Classification

flat = = =Objective:= From these activities you will become familiar with reasons for classifying, how classification has changed over our history, what and how a dichotomous key is used, and specific manners of classifying Monerans, Plants, and animals. = =

=Classification of trees= Trees of PA As communities grow and new houses are made, many look at wooded areas and decide that building in or near these areas are a good option. In order to really understand the value of this resource, we must consider the individual purpose of a specific tree. In this activity, you will research a specific tree and prepare a short presentation about that tree. After the research is complete, the class will take a field walk and you will be responsible for finding your chosen tree on the school grounds. We may also choose to have presentations in class. After everyone finds their tree, the class will listen to each presentation. Each student will be responsible for submitting their specific tree information to the class wiki page. You are responsible for knowing the information about the trees reviewed in class. A quiz on trees will follow.

Template for taking notes about trees. Please create one to take notes on the various trees as they are presented in class. Resources: []


 * Information to find: **
 * 1) Name
 * 2) scientific name
 * 3) Organism that infects tree
 * 4) Provides habitat or food for... (don't guess, research)
 * 5) Justify classification of tree to related trees - how is your tree related to other trees in its class? What does it have in common, etc.
 * 6) Commercial use of tree
 * 7) Twig characteristics
 * 8) Where tree is found in the world (native to pa?)
 * 9) Draw or find a picture of a drawing of the leaf to show to the class.

Create a poem about your PA tree and place on your wiki page with your Campus tree info (this will also be in your leaf project as well.) Create a leaf rubbing using the leaf you collected outside. Use the following format for your poem: Line 1: First name Line 2: Who is...(Descriptive words that describe you) Line 3: Who is brother or sister of... Line 4: Who loves...(three ideas or organisms) Line 5: Who feels...(three ideas ) Line 6: Who needs...(three ideas) Line 7: Who gives...(three ideas) Line 8: Who fears...(three ideas) Line 9: Who would like to see... Line 10: Who shares... Line 11: Who is... Line 12: Who is a resident of... Line 13: Last name

**Trees:** Add your tree information to your individual page and link from here. Copy the address of where your tree is on your page and then paste it in the wiki link box when you insert a link.
 * White Pine 1st and 3rd
 * Scots Pine 1st and 3rd and 3rd
 * Paper Birch/Grey Birch 1st and 3rd
 * Quaking Aspen 1st and 3rd
 * Bigtooth Aspen 1st and 3rd
 * Red Maple 1st and 3rd
 * Sugar Maple 1st and 3rd
 * White Oak 1st and 3rd
 * Red Oak 1st and 3rd
 * Pin Oak 1st and 3rd
 * Elm 1st and 3rd
 * Black Locust 1st and 3rd
 * Hawthorn 1st and 3rd and 3rd
 * Honey Locust 1st and 3rd
 * Cherry 1st and 3rd
 * Norway Spruce 1st and 3rd
 * Staghorn Sumac 1st and 3rd
 * Witch Hazel 1st and 3rd
 * Live Oak 1st and 3rd
 * Flowering Crab Apple 1st and 3rd
 * Butternut (White Walnut) 1st and 3rd and 3rd

Each student will select a second tree to study from the list below. These trees are not found on our school grounds but most of them are very common in PA. You will research your second tree for the same information as your first tree. You will be responsible for putting your information on your page of the wiki.

Trees: Add your tree information to your individual page and link from here.
 * Tulip 1st and 3rd
 * Sassafras 1st and 3rd
 * Catalpa 1st and 3rd
 * Cucumber Magnolia 1st and 3rd
 * American Beech 1st and 1st and 3rd
 * Eastern Hemlock 1st and 3rd
 * Black or green Ash 1st and 3rd
 * Box Elder 1st and 3rd
 * Flowering Dogwood 1st and 3rd
 * American Larch 1st and 3rd
 * Norway Maple 1st and 3rd
 * Cedar 1st and 3rd
 * Willow 1st and 3rd
 * Redbud 1st and 3rd
 * Pine-Group of 3 1st and 1st and 3rd
 * Silver Maple 1st and 3rd
 * Fir 1st and 3rd
 * Osage Orange 1st and 3rd
 * Hornbeam 1st and 3rd
 * Chestnut 1st and 3rd
 * Basswood 1st and 3rd
 * Sweet Birch 1st and 3rd
 * Devil's Club 1st and 3rd
 * Hickory 1st and 3rd
 * Colorado Blue Spruce 1st and 3rd
 * Black Walnut 1st and 3rd

1. How are trees important to other organisms? Give examples. 2. How are trees important to the cycling of materials in the biosphere? Discuss these. 3. How are trees important to our food and fiber system? Give examples. 4. Discuss how trees demonstrate all the characteristics of living things discussed in class.
 * Homework:**

=Twig lab= Complete the following using the twig provided in class.

