Lisa Shaffren

Biology 1

4th Period

June 13, 2007

Approximate time: 50 minutes

Objective:

1) The student will apply the levels of Linnaeus’s taxonomy to particular examples. (6a)

2) The student will distinguish between morphological and molecular systems for determining phylogeny. (6a)

Materials: Hand-outs, board and markers, notes.

Warm-up

Quiz:

1) What is classification?

2) Name three places that objects are organized. Please explain. What categories are used?

3) What is a classification guide?

4) Draw an example of a classification guide. Use clothing.

Set:

Draw three picture on the board; one of a fish, one of a dog, one of an eel.

Which organisms do you think are most closely related? Why do you think that?

When they answer, say “you guys understand phylogenies based in morphology”. And explain it.

When we write family trees, do we use looks- physical form- to know whose related to whom? What do we use instead? What is it based on? You guys also understand phylogenies based in genetics.  

We’ve looked at the systems used to classify organisms. The system is called...? Taxonomy. Today we will be looking at categories that biologists actually use to group organisms.

Procedure

1) Warm-up & Set

2) Hand out notes sheets

3) Talk through notes sheet, using examples, explaining pictures and asking students to come up with their own examples.

4) During the taxonomy part of the notes, give students three minutes to come with their own mnemonic devices. Three minutes to share.

5) Hand out activity sheet. Work time.

6) Closure.

Closure: Restate objectives, review terms by asking student questions, quiz reminder, announcement of tomorrow’s lesson on plants.

Assessment:

Informal: The teacher will observe student participation and enthusiasm (M) during class discussion (C).

Formal: The student will take a graded (D) quiz (M) on taxonomy and its application, including morphological vs. genetics morphology.

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