What is classification and why is it important?
Inquiry skills focus:
• Students should have access to the internet and other resources for researching characteristics of individual animals.
Using taxonomy to order information about life on Earth
• Use the prepared named picture cards to demonstrate how the animals move within the chart.
Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating
Background information
• As a fun activity before commencing the chart, ask the students to predict the animal which will appear at the bottom of each arm of the chart. Check after completion. • Students make their charts on A3-size plain paper using a landscape layout. As new subgroups are formed with each question, students should write down the animals in those groups until the final set of each branch is reached. The first question, ‘Lays eggs?’ is highlighted so students can see where to start.
r o e t s Bo r e p ok u S
• Within the Linnean system of classification, there are seven main levels of classification. These are kingdom, phylum, class, order, family, genus and species. There is debate as to how many kingdoms there are. Some say five: animalia, plantae, fungi, protista and monera; others say six, dividing monera into bacteria and archaebacteria. That there is debate shows that taxonomy is a dynamic science which is refreshed as research presents new evidence to support or refute old ideas.
• The questions and yes–no boxes should also be included on their charts.
• All known living organisms have been placed into one of the five (or six) kingdoms of life. They are then continually subdivided by extracting those with similar features until the species level is reached. Each organism at this level is given a binomial name. The first part is the name of the genus to which it belongs. The second part is exclusive to the individual species.
Page 4
• Allow students to compare their charts and explain reasons for their choice of answer if there is any dispute. Allow them to correct mistakes by retracing steps and further research.
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Teac he r
Answers
1. identify, classify or group, name 2. To recognise similarities and relationships among organisms so that common ancestors can be identified 3. (a) Carl Linnaeus (b) 18th 4. (a) All organisms in the Linnean system are given a universally understood scientific name. (b) Latin and Greek (c) They follow a specific set of rules. 5. All known living things, including microorganisms 6. (a) So we can protect it and also know the dangers it presents; for example: poisonous plants. (b) It has allowed them to see organisms that are invisible to the naked eye. (c) Scientists know about organisms that cause diseases. They can work out how to fight them. Science as a Human Endeavour question Nature and development of science Teacher check Refer to websites such as <http://www.anbg.gov.au/biography/linnaeus. html> for assistance.
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• Some useful websites include: − <http://www.kidsbiology.com/biology_basics/index.php > − <http://www.kidzone.ws/animals/scientific.htm> − <http://www.factmonster.com/science/biology/five-kingdoms. html> Preparation
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Biological sciences
Content focus:
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• Each student will need A3-size plain paper for the activity on page 5. Prepare a chart on A2 paper with room to add the names of the animals in each subgroup. Prepare labelled picture cards of each animal. Students will require access to the internet and other resources. The lessons
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• Discuss classification within students’ everyday lives. Sometimes, classification is clear cut; for example, all the students in the school can be grouped according to their gender and/or ages. At other times, the lines are blurred; for example, furniture and appliances at home are grouped according to the rooms in which they are used, but sometimes the same things are useful in more than one room.
Page 5 1. 4. 7. 10. 13. 16. 19. 22. 25. 28.
• As an example of a commonly-accepted system of classification, discuss the Dewey decimal used in libraries throughout the world. • The activity on page 5 is designed to demonstrate how organisms can be grouped according to their physical features and characteristics. The animal examples and questions asked are random but the process of reducing the number of animals in the group, by asking yes–no questions, is standard.
AUSTRALIAN CURRICULUM SCIENCE
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octopus toad slug snake chicken otter squirrel dog zebra kangaroo
2. 5. 8. 11. 14. 17. 20. 23. 26.
seahorse frog turtle crocodile dugong hippopotamus monkey goat horse
3. 6. 9. 12. 15. 18. 21. 24. 27.
prawn snail crab penguin dolphin sloth lion deer rhinoceros
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