Monday 19 September 2011 Topics: Classification of Life

Monday 19 September 2011Topics: Classification of LifeDO NOWDo you feel prepared for

the presentation? What did your group do in

order to prepare? If you were to do this

project again, what would you do differently?

OBJECTIVESDescribe the

defining characteristics of each main category of life.

HOMEWORK• Read section 18-3

(Kingdoms and Domains). Use this information, along with your notes, to complete the graphic organizer

AGENDA• Classification

presentations

Bacteria Domain

SULFOLOBUS ACIDOCALDARIUS

ARCHAEA

OBJECTIVES Describe the defining characteristics of each main category of life.

Made of cell •Extreamophiles from archaea are prokaryotic•Extreamophiles from archaeaare unicellular

Reproduce

Have genetic code

Use material and energy

Respond to their environment

• extreamophiles from archaea reproduce asexually

•Extreamophiles from archaea keep their DNA floating within the cell

•Extreamophiles from archaea are both heterotrophic and autotrophic(they do not use photosynthesis some use sulfur and iron)

•Extreamophiles from archaea live in extreme environments such as acid, freezing water and boiling water!

Archaea life Characteristics


Sulfolobus Acidocaldarius

Domain= ArchaeaKingdom= Crenarchaeota Phylum= CrenarchaeotaClass= ThermoproteiOrder= SulfolobalesFamily= SulfolobacaeaGenus= SulfolobusSpecies= Acidocaldarius


Interesting Facts

They need the harsh conditions to interact/ reproduce

They live in acid


Eukaryote DomainVery diverseOnly

commonality is cells contain a nucleus

Unicellular or multicellular

Includes 4 kingdoms


Plant Kingdom

Protist KingdomEukaryoticMost are

unicellularSome

autotrophic, some heterotrophic

Most are aquatic


Jaleel Davis, Nelly Formilius, Mark Variste, Uriel Girma(aka E-Dubs)

Fungi


Fungi are eukaryotesFungi are mostly multi-cellular but sometimes

unicellularFungi are part of the Eukarya domainFungi are heterotrophs. Most fungi feed on

decaying matter but few feed by capturing live animals such as pleurotus streatus

Fungi


Scientific classification: Kingdom: Fungi Phylum: BasidiomycotaClass: AgaricomycetesOrder: AgaricalesFamily: AmanitaceaeGenus: AmanitaSpecies: A. MuscariaBinomial: Amanita muscaria2 key facts: its poisonous , was used as an insecticide, when

sprinkled in milk2 closely related species: Amanita australis, Agaricus campestris


Animal Kingdom: Mammals

By: Nicole Mulone, Damarys Caridad, Antonio Belizaire, Joas Lormil


The Animal Kingdom1. Organisms in the Animal

Kingdom are eukaryotic.2. Organisms in the Animal

Kingdom are multicellular.3. The Animal Kingdom is in the

Eukarya Domain.4. Organisms in the Animal

Kingdom are heterotrophs.OBJECTIVES Describe the defining characteristics of each main category of life.

The Animal Kingdom

Deer Cat BearOBJECTIVES Describe the defining characteristics of each main category of life.

Tigers5. The latin name for tiger is

Panthera Tigris.6. Tiger falls under the category

Mammalia.7. Tigers can grow up to eleven feet

and three of nine tiger species have gone extinct.

8. Tigers are closely related to cats and snow leopards.OBJECTIVES

Describe the defining characteristics of each main category of life.

Tigers9.


Exit ticketWhat went well in your group’s

presentation? Is this something you anticipated?

What do you think you could have worked on more to make things run more smoothly? What would you have done to change it?


Tuesday 20 September 2011Topics: Classification of LifeDO NOWHow are the domains

Bacteria and Archaea different? Similar?

How are the kingdoms Plantae and Fungi different?

OBJECTIVESExplain how a new

species is placed into the appropriate categories.

Follow a dichotomous key in order to classify a species.

HOMEWORKRead pages 448-450

and answer the 6 Section Assessment questions in your notebook.

AGENDA• Summarize

presentations• What is a dichotomous

key?• Create your own

dichotomous key!

Fish

Birds By shreena, nahum, alondra, and charlie


Characteristics of LifeMade of cellsReproduceHave a genetic code (DNA)Use energy and materials Respond to their environmentAre birds prokaryotic or eukaryotic?Are they unicellular, multicellular, or both?• Birds are eukaryotes which means they have a nucleus• Birds are multicellular


Do they reproduce sexually or asexually – or some of both?Birds reproduce sexually

Where do they keep their DNA? Inside a nucleus within a cell or just floating within the cell?

