Yr+7.3+Classification

=Yr 7.3 Classification= **//__ Year 7 Classification __//****//__ – __//****//__ Chapter 3 __//**


 * ** Key Concepts ** ||  ||||   ||
 * # 1. Patterns Order and Organisation
 * 1) 2. Reasons for classifying
 * 2) 3. Grouping according to similarities and differences
 * 3) 4. Using the hierarchical system: kingdom, phylum, class, order, family, genus, species
 * 4) 5. Using scientific naming conventions
 * 5) 6. Using keys |||| NAME:


 * Pre-test: ** http://www.classroomclipboard.com/490625/Test/5C84EB6309644D70A2E4431769496529

What is classification? Characteristics of living things 5 Kingdoms |||| Investigation 3.2 – Is it alive?
 * Access code: ** TJPG ||
 * || ** Science Quest 7 **
 * // TEXTBOOK //** |||| ** SCIENCE Quest 7 ****// PRACTICALS / ACTIVITIES //** || ** SCIENCE Quest 7 **
 * // HOMEWORK //** || ** OTHER ACTIVITIES/RESOURCES ** ||
 * 1 || ** 3.1 ** **Patterns order and Organisations** p36

JacPLUS interactive: Time Out: “Kingdoms’

EP Year 07 Science Understanding à Biological Sciences à Classification à 1. What is Classification à 1.1 Introduction to Classification AND 1.2 Uses of Classification (17 mins)

EP Year 07 Science Understanding à Biological Sciences à Classification à 2. Living or Non Living à 2.1 Living or Non-Living AND 2.2 MRS GREN (41 mins)

EP Year 07 Science Understanding à Biological Sciences à Classification à 5. Kingdoms of Life à 5.1 The 6 Kingdoms (14 mins)

PowerPoint: which kingdom do I belong to? || Download the app ‘VIC Field Guide’ || ** Words to Learn ** classification, organism, living, non-living, dead, alive, cells, reproduce, excrete, respire, respond, nutrition, move, grow, multicellular, unicellular, taxonomy, kingdom, phylum, class, order, family, genus, species, Animalia, plantae, monera, fungi, protista ||
 * 2 || ** 3.2 Unlocking meaning – patterns in scientific language ** p43
 * 3.3 Unlocking patterns in scientific names ** p48 |||| Scientific naming activity OR Classification Research Project OR Classification Children’s Story Book

EP Year 07 Science Understanding à Biological Sciences à Classification à 4. Linnaean Classification à 4.2 Bionomial Nomenclature (10 mins) AND 4.3 Species and Hybrids (6 mins) ||  || ** Words to Learn ** Binomial nomenclature ||
 * 3 || ** 3.4 Keys to Unlock Identity ** p53 |||| Investigation 3.4 – Making a class key

Classifying my pencil case

Silly Science dichotomous key

EP Year 07 Science Understanding à Biological Sciences à Classification à 3. Dichotomous Keys à 3.1 Dichotomous Keys (33 mins) ||  || ** Words to Learn ** Dichotomous key, field guide ||
 * 4 || ** 3.5 Which animal ** p60 |||| Animal alphabet

Identifying animal groups

What animal is that (specimen jars)

EP Year 07 Science Understanding à Biological Sciences à Classification à 5. Kingdoms of Life à 5.2 Animal Phyla (25 mins) ||  || ** Words to Learn ** Vertebrate, invertebrate, exoskeleton, endoskeleton, radial symmetry, bilateral symmetry || Biological Sciences à Classification à 5. Kingdoms of Life à 5.3 Vertebrates (11 mins) ||  || ** Words to Learn ** Birds, mammals, fish, reptiles, amphibians ||
 * 5 || ** 3.6 Got a backbone! ** p63 |||| EP Year 07 Science Understanding à
 * 6 || ** 3.7 Mammals ** p67 |||| [[image:http://mrwallisscience.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=106 width="200" height="106" caption="C:Documents and SettingseholmanLocal SettingsTemporary Internet FilesContent.IE53HL09GGZj0428385[1].wmf"]] Weblink [|evolution of platypus]

