Lesson Cycle

Lesson Title/Topic: The Tree of Life

Target Concept: Taxonomy and how to categorize organisms.
Standards/Rationale: TEKS 112.34.(C)(8)(A)(B)
Lesson Objectives:
TSW identify organisms to the family level
by using a written dichotomous key with
80% proficiency.

Assessment:
Completed Alien dichotomous key

Materials:
Focus: Computer, projector, What the heck is that ppt.
Teacher input: Taxonomy ppt, 8 Levels of Classification and definitions graphic organizers
Guided Practice: Dichotomous key handout
Independent Practice: Alien dichotomous key handout
Closure: Favorite organism sheet
Lesson Cycle: (Direct instruction)

The teacher will:

Focus/Mental Set:

The student will:

Use ppt to play What the heck is that

game. Ask students to identify the
organisms and explain their choices.

Participate in the What the heck is that game

on the ppt. by breaking up into teams.

Discuss how Aristotle was the first

scientist to categorize living things.
- Animals classified by land, air, or
water
- Plants by stem structure
- Given extreme names
Have students turn to their shoulder
buddies and discuss if Aristotles methods
of classification and naming were
efficient.
Show animals that dont fit into
categories. (Snake/Lizard and Cougar).
We need a name that scientists from
around the world would all recognize, in

Evaluate if Aristotles methods of categorizing

were a good method.
Talk with other students in the class about how
to methodically categorize all living organisms.

Determine correct language for all scientists to

use.

the same language. What language would

you suggest they use? (Latin, the
universal language).
Teacher Input:
History:
(1) Aristotle
- Greek philosopher, 2000 years
ago.
- Why was this not an adequate way
to categorize organisms? (Many
new species have been discovered
that do not fit the Aristotle
classification.)
(2) Linnaeus:
- Used morphology (form and
structure) to categorize
- Stated 7 Levels of Classification:
Kingdom, Phylum, Class, Order,
Family, Genus, and Species.
(These are very essential to
remember and you will need to
know these classifications.)
Complete the graphic organizer to categorize
- Have students write the
each classification level from broadest to most
classification levels down on the
specific.
graphic organizers that were
handed out to you.
The levels go from broad to very specific.
So Domain has the most amount of
organisms and the species has the least
(there should be only one species)
1) Kingdom- 6 kingdoms (Achaebacteria,
Eubacteria, Protists, Fungi, Plants,
Animalia).
2) Phylum -In the animal kingdom, there
are 30 phyla.
3) Class- Mammalia
4) Order- Carnivora.
5) Family- Canidae.
6) Genus- If animals are in the same
genus, they are very closely related. Ex.
Canis (dogs and wolves).
7) Species- If animals can breed together
successfully and their offspring are
fertile, they are a species.

Liger is the result of a male lion

and a female tiger. MOST ligers
are not fertile -- hybrid not
species.

The more groups two species have in

common, the closer related
By using the Stand Up - Hand Up - Pair
Up structure, have students create their
own acronyms
- (King Phillip Come Out For
Goodness Sake, Keep Ponds
Clean Or Frogs Get Sick.
- Scientists have since created an
8th level: DOMAIN (the largest,
describes cell structure).
Show Video Clip: Taxonomy- Lifes
Filing System on Khan Academy (12
minutes long, link in references).
- Have students take notes while
watching film.

Pairs will be formed by playing Stand Up Hands Up - Pair Up

- Stand up from desk, put a hand in the
air, walk around until teacher says
stop. Give high-five to student closest
to them to form a pair
- Create acronyms in pairs for the 8 levels
of classification

Watch and takes notes during Kahn Academy

video. Taxonomy - Lifes filing system

Add definitions to graphic organizer

Definitions:
1) Taxonomy- the branch of biology that
names and groups organisms according to
their characteristics and evolutionary
history.
2) Binomial Nomenclature- The two word
Latin scientific name for a species. The
genus and the specific identifies (species)
Ex. Homo sapiens. The genus will have
an uppercase first letter, but the species
will not. When you are handwriting the
name, each word must be individually
underlined. If you are typing the name, it
must be italicized.
3) Subspecies- zoologists split animals
into subsets called subspecies.
4) Phylogeny- evolutionary history of an
organism.

5) Species- a group of organisms that can

interbreed and produce viable fertile
offspring.
6) Dichotomous Key- a series of
questions to help you identify an
organism's scientific name.
Questions:
1) What are some different ways that you
can see how two different species are
related? (DNA, fossil records,
morphological characteristics).
2) Why did Linnaeus decide each
organism needed a specific name? (So
that people from other countries who
spoke different languages could
communicate about a specific organism).
3). Which levels of taxonomy are used in
binomial nomenclature? (genus and
species).
4)Do you agree or disagree with this
statement: If two animals are the same
genus, then they must also be the same
family, order, class, phylum and
kingdom? (YES, if the animal is the same
as another animal in a lower level, they
must be in the same higher levels)

Students will discuss and verbally respond to

questions.

Guided Practice:
Have students identify
differences/similarities to create a
classification for classmates.
- Students will move around into
different groups as the teacher
asks for ways to categorize
themselves.
- Ex. hair color, skin color,
sex, height, shoe size,
clothing, first language,
favorite class
- Have a single student up at the
board writing down all of the
categories that others list off

Identify differences/similarities to create

classifications in classmates. Actively move
into the groups they defined to classify
themselves.

Question: What are some other

classifications we use on a regular basis?
- Type of food and going to the
grocery store, type of makeup,
summer clothing/winter clothing

List things that we categorize on a day-to-day

basis.

Lets try to classify something generic to

give students a better example of how
everything goes together. Well use this
classroom as an example.
D- US Department of Education
K- Granbury ISD,
P- Granbury HS,
C- Biology,
O- 11th grade,
F- Mr. Guzman/Ms. Fitka,
G-Evolution Unit,
S-Taxonomy Lecture
Independent Practice:
Hand out the Alien dichotomy key and
solve first alien on the Alien Dichotomy
Key. In order to solve a dichotomous key,
you must follow the steps listed at the
bottom of the worksheets page.
- Select an alien (Alien #1 for
example) to identify
- Go to Step 1 on the bottom of the
page. If the creature has a narrow
head, you will move forward to
number 11. The creature has
antennae, so go to 14. Follow each
step until a scientific name is
given.
- Follow these rules for the rest of
the aliens and write out the names
with the correct alien inside the
box with the alien drawing.
Students can work in pairs or individually
to complete the dichotomous key. Move
throughout the room and assist students,
as needed. If time permits, students can
work in larger groups to determine if they
got the correct answers.

Observe the example of the first alien

dichotomous key classification.

Complete alien dichotomous key to assess

understanding in pairs or individually.

At the end of the activity, if time permits, work

in larger groups to determine if they got the
correct answers.

Closure:
Use your phone or textbook to find the
common name and scientific name of
your favorite organism.
Write on a slip of paper and hand in as
you leave.

Options:
Enrichment:

Hand in the slip of paper with common and

scientific name of favorite organism.
Also turn in the completed Alien Dichotomous
key.

Reteach:

Modifications/Correctives:

References:
http://teachers.net/lessonplans/posts/4099.html
http://teachers.net/lessons/posts/4376.html
http://www.cpalms.org/Public/PreviewResourceLesson/Preview/36056
http://www.mensaforkids.org/teach/lesson-plans/classifying-animals/
https://prezi.com/4fbvncv718ct/classification-and-taxonomy/
https://www.khanacademy.org/partner-content/crash-course1/partner-topic-crashcourse-bio-ecology/crash-course-biology/v/crash-course-biology-118