A Place for Everything

Lesson Plan Title: A Place for Everything

Concept/Topic to Teach: Taxonomy and Classification

Standards Addressed:

SC (9-12) Biology

9. Differentiate between the previous five-kingdom and current six-kingdom classification systems. • Sequencing taxa from most inclusive to least inclusive in the classification of living things • Identifying ways in which organisms from the Monera, Protista, and Fungi kingdoms are beneficial and harmful Examples:  beneficial-decomposers,  harmful-diseases • Writing scientific names accurately by using binomial nomenclature (Alabama Learning Exchange, Science Course of Study. Retrieved from http://alex.state.al.us/standardAll.php?subject=S1&amp;ccode=BIO &amp;summary=3) Specific Objectives: The students will be able to identify the domain, kingdom, phylum, class, order, family, genus, and species of an organism. The students will be able to identify and articulate at least three means in which organisms from the Monera, Protista, and Fungi kingdoms are beneficial or harmful to mankind. Students will demonstrate proper classification techniques to either identify plants, fungi, birds, or insects found on school grounds, or the school mascot. Students will recognize native and alien species among fauna and flora on school grounds and surrounding area. Required Materials:

• Nowicki, S. (2008). Biology. Evanston, IL: McDougal Littel. • Laptop Computer, • PowerPoint, • Video projector, • Digital Camera, • Field Guides of Insects, Birds, Plant’s for students to utilize. • Electronic Field guides found at http://www.enature.com/home • YouTube Videos Huge Black Widow Spider http://www.youtube.com/watch?v=1MVowDx0M74&amp;feature=related

Anticipatory Set (Lead-In):

Ask students to define the term “black widow?” Lead student’s discussion to the origin of the negative connotations for the term. How do you know if a spider is a “black widow” spider? Have students identify the primary means for determining whether or not a spider is a black widow spider. Show the YouTube Video Huge Black Widow Spider http://www.youtube.com/watch?v=1MVowDx0M74&amp;feature=related Ask students how to differentiate a spider from an insect?

Today’s lesson demonstrates how biological classification applies the theory of evolution to all biological life on the planet. Understanding taxonomy and classification also prepares you as students to discuss and compare bacteria, protest, fungi, plants and animals which will be presented throughout the remainder of the semester. By the conclusion of class today you will be able to identify the domain, kingdom, phylum, class, order, family, genus, and species of an organism. Furthermore, you will be able to identify and articulate at least three means in which organisms from the Monera, Protista, and Fungi kingdoms are beneficial or harmful to mankind. You will also learn to demonstrate the proper classification techniques to either identify plants, birds, or insects found on school grounds (or the school mascot).

Step-By-Step Procedures for Teaching the Lesson:

Next, show the class a PowerPoint slide showing the differences in the wing veins of a Monarch and Swallowtail butterflies. Display taxonomy and classification glog using the Video projector and describe how one can study biology by going on a nature walk as the pictures on the glog were taken on one of my nature walks.

Lead students outside and ask them to photograph a plant, fungi, insect, or bird using their camera phone or the classroom digital camera provided. When the class returns from nature walk, have students list the domain, kingdom, phylum, class, order, family, genus and species for the life form which they photographed.

(Students who are unable to participate in the nature walk or who did so but took no picture, or found no life form to study, will classify the school mascot).

One reason which taxonomy and classification is important may be demonstrated from the identification and diagnosis of disease. Have any of you ever had strep throat? Strep throat is caused by the bacteria streptococcal pharyngitis.

Doctor’s determine whether you have strep throat by doing a suave of your throat and examining it under a microscope to determine what bacteria are present. There are many different kinds of streptococcal bacteria, some are harmless and used in the production of Swiss cheese, others are more harmful causing meningitis, or bacterial pneumonia.

Guided Practice/Monitoring:  As students engage in the nature walk students will have the freedom to demonstrate their understanding of the content by posing and answering one another’s questions, as the teacher assists them by listening and facilitating their discussions and refocusing their questions as necessary.

Closure (Reflect Anticipatory Set):

The diagnosis and treatment of strep throat is dependent upon the doctor’s successful classification of the bacteria in your throat using some of the basic principles you have just used to classify the life forms you photographed during your nature walk.

Biological classification applies the theory of evolution so that students understand its reach to all biological life on the planet. Understanding taxonomy and classification also prepares the students to discuss and compare bacteria, protest, fungi, plants and animals.

Use the kingdom. Phylum, sub-phylum and class flashcards and matching game to assist you in preparing for the exam over this section. Assessment Based on Objectives: 

The students will be able to identify the domain, kingdom, phylum, class, order, family, genus, and species of an organism with 80% accuracy.

The students will be able to identify and articulate at least three means in which organisms from the Monera, Protista, and Fungi kingdoms are beneficial or harmful to mankind with 80% accuracy.

Students will demonstrate proper classification techniques to identify their selection of a plant, bird, or insect found on school grounds or the school mascot with 80% accuracy.

Adaptations (For Students with Special Needs):  Depending on the severity of the special needs this class objective may be adapted: By the conclusion of class today you will be able to identify the domain, (or) kingdom, (or) phylum, (or) class, (or) order, (or) family, (or) genus, and species of an organism. The students will be able to identify and articulate that organisms from the Monera, Protista, and Fungi kingdoms may be beneficial or harmful to mankind. If possible these students will also articulate through verbal or written means, one, two, or three means in which organisms from the Monera, Protista, and Fungi kingdoms benefit or harm mankind. Students will study for the exam by using the kingdom and phylum flash cards and game. Should any student be physically unable to participate in the nature walk their disability will be accommodated.

Extensions (For Advanced Students):

Advanced students will collect or photograph and classify a combination of 20 butterflies, grasshoppers, mushrooms, or leaves. The students will be able to identify and articulate three or more means how organisms from the Monera, Protista, and Fungi kingdoms may benefit mankind and three means of how organisms from the Monera, Protista, and Fungi kingdoms may harm mankind.

Possible Connections to Other Subjects:

Biological classification applies the theory of evolution so that students understand its reach to all biological life on the planet. Understanding taxonomy and classification also prepares the students to discuss and compare bacteria, protist, fungi, plants and animals.

Placing organisms into their appropriate level requires analysis which students could use in grammar and logic. Taking pictures, researching other life forms and creating a glog poster will also enable students to utilize their imagination and creativity as well as technological expertise.

This lesson will help students perform abstractions by practicing the putting of information into the patterns of kingdom, phylum, sub-phylum, class, order, family, genus, and species. This lesson will also provide students an opportunity to demonstrate systems thinking by discovering the relationships between various life forms as they learn how the individual parts relate to the whole.

Reflection:

The difficulty of completing the nature walk varies depending on class size and whether or not there is a team teacher assigned to my class. Also, this lesson proceeds best when the section is taught on a beautiful spring day when there are sufficient wildlife, flora and insects for students to observe. The preparation and execution for utilizing visual effects should have been better executed.