Mammals Venn diagram ||  || ** Words to Learn ** Placental mammal, marsupial, monotreme, pouch || Arthropods, molluscs, echinoderms, porifera, cnidarians, annelids, nemotodes, Platyhelminthes, insects || Biological Sciences à Classification à 5. Kingdoms of Life à 5.4 Plant Divisions (5 mins) ||  || ** Words to Learn ** Angiosperms, gymnosperms, pteridophytes, bryophytes, xylem, phloem, vascular tissue, liverwort, moss, fern, conifer, tracheophyte ||
 * || ** Photo assignment ** || ** Photograph birds around your home. choose 3 photos to present and classify the species you have found ** ||  || ** Present your best photos and its classification as a photo that could be added to our school photogallery ** ||   ||
 * 7 || ** 3.8 No backbone! ** p72 |||| Invertebrate zoo ||   || ** Words to Learn **
 * 8 || ** 3.10 Which plant ** p80 |||| EP Year 07 Science Understanding à
 * 9 || ** 3.12 Plants no more ** p89 ||||   ||   || Algae, lichen, fungi ||

** Year 7 //__Classification__// ****//__–__//****//__ Chapter 3 __//**


 * ** K ** ||  ||||   ||

=Class notes=

what does it mean to be alive
living things have 1 or more cells - must be able to grow, reproduce , you require oxygen, water and nutrients produce waste and assimilate their food

dead things were.....

non living things can not ........

Classifying animals We group animals based on their main structural features. We generally do not classify animals based on colour or size or things it might be able to do until we get to the Family level.

The best way to start is to ask the question; "Does it have a backbone?" . This will put the animal into either the vertebrates (with backbones) or the invertebrates (without backbones).

The next best question to ask often refers to their outer covering. For example - do they have feathers, scales, smooth moist skin, or fur. These questions will put the animal into the correct Class.

After this the questions you might ask may be very specific and refer to particular structures the animal may have. For example with mammals we might ask do they have a pouch? - this would separate out all the marsupials from the other mammals.

What are the criteria you used to separate the animals into the groups?

=Invertebrates=

**Cnidarians**
Jellyfish Corals Anemones Their characteristics are no digestive system, mouth is the anus. uses tentacles with stinging cells to capture tiny microscopic animals or debris. Bigger anemones can catch small fish with their tentacles. No brain, no specialised organs but they have specialised cells. Soft bodies no bones or shell.

**Arthropoda**
Centipedes Millipedes Arachnids Crustaceans -have a multistage life cycle that starts in the water, and they have gills, often have nippers Insects
 * Jointed legs and definite body parts like a head, thorax and abdomen. Inside its exoskeleton are its organs like heart, digestive system, liver kidney etc. but they don't have bones. They do have antennae and multiples of eyes but no ears. **

**Molluscs -**
(Shell) on the outside and a large muscular foot. often slimy, soft body, heart, gills, digestive system, nervous system, brain (small except in octopus and squids- very intelligent) **Eyes on stalks or very well developed**

**Worms**
Mouth and anus (tube digestive system) no lungs - some have a simple heart. No eyes or ears, simple nervous system. May have more than one brain - just a collection of nerve cells Flatworms Segmented worms

Vertebrates
> monotremes > marsupials Student submitted notes\ Poriferans are commonly referred to as sponges. An early branching event in the history of animals separated the sponges from other metazoans. As one would expect based on their phylogenetic position, fossil sponges are among the oldest known animal fossils, dating from the Late Precambrian. Since then, sponges have been conspicuous members of many fossil communities; the number of described fossil genera exceeds 900. The approximately 5,000 living sponge species are classified in the phylum Porifera, which is composed of three distinct groups, the Hexactinellida (glass sponges),\ Sylvia
 * 1) Fish
 * 2) amphibians
 * 3) reptiles
 * 4) birds
 * 5) mammals
 * placentals

Flat worms... Nina

Is this a phlya or class? Class How they'd reproduce? They lay hundreds of tiny eggs, if you get half of a flatworm in half it can reproduce a nother one or you sexually have baby. skin or covering? skin, flat, usually unsegmented bodies. warm or cold blooded? cold blooded. special feature? they have a mouth but no anus 2 pictures of a flatworm...

