Develop a classification system based on observed structural characteristics
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1 TLW: Develop a classification system based on observed structural characteristics Materials Sets of pictures with multiple examples for each Kingdom (1 set/team of 4 students) Copies of the Podette Family and Key Paper for shoe rubbings (11x14) Crayons Part A: Grouping by Patterns Procedure: 1. Divide students into teams of 4 to complete a concept development activity that introduces the concept of classification. Have teams look at pictures of living organisms and group them in any way they choose. Students should derive names for their groups (formal names are not required). Additionally, they should derive an overall title for all of the subgroups. The number of groups is determined by the students. Any answer should be considered correct in this first step. Example: Title Group 1 subtitle Group 2 subtitle Group 3 subtitle 2. Next, have a spokesperson from each team share the groupings with the class. 3. Once all groupings are shared, have teams look at their pictures again and regroup with the concept of Animal Kingdoms. Have student teams sort animals into the 6 different kingdoms. 4. Get students to look for patterns that justify the groupings and share some of the obvious patterns. 5. Introduce the idea of creating a key for classifying animals based on observed structural differences and similarities. Plant Traveling Lab. TTU/HHMI at CISER
2 Part B: Developing a Key Procedure: 1. Model for the class the steps for setting up a key by working through the examples of Podettes provided. Hints for setting up a key: Pull out any unique examples that are different from the group as the key progresses. Always set up statements in pairs leaving at least one of the pairs with the instructions to go to the next step until the very end when the last name is given. Derive names that describe the patterns observed. 2. Once the students have worked through the key to identify the Podettes, have each student make a rubbing of the bottom of his/her shoe on a sheet of 11 x 14 inch paper using a crayon. These rubbings represent models of an imaginary organism (they look very much like Protists). 3. Divide the class into groups of 6-8 students. These groups will work as a team to develop a classification key of their rubbings that represent organisms in the same family. 4. The student teams will derive a classification key for their examples by following the model of the Podette Family. Once their keys are complete, they will trade stations with another team and work through the examples and key developed by the other team to verify the correctness of the keys in identifying unknowns. 5. Have students share with the class the identifications they have derived from the keys developed by the other teams. Plant Traveling Lab. TTU/HHMI at CISER
3 Name the members of the Podette Family using the key below. a. b. c. d. e. f. g. Start with the following plan as a model. (Students should derive their own plans for classification of the rubbings. The example is for guided practice.) 1A Has one leg and a large hole in the surface.. Holapoda 1B Does not have one leg.. Go to 2A 2A Has multiple legs and a checked body... Nascarpoda 2B Has multiple legs and no checks....go to 3A 3A Surface has small white dots in one area...go to 4A 3B Surface does not have any small white dots...go to 5A (note that an individual is not named in step 3) 4A Has 3 legs and surface with dots and dashes.codatripoda 4B Has 3 legs and surface has dots and lines..... Dottitripoda 5A Has 4 legs and 2 circles on surface. Googletetrapoda 5B Surface is not as described in 5A.....Go to 6A 6A Has 4 legs and surface has lines.linustetrapoda 6B Has 4 legs and surface produces light flashes.flashatetrapoda (The key continues to pull out examples until the last example is named.) Plant Traveling Lab. TTU/HHMI at CISER