Homework: 1. Share your twig age as well as the growth for each year (distances between all bud scale scars) with the rest of your group. Is the growth each year the same? What factors would contribute to the different rates of growth of the twigs? 2. Make a drawing of how leaf scars would be on a branch if it were alternate, opposite, and whorled. 3. What type of tissue would be found inside the bundle scars (ask yourself what is the purpose of the bundle scars)? Why is this tissue needed for the life of the tree? 4. What is the purpose of a lenticel? Where are they located on the twig? 5. What is a node when referring to a branch?

=Leaf Project= Directions for completing the leaf project:

Grading rubric for the leaf project:

=Classification of marine bacteria= Complete the activities on the following document to understand characteristics that are used to classify Monerans: Use this dichotomous key to help you answer the questions: =Classifying of candy= Use the given candies to classify them down to their scientific name. Follow the dichotomous key beginning at #1 for each of the candies until you have identified each one:
 * On your individual page: Place the information about which microbe you are as well as the answers to the question in Activity 2. Title it Classification of Marine Bacteria using Heading 1.
 * On your team page: Collaborate on the information for Activity 1 and 3. Place the final answers on the team page. Be sure that the design for microbes in Activity 3 (question 5 and 6) are discussed by each member of the team on the team page. Title it Classification of Marine Bacteria using Heading 1.


 * Homework for candy lab:**

1. Why is it better to have only 2 choices at each step instead of more? 2. What problems did you encounter in using the dichotomous key? Be specific and discuss fully. 3. How did you resolve your problems in #2? 4. Do classification keys go from general to specific characteristics or from specific to general characteristics? Explain why. 5. What does the first and second part of the Latin name represent in the scientific name of the organism? 6. Research Carolus Linnaeus and his contribution to modern classification. 7. What is a dichotomous key? (define) 8. What is binomial nomenclature? (define) 9. Briefly describe how classification has changed before and after Linnaeus? 10. List the order of classification groups from Kingdom down to species.

=Monocots and dicots= Lab:

Grading Rubric:

=Food and Fiber System:= We use plant species for both food and fiber. As a class, we will brainstorm various grains and fibers that are used around the world as well as driving questions to understand more about them.

1st period: https://docs.google.com/document/edit?id=1G1Z7t0_Gryb3hQJfWG-H3QE_i0vFhNjzlUG5ETx5BQ4&hl=en&authkey=CPyWhb4D

3rd period: https://docs.google.com/document/edit?id=1O5Mu7HyhJKN4lTvdJEy9hYnQrjhrX7-E1m1yTxzY-og&hl=en&authkey=CPqym_4J

1. Which fibers or fabrics seem to be the most difficult to care for? 2. Which fibers are made from nonrenewable resources? What are the characteristics of these fibers that make using them beneficial? 3. Which fibers do you prefer to have your clothing made from? Discuss why (advantages that are most important to you and maybe disadvantages that don't seem to matter.) 4. What are the top three grains used in the world? What other grains are used to replace these? 5. If you could try one of the grains that you have not heard about before, which would you try and why?
 * Homework:**

=Classification of the PA leaves= Now that you have experience with a dichotomous key and explored basic classification information, let's look at the classification of PA leaves.
 * 1) Take the leaves you collected from outside and look at the various characteristics you can use to classify them. You must classify all 20.
 * 2) **As a class**, create a flowchart that shows the different traits. Do not write sentences but use just a few words to describe the characteristics. Remember that each part must have two related but opposite choices.
 * 3) Write the flowchart on the whiteboard or use large white paper to record and be able to see in order to complete the team work below later. Work collaboratively as a class. Every person must be part of the process for you to be able to do the next step as a team and answer the homework questions next week as an individual.
 * 4) Keep dividing the categories using only two choices at a time until you have the 20 leaves by themselves at the bottom.
 * 5) You cannot use the same terms twice in your flowchart. For example, you can't use serrated margin and smooth margin more than once in the whole flowchart. If you start to do that, then that is a clue you should have that category higher in your flowchart.
 * 6) Here is an example: If we were to classify shoes, we would use the broadest category possible first. Perhaps we would use closed toe shoes and open toe shoes. In open toe shoes, we could choose flat soles or high heels.Maybe in close toe shoes we would use casual and dressy.The flowchart would look like this:
 * 7) [[image:globalbiology:classifyshoes.png width="488" height="216" caption="classifyshoes.png"]]
 * 8) Make sure the names of the leaves are by themselves at the bottom of the flowchart, the path that is followed to get to the leaf makes every choice logical, you do not use the same categories twice in the flowchart, etc.