Specimens at school number || Name || Covering exoskeleton endoskeleton || Limbs || habitat || Warm/ cold blooded endotherm or ectotherm || How they eat || Symmetry radial bilateral or none ||  ||
 * Specimen
 * 1 || || ||  ||   ||   ||   ||   ||   ||
 * 2 || jelly fish || none || none, tentacles || marine || ectotherm || mouth no digestive system, tentacles || radial ||  ||
 * 3 ||  ||   ||   ||   ||   ||   ||   ||   ||
 * 4 ||  ||   ||   ||   ||   ||   ||   ||   ||
 * 5 ||  ||   ||   ||   ||   ||   ||   ||   ||
 * 6 || yabby || exoskeleton || >10 ||  ||   ||   ||   ||   ||
 * 7 || starfish || exoskeleton || 8 || marine || ectotherm || radula, || radial ||  ||
 * 8 || sponge || none || none || marine || ectotherm || no mouth || none ||  ||
 * 9 ||  ||   ||   ||   ||   ||   ||   ||   ||
 * 10 ||  ||   ||   ||   ||   ||   ||   ||   ||
 * 11 || dragon fly || exoskeleton || 6 legs and 4 wings ||  ||   ||   || bilatera l ||   ||
 * 12 || octopus || none || 8 || marine || cold || mouth, beak, and digestive system || bilateral ||  ||
 * 13 || snake || scales || 0 || land || ectotherm || mouth teeth || bilateral ||  ||
 * 14 ||  ||   ||   ||   ||   ||   ||   ||   ||
 * 15 || centipede || exoskeleton || 1 pair per body part ||  ||   ||   ||   ||   ||
 * 16 || spider || exoskeleton || 8 || land || ectotherm || mouth, mandibles || bilateral ||  ||
 * 17 || shark || horny skin || 4 fins || marine || ectotherm || teeth mouth || bilateral ||  ||
 * 18 || bird || feathers, scales on the legs || 4 2 legs and 2 wings || forest, plains || endotherm || BEAK AND MOUTH || bilateral ||  ||
 * 19 || bat || fur || 4 legs || forest || endotherm || teeth and mouth || bilateral ||  ||
 * 20 || cicada || exoskeleton || 6 ||  ||   ||   ||   ||   ||

Task number 2 Make a dichotomous key for the specimens in the table. The idea is to ask successive questions of the specimen there there can only be 2 answers generally a yes or no. The result of the final question is the specimens name. The best place to start is with the most general characteristic. In this collection it might be "Symmetry

The Key 1. a) Does it have no symmetry ............yes (sponge) 1.b) go to 2 2a) does it have radial symmetry ...........yes (3a) 2b) go to 4 --(we may have to change this number later) 3a) does it have rough skin and more than 7 definite legs ........starfish 3b) jelly fish 4a) does it have an exoskeleton yes (5a) 4b) no go to 10 ( we may have to change this later) 5a)does it have 6 legs yes (6a) 5b no go to 7a ( may have to change this 6a)does it have 4 wings yes -- dragon fly 6b) no ---cicada 7a) does it have 8 legs -.........yes .....spider 7b) does it have one pair of legs per segment ..........centipede

media type="custom" key="23718440"

media type="custom" key="23718456" code  code Detailed arthropod classification to order. http://bijlmakers.com/entomology/classification/Insect_classification.htm

Pictures of insects to match against order http://bugguide.net/node/view/15740

Classifying Plants To belong to the Plant kingdom an organism must have some green parts which are used for photosynthesis. (this is the process where plants convert water and carbon dioxide in the presence of light and chlorophyll into oxygen and glucose)

Plants can be divided further based on how they stand up. Tracheophytes - plants with tubes that transport food and water from their top to their roots. We call these tubes VASCULAR TISSUE. Plants without vascular tissue can't grow very tall and these include the BRYOPHYTES. Examples of bryophytes are the mosses and liverworts.