The DNA is inside the nucleus Are they autotrophs or heterotrophs?How do they make or get food? • They are heterotrophs • Use their beaks to pick things In what kinds of environments do these organisms

live?Give examples of how these organisms can respond to their environment.They live in natural ecosystems and human society in many different waysThey fly to the south when its winter

In what kinds of environments do these organisms live?Give examples of how these organisms can respond to their environment.

They live in natural ecosystems and human society in many different ways

They fly to the south when its winter


Costa Hummingbird

It is a type of hummingbird.It's a very small hummingbird, at maxium

it can be 3 to 3 1/2 inches at full size.The feathers on its face is bright purple.They are found in southwestern united

states, California, and Mexico.


Kingdom: AnimaliaPhylum: ChordataClass: AvesSubclass: NeornithesInfraclass: NeognathaeOrder: ApodiformesFamily: TrochilidaeGenus: CalypteSpecies: C. Costae

Presentation Summary

LIFE

Bacteria Archaea Eukaryotes

Protists Fungi Plants Animals

OBJECTIVESExplain how a new species is placed into the appropriate categories.Follow a dichotomous key in order to classify a species.

Dichotomous keys!A method to classify organisms

based upon physical traitsSeries of paired statements that

are oppositesUltimately results in the

identification of the organism in question


Dichotomous keys!Everybody take off 1 shoe and place

it on the kidney table (That’s right. I went there.)

Take 1 minute to silently write all possible traits that can be used to classify the shoes (e.g. laces, flats, patterns, etc)

Take 2 minutes to discuss with your elbow partner the traits you brainstormed


Dichotomous keys!Why do you think it’s important

that the paired statements are opposites?

Which types of traits do you think should appear first in a dichotomous key?


Dichotomous keys!More practice…

◦Individually, or with a partner, you will be able to classify leaf samples by following a dichotomous key

◦Turn to page 462-463◦Classify the leaves pictured by following

the key on the left◦I will draw samples for any potentially

unknown vocabulary on the board◦This sheet will be collected as classwork!OBJECTIVES

Explain how a new species is placed into the appropriate categories.Follow a dichotomous key in order to classify a species.

Dichotomous keys!With a partner, you will CREATE a dichotomous

key that can be followedPROTOCOL:

1. Observe your specimens and brainstorm a list of ALL traits that applies to them

2. Decide upon the order of which traits to categorize your specimens and move them accordingly (like we did with the shoes)

3. Make a poster of your key (either style of representing the info – the way it is in the book or how we did it on the board)

4. Draw and label the specimen at the end of each classification pathway, and put your names on the posterOBJECTIVES

Explain how a new species is placed into the appropriate categories.Follow a dichotomous key in order to classify a species.

EXIT TICKET(you may nibble on your specimens while writing)What was challenging about

creating your own key after following one that was already made?

What might make this process difficult in terms of classifying a species in real life?

How might a scientist avoid the difficulty?

Thursday 22 September 2011Topics: Classification of Life

DO NOW: Before fully reading Prompt 1,

what do you think the question is about? What indications did you have?

Read the entire Prompt 1. Underline what you believe are key verbs, and circle what you believe are important buzzwords.

OBJECTIVESEffectively write

an MCAS response about how to classify a species.

HOMEWORK• Create a study guide

sheet to use during a review game tomorrow (quest is 2nd half of class)

AGENDA• Practice MCAS

writing prompts with Mr. Lerner!

Brainstorm With your elbow partner, take 2 minutes to share

what you identified in the Do Now as key verbs and buzzwords.◦ KEY VERBS:◦ Identify◦ Justify◦ Describe◦ Explain◦ Determine

◦ BUZZWORDS: Closely related Classification Sea lions Two types of evidence

Individually…SILENTLY take 3 minutes to flip

through your notes and jot down (in the margins of the prompt) any information that you feel is relevant to answer the question.

Types of Responses:1. IDENTIFY

◦ Name something (1 sentence max)2. JUSTIFY (2-3 sentences)

◦ Reason for your answer3. DESCRIBE vs. EXPLAIN. (longer

explanation)1. Describe – give characteristics2. Explain – answers ‘how’ or ‘why’

4. DETERMINE1. Combo of describe/explain

Final steps…Re-organize the notes that you

took in the margin to correspond to which portion of the prompt it will answer.◦For example, all information that is

RELEVANT to part 1 should be separated from all info for part 2.

AS YOUR EXIT TICKET:◦Use all these steps to write out a

FULL response to Prompt 1.

Documents

Monday 19 September 2011 Topics: Classification of Life