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Classification Systems Activity Guide National Park Service U.S. Department of the Interior Zion National Park Classification Systems Introduction to Scientific Observation and Classification NPS/CHRISTOPHER GEZON Contents Introduction 2 Background 2 Activites Do You See What I See? 3 Divided in Two Classification Part 1 5 Canyon Creatures Classification Part 2 6 Glossary 7 References 7 Introduction This guide contains background information about how observation and classification are important to scientists and directions for three activities that will help students better understand why organisms are classified in different ways. The activities are most beneficial to students when completed in order. This guide is specifically designed for seventh grade classrooms, but the activities can be modified for students at other levels. Theme The first modern classification of the natural Observation and classification of living world was by Swedish biologist Carl Linnaeus things allows scientists to understand the in 1735. Linnaeus, now known as the “Father relationships between a variety of organisms of Taxonomy,” first categorized everything in and helps them to properly identify different the natural world as either animal, vegetable, species. or mineral, then further divided each category into different classes based on observable Focus differences. His system is the basis of the This guide will help students to understand taxonomy system used today by scientists to and learn how observations about organisms classify animals, plants, and microorganisms. and their structures are used to develop While much has been added and changed classification systems. to how Linnaeus classified living things, the structure remains similar, including the Activities use of Latin names by modern scientists. “Taxonomy” is now the name given to the Do You See What I See? science of grouping and naming organisms by Students will try to list or draw all items from their shared characteristics. memory of a part of the classroom or school, and then check their accuracy. Students will Even for people who are not familiar with the Activity Materials then find a way to classify what they are able taxonomic structure laid out by Linnaeus, to observe in an outdoor area of school. everyone uses some sort of classification Corresponding materials system, especially when they are out in nature. which may include images, All reference guides use different classification worksheets, and answer keys Divided in Two: Classification Part 1 are provided for each activity. Students will classify different animals that live systems to distinguish between different plants Materials can be downloaded in Zion National Park using a dichotomous and animals. For example, after narrowing from the lesson plan webpage, an animal down to a reptile, features such as found here. key and taxonomic worksheet. its size and color can help identify a specific animal. Core Connections Canyon Creatures: Classification Part 2 After the class uses shoes to model how Classification helps scientists understand the Utah Core Curriculum to create a classification system, students role of all plants, animals, and other living Seventh Grade Science will create their dichotomous key using a things in specific ecosystems. Based upon worksheet of mythical animals. Standard 5: Students will physical structure, classification systems can understand that structure is change over time as we learn more about the used to develop classification role and relationships of organisms. systems. Background Objective 1: Classify based on All science is initially based on observations observable properties. of the world around us. The more we observe, the more our ability to gain knowledge can Objective 2: Use and develop a increase. Even the earliest scientists used simple classification system. direct observation to make sense of and Objective 3: Classify organisms categorize and classify the world around them. using an orderly pattern based upon structure. Zion National Park, April 2014 Classification 2 Do You See What I See? Observation skills are easily acquired but take practice. We can learn to be careful observers Duration by practicing—even when there does not 60 Minutes seem to be anything to observe—and by being aware of our surroundings, recognizing how Location different environments fit into a larger whole. Inside and outside Materials Key Vocabulary • Cloth sheet or large piece of paper classification, observation • Notepad or paper for each student Objectives Suggested Procedure Students will be able to defend the importance 1. Before students arrive to class, cover a of observation and be able to demonstrate section of wall, chalkboard, or desk with a different ways to classify things. cloth sheet or large pieces of paper. Cover a surface the students likely see on a regular Method basis and therefore have some familiarity Students will try to list or draw from memory with. all items in a part of the classroom or school, 2. When students arrive, have them write and then check their accuracy. Students will down or draw everything they can then find a way to classify what they are able remember from the surface that was to observe in an outdoor area of school. covered. After two to three minutes or when students finish, remove the covering. Background People notice different details depending on 3. Have students share what they where they are and what they are looking for. remembered, what they forgot, and Students look at their classroom every day, but anything they may have added or gotten may not be able to recall specific details. They wrong. Discuss whether there were any may walk through their neighborhood every overall patterns of what was remembered day, but because they are focused on getting or not remembered, whether most or all somewhere, they may not notice details about students remembered or missed certain the plants, animals, or buildings around them. items, and why that might be so (were NPS/JENNY EBERLEIN A praying mantis feeds on an insect. Zion National Park, April 2014 Classification 3 certain things small or large, camouflaged, Extension had bright or dull colors, or were Have students observe an insect or small something that students really liked or animal if available. Pretend that no one has disliked?). ever seen this animal before and have students make a report to a scientist. Provide a detailed 4. Have students repeat the activity for a description. If they were reporting these specific outdoor area and have them write findings to the general public, would they down or draw as many details as they change any details they would describe? can remember. Choose a space outdoors that is easily accessible and all students Have students keep a journal of the local are familiar with (when students finish, phenology (seasonal biological phenomena the class will go outside together). Have such as when the first flowers bloom, when students include as much detail as possible animals migrate, when leaves change color such as whether parts of the area are hard etc.). or soft, what color or shape they are, and what they might smell or sound like. When students are finished, take the class outdoors to the area and again have them compare what they remembered relative to what is actually there. 5. Have the students pick a spot to sit outdoors. Each student should sit at least ten feet away from other students if possible so they have their own quiet space. Have them record in as much detail all they see, again focusing on features such as what color, shape, or size something is, what it smells like or sounds like, and what it might feel like. Students can choose to focus on a small area (one tree, one rock, etc.) or the whole scene. Give students five to ten NPS/JENNY EBERLEIN minutes to observe and record. Tansy aster Machaeranthera spp. 6. Once students are finished recording their observations, have them group items from their observation into five categories. Students can classify their items in any way they choose using any similarities and differences of their items (i.e. plants, animals, sounds, colors, etc.). Give students five to ten minutes. 7. Bring the group back together (either outside or in the classroom) and discuss the importance of observing the world around them and how they classified the items they observed. Did students come up with similar or different categories? What about the sub-categories? How did students categorize what they saw (structure, size, color). Explain that there are many different ways to classify things, and observations are an essential park of science. Zion National Park, April 2014 Classification 4 Divided in Two how organisms are related by their similar characteristics. One way scientists do this is Classification Part 1 by classifying the organisms. Duration 2. Review or introduce the classification 60 Minutes system used today by scientists to classify organisms. The system flows from broad, Location general categories to specific: kingdom, Inside phylum, class, order, family, genus, and species. Write these on the board in a NPS/SARAH STIO Key Vocabulary column, starting with kingdom and ending classification, classification key, dichotomous with species. Explain and review that key, kingdom, organism, species, taxonomy all organisms are grouped into different kingdoms first–can the students name any Objectives of the kingdoms (animals, plants, fungi, Through discussion and practice, students will etc.)? Allow student discussion of the traits understand that organisms are classified based used for classification. Explain that as one on observable properties. moves through the taxonomic categories, the traits for organisms become more Method specific, and the group becomes smaller. NPS/MARC NEIDIG Students will classify different animals using a The genus and species, a two-word phrase dichotomous key and taxonomic worksheet. in Latin, is how scientists name a specific organism. To assist students to remember Background the order of the taxonomic levels, they The first modern taxonomy, or classification can use a mnemonic device such as, “King system, was written in 1735 by Swedish Phillip Came Over For Good Soup.” biologist Carl Linnaeus.
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