Examples of plants in the Tracheophytes are the Angiosperms - plants that produce flowers and seeds in order to reproduce. Gymnosperms - naked seed plants. They have distinct male parts that produce pollen female cones that when fertilised produce a thin flaky seed. Pteridophytes are ferns. They produce spores that grow into either a male or female plant. When the sex cells are combine a new plant like the adult fern will grow.

Pteridophytes Angiosperms Gymnosperms Tracheophytes || Mosses and liverworts Ferns Flowering plants Conifers Plants with stems ||
 * ~ Scientific term ||~ Common name ||
 * Bryophytes

Quiz on Chap 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.8,

Old classification courses glossary online test Classification hierarchy. What is a species Naming organisms P65 qu 1-7 ext. 8 |||| Suggestions: 1. EP task 1 https://www.educationperfect.com/login/#Task=89536 2. [|**doc-6051**] 3. [|**doc-6052**] 4.[|int-0204] 5. Activity: Animal observations
 * ** ey Concepts ** ||  ||||   ||
 * # Patterns Order and Organisation
 * 1) Reasons for classifying
 * 2) Grouping according to similarities and differences
 * 3) Using the hierarchical system: kingdom, phylum, class, order, family, genus, species
 * 4) Using scientific naming conventions
 * 5) Using keys |||| NAME: ||
 * || ** Science Quest 7 **
 * // TEXTBOOK //** |||| ** SCIENCE Quest 7 ****// PRACTICALS / ACTIVITIES //** || ** SCIENCE Quest 7 **
 * // HOMEWORK //** || ** OTHER ACTIVITIES/RESOURCES ** ||
 * 1 || ** 3.1 ** **Patterns order and Organisations** –

6. Down load app for ipad VIC Field Guide || ** Research project on an animal. Prezi or other presentation ** Sifting and Sorting 6.1 Scientific naming 6.2 Sorting animals 6.3

Long term project to take some brilliant animal or plant photos to include in our "School organism register" || ** Words to Learn ** Phylum class order family genus species animalia plantae monera fungi protista chordate mammalia aves amphibian reptile binomial nomenclature || Using keys P70 qu 1-12 |||| Activity 3.3 [|Doc-6053] || Use Birds in our Backyard website || ** Words to Learn ** Dichotomous key, field guide || Recognising vertebrates and invertebrates ||||  ||  || ** Words to Learn ** vertebrates invertebrates || P81 qu 1-4 3.7 Invertebrates |||| Weblink [|evolution of platypus] ||  || ** Words to Learn ** Mammal placental monotreme marsupial pouch echidna platypus || P96 qu 1 |||| Activity: Using cameras/phones student find examples of bryophytes, angiosperm, gymnosperm, pteridophytes in yard to label and present ||  || ** Words to Learn ** Tracheophyte angiosperm conifer liverwort moss fern || P 105 qu 1-5 ||||  || Extension Looking back p111 || ** Words to Learn ** Cell oxygen excrete nutrient responds reproduces ||
 * 2 || ** 3.3 Keys to Unlock Identitiy – **
 * 3 || ** 3.5 Which Animal– **
 * 4 || ** 3.6 Mammals **
 * 5 || ** 3.8 Which Plant **
 * 6 || ** 3.11 Is it Alive **

** Year 7 //‘Classification’// key concepts **

|||||| ** Key Concept ** Heterotrophs Endothermic Ectothermic Photosynthesis Autotroph Response Stomata Vertebrate respiration |||| Invertebrates Dichotomous key Classification Amphibians Reptiles Birds Fish Mammals Exoskeleton || Cnidarians Arthropods Molluscs Worms Fungi Monera Protists Organism Exoskeleton |||| NAME: ||  ||
 * ** Vocab ** |||| ** Suggested activity ** ||
 * # What are living things and what can they do?
 * 1) What Kingdoms do species come from?
 * 2) How do we use a dichotomous key?
 * 3) How do we classify animals
 * 4) The difference between vertebrate and invertebrate.
 * 5) The difference between vascular plants and bryophytes. || Characteristics

