Education

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Transcript of Biologically Speaking Taxonomy Teachers Guide Discovery Education