4 TEACHER ANSWER KEY Name the members of the Podette Family using the key below. a. Linustetrapoda b. Nascarpoda c. Codatripoda d. Holapoda e. Dottitripoda f. Flashatetrapoda g. Googletetrapoda Start with the following plan as a model. (Students should derive their own plans for classification of the rubbings. The example is for guided practice.) 1A Has one leg and a large hole in the surface..holapoda 1B Does not have one leg.. Go to 2A 2A Has multiple legs and a checked body... Nascarpoda 2B Has multiple legs and no checks....go to 3A 3A Surface has small white dots in one area Go to 4A 3B Surface does not have any small white dots...go to 5A (note that an individual is not named in step 3) 4A Has 3 legs and surface has dots and dashes.codatripoda 4B Has 3 legs and surface has dots and lines..... Dottitripoda 5A Has 4 legs and 2 circles on surface. Googletetrapoda 5B Surface is not as described in 5A.....Go to 6A 6A Has 4 legs and surface has lines.linustetrapoda 6B Has 4 legs and surface produces light flashes.flashatetrapoda (The key continues to pull out examples until the last example is named.) Plant Traveling Lab. TTU/HHMI at CISER
5 Gymnosperm Key 1a. Leaves fan shaped Ginkgo 1b. Leaves not fan shaped a. Leaves flat and scale-like... Juniper 2b. Leaves needle-like a. Needles are single.. 4 3b. Needles are in bundles held by a fascicle a. Needles are square (feel edges when rolled between fingers)... Spruce 4b. Needles are flat a. Needles are waxy with strong fragrance.. Fir 5b. Needles are flat and soft.... Yew 6a. Needles are in bundles of White Pine 6b. Needles are in bundles less than a. Needles are in bundles of 3... Yellow Pine 7b. Needles are in bundles of a. Needles are less than 5 cm in length...black Pine (Pinyon) 8b. Needles are greater than 5 cm in length.. Black Pine (Austrian or Japanese) Plant Traveling Lab. TTU/HHMI at CISER
6 1a. Square stem, opposite leaves. see 2. 1b. Does not have both square stems and opposite leaves see 3. 2a. Irregular shaped flowers. Lamiaceae (mint family) 2b. Gingerbread boy-shaped flowers...verbenaceae (verbena family) 3a. Plant has cactus-like characteristics..see 4. 3b. Plant is not cactus-like.see 5. 4a. Plant has spines; leaves are not sword-shaped..cactaceae 4b. Plant has sword-shaped leaves and flowers in spikes....agavaceae 5a. Petals in multiples of 3.. see 6. 5b. Petals in multiples of 4, 5 or more....see 8. 6a. Three petals..commelinaceae 6b. 6 petals.....see 7. 7a. Flowers look like a tulip or a lily...lilliaceae (lily family) 7b. Flowers look like a daffodil..amaryllidaceae 8a. 4 petals, 8 stamen, and 4-lobed stigma....onagraceae (buttercup family) 8b. Does not have 8 stamen....see 9. 9a. 4 petals with fruit up and down a stem..brassicaceae (mustard family) 9b. Does not have fruit as described above..see10. 10a. Regular looking flower....see b. Irregular looking flower...see a. 5 petals fused together (some at base only)....see b. Does not have 5 fused petals on a single flower.. see 17. Plant Traveling Lab. TTU/HHMI at CISER
7 12a. Showy stamen and a star sometimes obvious Solanaceae (nightshade family) 12b. Does not have showy stamen....see a. Funnel-shaped flower...convolvulacea (morning glory family) 13b. Not as described above..see a. 5 petals with a stamen tree in the middle Malvaceae (mallow family----hibiscus, okra, cotton) 14b. 5 petals, base of the flower is a tube...see a. Fruit coils like a scorpion.boraginaceae 15b. Fruit is not coiled like a scorpion.. see a. Tube becomes 5 distinct petals, no vine.polemoniaceae 16b. Plant is a vine with a gourd-type fruit..cucurbitaceae (gourd family) 17a. 5 single petals, bird beak fruit, palmately veined leaves...geraniaceae 17b. Not as described above..see a. 5 petals with many stamen; herb, tree, or shrub...rosaceae 18b. Not a rose see a. Flower appears to have many petals like a sunflower or dandelion, and petals are lobed..compositae 19b. Flower is yellow with many petals, fruit is red berry, leaves are holly-like.....berberidaceae 20a. Flower looks like a seed head, plant looks like grass Graminea 20b. Plant does not look like grass see a. Flower is irregular or pom-pom shape, leaves are bipinnately compound, compound, or singular, fruit is a bean....fabaceae (legume family) 21b. Irregular yellow flowers have 4 petals; the uppermost petal is the longest; leaves are alternate and divided Fumaceae Plant Traveling Lab. TTU/HHMI at CISER
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