//__ Revision: __// Q.1 – 17 //__ Thinking: __// Q18 |||||| **__ Prac 2: __** Mustard Seeds (p.157) ||||||  || **__ Worksheet 1: __** “Is it alive?” || //__ Thinking: __// Q.23 – 24. ||||||  |||||| **__ Activity 6.1 __****. p.56 & 57 ** Sifting and sorting || **__ Worksheet 2 __**__ : __** “ ** 5 Kingdom handout” || //__ Revision: __// Q.1 – 16. |||||| **__ Prac 1: __** Making a pasta key (p.163) Scientific naming || **__ Worksheet 4: __** “Using Keys” || //__ Revision: __// Q.1 – 9. //__ Thinking: __// Q.10 - 14 ||||||  |||||| **__ Activity 6.3 __**** p.61 – 63. ** Sorting animals || **__ Worksheet 5: __** Grouping animals (work in small groups) || “What animal is that?” (animals in jars) ||||||  || **__ Worksheet 6: __** Vertebrates sheet //__ Revision: __// Q.1- 8. //__ Thinking: __// Q.9 – 12. |||||| **__ Prac 1: __** Dichotomous key of plants (p.181) |||||| ||   || //__ Revision: __// Q.1 – 6. //__ Thinking: __// Q. 7 |||||| **__ Prac 1: __** Constructing keys (p.186) |||||| **__ Activity 6.4. __**** p.64. ** Classification crossword
 * || ** SCIENCE DIMENSIONS 1 **
 * // TEXTBOOK //** |||||| ** SCIENCE DIMENSIONS 1 ****// PRACTICALS / ACTIVITIES //** |||||| ** SCIENCE DIMENSIONS 1 **
 * // HOMEWORK BOOK //** || ** OTHER ACTIVITIES/RESOURCES ** ||
 * ** 1 ** || ** 6.1 Being alive ** p.151 - 155
 * ** 2 ** || ** 6.2 From Kingdom to species ** p.158 – 162
 * __ Worksheet 3: __** “Creepy Critters”
 * ** 3 ** || ** 6.2 From Kingdom to species cont... **
 * __ Prac 2: __** Classifying your pencil case (p.163) |||||| **__ Activity 6.2 __**** p.59 **
 * ** 4 ** || ** 6.3 Animal classification ** p.164 – 171.
 * ** 5 ** || ** 6.3 Animal classification cont... ** |||||| **__ Prac: __**
 * __ Worksheet 7: __** Classifying things ||
 * ** 6 ** || ** COMPUTER ROOM BOOKING **
 * ‘ICT Task’ ** ||||||  ||||||   || Virtual fish dissection online
 * 1) []
 * 2) [] ||
 * ** 7 ** || ** 6.4 Plants and other Kingdoms ** p.175 – 180.
 * ** 8 ** || ** 6.5 More on Keys ** p.182 – 186.

Make your own animal go here http://switchzoo.com/zoo.htm ||  || Summary questions p.60 ||||||  |||||| **__ Activity 6.5 __**** p.187. ** Sci-words || **__ Worksheet 9: __** classification crossword ||
 * ** 9 ** || ** Revision **
 * ** 10 ** || ** Test ** ||||||  ||||||   || **__ Worksheet 10: __** Test
 * __ Worksheet 11 __** : Word find ||

