Yakima WATERS Mini Lesson

Characteristics of Life: Animal Kingdom Classification

Targets and Assessment / Lesson Parameters
WA Science Standards Addressed:
·  Science 9-11 LS3C
·  Science 9-11 LS3D
·  Science 9-11 LS3E / Content Area: Biology
Overview: Animals are classified into groups based on evolutionary systematics, a combination of relatedness and complexity of body structure, which can be represented with a cladogram. Introduce students to binomial nomenclature.
Grade Level: 9-11
Assessments:
·  Fill in blank phylogenic cladogram with appropriate phylum name and morphological/developmental characteristics. / Suggested Time: 5-10 minutes a week for 12 weeks
Special Materials:
·  Phylogenic cladogram and fill-in specimen sheet
·  Preserved or live specimens (optional)

Learning Outcomes:

Knowledge: Students are able to classify animals based on phylogenic relationships and overall similarity and describe how these classifications reflect the organisms’ evolutionary history.

Skill: Identify the nine major classification groups (phyla) and six basal characteristics (egg development, symmetry and body cavities) that define these groups on a phylogenic cladogram with blanks (last slide on attachment).

Science Concept Background:

A hierarchical grouping process, developed by Linnaeus, results in an organization of living things that can be seen like a tree with seven major levels or categories: Kingdom, Phylum, Class, Order, Family, Genus, Species. While this inquiry does not focus on the details of Linnaeus’ classification system, it is important to understand that all living things can be sorted into groups of progressively finer levels of resolution, and that all organisms of each group are related in some way.

6-8 LS1C / Multicellular organisms have specialized cells that perform different functions. These cells join together to form tissues that give organs their structure and enable the organs to perform specialized functions within organ systems
6-8 LS1E / In classifying organisms, scientists consider both internal and external structures and behaviors.
6-8 LS3A / The scientific theory of evolution underlies the study of biology and explains both the diversity of life on Earth and similarities of all organisms at the chemical, cellular, and molecular level. Evolution is supported by multiple forms of scientific evidence.
6-8 LS3G / Evidence for evolution includes similarities among anatomical and cell structures, and patterns of development make it possible to infer degree of relatedness among organisms.

Materials:

“Beast of the Week”. One or more animals from each of the 9 major phyla.

Procedure:

One day a week bring a new live or preserved specimens or present a PowerPoint chalked full of photos of representatives from major families/orders and anatomical diagrams. Describe the characteristics common to all members of the group and some specific to the organism at hand (groups discussed). Discuss natural history of the organism and make ecological connections to other organisms or the specific environment the particular animal is found. Have students fill in the scientific and common name (major family/order if PP) of the beast in the box under the appropriate phylum. (5 minutes)

Key questions:

What are the common characteristics of the animal kingdom (multicellular, heterotropic, lacking cell walls) and the 9 different phyla within?


Extension(s):

Have students create their own cladogram/ dichotomous key using imaginary creatures (alien life forms) or several genera within a family to identify the ways in which the species are similar and unique.

Teaching Tips:

Introduce terms as they become relevant to the beast of the week so students do not become overwhelmed with a large amount of new vocabulary. If you begin with Porifera it will not be as engaging as a more complex organism and bouncing around the evolutionary tree keeps things more exciting and allows for application of prior knowledge (ie students will be able to apply what they have already learned about the pylums to make predictions about where a new beast belongs on the tree, rather than just knowing because that phylum is next). If you have a live animal share the most important information (classification characteristics) before students begin to handle the animal as they can become easily distracted.

Supplements:

Pruitt, N., and Underwood, L. (2005) Bioinquiry: Making Connections in Biology, 3rd Ed. John Wiley and Sons Publishing, NY.

Author: Michelle Lester, Yakima WATERS Project, CWU, Fall 2009