Liz Zbrozek

Biology I

6-17-08

4th hour

50 minutes

Objective:  --The student will distinguish organisms according to their kingdom and domain classifications (Science 6a, DOK II)

--The student will recognize the correct format of binomial nomenclature (Science 6a, DOKI)

Materials:  writing utensil, paper, slideshow, projector and transparencies, notes packet.

Bell work:  Answer the following questions: 

If two organisms share then same Order, then what other classification levels do they also share?

Which of Linnaeus’s classification levels contain the most organisms?  The least?  (3 min)

Set:  Yesterday we talked about Linnaeus’s classification system.  Review and relate to the bell work.  Today we will apply the organisms to this system.  We will look at the way we classify organisms today by fitting different organisms into kingdoms, and also learn how we can label all of the classification level for one specific species.

TTW ask the students to brainstorm any organisms that the students can think of.  Maybe its something they have seen, read about, or seen on TV.  Write a master list on the projector.  After the slide activity, ask the students which kingdoms they included on their list, and which ones they missed.   (5 min)

Procedure:  TTW have labeled kingdoms on the white board.  TTW show the slideshow and ask students to write down 1) what kind of organism they think it is 2) at least three characteristics it has.

TTW pass out the notes packet, and discuss the 6 kingdom system.  TTW ask the students to review their ideas about the slides, and as she shows the slides again, ask the students to categorize each example into one of the kingdoms, and the teacher will write the name of the organism on the board underneath the label.  

TTW refer to the set by asking the students to add their organisms to the kingdoms on the board.  TTW ask the students to add to their notes as we brainstorm ideas to further distinguish the characteristics of the different kingdoms.  Use the ideas that the students brainstormed to demonstrate that sometimes just physical/morphological properties that you see with your eyes are hard to tell, and scientists will look at different things—physiology, genetic relationships, etc., to classify along the kingdoms and the other classifications.   (25 min)

TTW then direct the students to the notes, and discuss the domain system, demonstrating on the board by keeping the examples but changing the kingdoms to domain.  (4 min)

TTW erase the board talk about labeling a specific organism from the kingdom/domain level to the species level, including the notes about binomial nomenclature.  Work through two examples and ask the students to compare.  Ask a question for understanding about binomial nomenclature.  (8 min)

Closure:  Today we learned the characteristics of the kingdoms and what kind of organisms belong in each one.  Also we looked at how we use binomial nomenclature to give a specific species. TTW ask the students to recall the 6 different kingdoms, and ask questions about what kingdoms belong in what domains.  Tomorrow, we will start looking at specific kingdoms in more details….the eubacteria and the archaebacteria. 

Assessment:  --The student will distinguish organisms according to their kingdom and domain classifications (Science 6a, DOK II)

    Informal:  The teacher will observe (M) the students organize organisms into the correct kingdoms and domains (C)

Formal:  The students will be tested (M) on the organism’s that are included in the kingdoms (C) on the upcoming test, and the grade will be recorded in  the gradebook (D) 

--The student will recognize the correct format of binomial nomenclature (Science 6a, DOKI)

Informal:  The teacher will observe (M) as students write and share (C) their evaluation of whether the format is written correctly or not. 

Formal:  The students will be tested (M) on the correct binomial nomenclature on the upcoming test (C), and the grade will be recorded in the gradebook (D)