** Year 7 Science ‘Classification’ Unit: MGSC **

// Brainstorm with a partner/share with class // - What does it mean to be alive? - Challenge the ideas with examples (e.g. do plants have a brain?) // Worksheet: // is it alive? // Memory Trick: // MRS C GREN // Read from text and complete worksheet // : characteristics of living things. ||  || - Go over worksheet: characteristics of living things. Use PowerPoint. - // Video: // plant response to stimuli (phototropism & thigmotropism) // Prac: // mustard seeds ||  || // Discussion: // What is classification? - Putting things into groups How do we put classify things? - Based on similarities between them How could we classify people in this class? - E.g. by hair colour, summer/winter uniform, eye colour, hair up/out Why do we classify things? - Read pp 158 under ‘Classification’ & ‘Classifying living things’ - Easier to deal with smaller groups (e.g. can talk about the entire cat family rather than listing all of them) - If you don’t know what a particular species is, you can look at how it is classified and see what it is related to - If new living things are discovered, easy to put them into the correct group based on their features // Creepy Critters Activity // - Groups of 4 ||  || Finish activity Check seeds and draw results // Homework: // finish writing up mustard seed prac. Hand in on loose-leaf next lesson. ||  || Read p. 161
 * ** Lesson ** || ** Outline ** || ** Resources needed ** ||
 * ** 1 ** || ** Living Things **
 * ** 2 ** || ** Living Things **
 * ** 3 ** || ** Intro to Classification **
 * 4 || ** Creepy Critters **
 * Mustard Seeds **
 * ** 5 ** || ** Dichotomous Keys **

Talk through fig 6.2.7 and 6.2.8

// Prac: // classify the class. Write up key on board. Discuss characteristics used – e.g. subjective vs. objective, would this key be the same tomorrow?

Do in workbook – do in FLOW CHART form
 * Prac: Creating a Pasta Key **

// Homework: // using dichotomous keys worksheet. Due Tuesday – need to hand in. ||  || Read text p. 158 under ‘Groups of living things’ // Notes/Discussion: // all living things can be divided into separate groups, these groups are divided again. Draw tree diagram on board. Use pp. 159-160 to explain each step. Kingdom, Phylum, Class, Order, Family, Genus, Species (organisms are classified as the same species if they can produce fertile offspring). – KIDS PREFER CHOCOLATE OVER FRIED GREEN SPINACH. Fig 6.2.4 – shows the 5 kingdoms, will learn about each of them. // PowerPoint // : Classification system + questions Show example with humans: Kingdom: Animals Phylum: Chordata Class: Mammals Order: Primates Family: Hominidae Genus: Homo Species: Sapiens // Notes: // Each species on earth is given a unique name. The first part of the name is the genus and the second part the species. This is called the binomial system of naming. The name is always written in italics. // Discussion: // what would the scientific name for humans? // Homework: // homework book 6.2 – Scientific Naming ||  ||
 * ** 5 ** || Mustard Seeds Prac due – hand in at start of lesson
 * Classification System **
 * Naming Species **
 * ** 6 ** || Go over answers to 6.2

// Video // – 23 mins running time Answer the following questions as you watch:
 * The 5 Kingdoms **
 * 1) Discuss the difficulties in creating a classification system.
 * 2) What equipment has helped with creating a classification system?
 * 3) What is the difference between a single-celled and a multicellular organism?
 * 4) List the 5 kingdoms

// Worksheet: // The Five Kingdoms – read through & highlight main points.

// Homework book: // 6.1 Sifting and Sorting ||  || Going to start looking at each kingdom, starting with animals.
 * ** 7 ** || ** Animal Classification **

// Jigsaw // Groups needed: Vertebrates: amphibians, reptiles, birds, fish, mammals, Invertebrates: cnidarians, arthropods, molluscs, worms ||  || What animal is that?
 * ** 8 ** || ** Animal Classification **

Given mystery animal, need to write a report on how it would be classified. ||  || Fish dissection Invertebrate task ||  || Pics of different groups of plants What makes them the same? What are the differences? ||  ||
 * ** 9 ** || ** Animal Classification **
 * ** 10 ** || ** Plant Classification **
 * ** 11 ** || ** Plant Classification ** ||  ||
 * ** 12 ** || ** Other Kingdom Classification ** ||  ||
 * ** 13 ** || ** Keys ** ||  ||
 * ** 14 ** || Test ||  ||