 * Each team then does the following:**
 * 1) Create a dichotomous key (like the one you used to classify the candy above) to classify the PA leaves following the class flowchart.
 * 2) Write out your dichotomous key as a team on paper or a word document. Each team must place their dichotomous key on their team page. You can take a snapshot of your word document to put on the team page.
 * 3) Suggestions: You may find it necessary to alter the flowchart a little. That is okay, just be sure that the same two choices do not occur more than once in the same dichotomous key.
 * 4) Be sure that as you follow one leaf through your dichotomous key, all the choices are logical and match the characteristics of the leaf, and it ends with the name of the leaf.
 * 5) You may need to look at the leaves to check the characteristics or talk to the person who knows the leaf in your class.
 * 6) All the leaves that you class identified needs to be in the dichotomous key. Don't leave any out.
 * 7) Each group will make a dichotomous key that is different from the others. That is okay. Try to make the best and clearest dichotomous key as a group that you can.
 * 8) We will peer review other teams' dichotomous key by taking sample leaves and using the dichotomous key to identify the leaf.

1. Were all the teams dichotomous keys the same? why or why not? 2. Is it possible that a dichotomous key may have to be changed in the future? why or why not? 3. Did you have to search for additional information about the PA trees in order to place them in the dichotomous key?
 * Homework:**

=Classification notes=

media type="file" key="classification.mov" width="429" height="429" align="center"



=Classifying animals= In order to understand how animals are classified, we must decide what questions have been asked about animals and their relationships to each other. Criteria used for classifying and research: Resources: http://tiktaalik.uchicago.edu/book-tools.html In your group, research the item above you have been given. Describe what is involved in the process and provide one or more high quality examples showing how the above can be used in the classification of organisms. (For ex. Give an example of how homology between two organisms shows them to be classified closely together.) **Be sure to give your sources as well. Add your information to the google docs page here:**
 * embryology
 * homology
 * analogy
 * blood proteins/biochemistry
 * DNA/RNA
 * chromosome structure
 * adaptations
 * evolution
 * problems in classification (organisms that don't fit)
 * geologic evidence
 * behavior

=Survey of animal classification= Each group will receive jars of preserved organisms Ask how are these similar and different? Think in terms of classification. Be prepared to discuss what you have observed in your team. Identify the following for that **classification group**:
 * 1) Transport (internal such as open or closed circulatory system) and locomotion (what does it use to get around)
 * 2) Nutrition - what does it eat and how does it digest - describe briefly
 * 3) Reproduction - asexual, sexual
 * 4) Responses to stimuli - give an example - can be for defense, etc.
 * 5) Adaptation - how are they adapted to live in their surroundings? - what allows them to survive their environmental conditions?
 * 6) Breathing - how does it exchange gases needed for survival?
 * 7) General structure of the body
 * 8) Place in food chain
 * 9) Background of the group - what they have in common, etc. Include interesting information about past history, places they are found
 * 10) Other organisms found in that group - include the most common organisms people would recognize (plus a few others)
 * 11) What "oddball" if any exists in that group that does not seem to fit in or is different than the others? Why is it classified here? What is the characteristic that puts it in the group?
 * 12) Type of symmetry - radial, bilateral, asymmetrical
 * 13) An example of extinct or endangered members of the group and possible reasons for extinction/endangerment
 * 14) What is their importance to our lives, other organisms, or the planet? (economic, aesthetic, etc.)
 * 15) Any other additional facts
 * 16) All pictures must be copyright free and include the name of the owner of the pic (flickr creative commons), or the url where the pic is found (specific wikipedia article).

Place your information on the google powerpoint created for academic biology. BE SURE TO CLICK ON THE SLIDE FOR YOUR ANIMAL GROUP AND ADD MORE SLIDES AFTER IT TO HOLD YOUR INFORMATION. https://docs.google.com/present/edit?id=0AVUSISFTqhalZGN0NDdycGRfNDYxY214cnpjZms&hl=en&authkey=CMmXyoUP

Here is the final version of the powerpoint:

media type="custom" key="7701755"

Resources to use:
Encyclopedia of Life Animal Diversity Web Earth's Endangered

=Create an organism=

Imagine that you have discovered a new species of animal, never before seen. Use Scratch to create the organism, describe its physical and behavioral characteristics, describe its habitat, and make up a name for it that would fit into the system of binomial nomenclature. Use your imagination when creating the species. You can use Scratch to draw the organism completely, draw a portion and add the rest of the picture from an image, or put two or more images together. Be sure to have a plan in mind first (the classification category that you are using and then a new animal that would fit it. You will take a snapshot of your final creation and use the picture and information of what you create to enter onto the wiki. A discussion will be created to create a conversation about the classification category.