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## Classification of Living Things by ECSDM

### Course, Subject

Biology/Living Environment, Math, Science & Technology

### Materials

1. SMART Board
2. Paper/pens
3. Notebook
4. Poster board
5. Variety of Pictures of different organisms (enough for groups of 3 or 4 students)
6. Glue sticks
7. Markers (for labeling board)

### Procedure

• Begin lesson with slide one. Explain how you are starting a new topic on Classification of organisms. Use the magic eraser to reveal the definition of Taxonomy.
• Read the next question and ask the students what they believe is the reason for classifying organisms (e.g.: they look the same, etc.).
• Next reveal the answer using the magic eraser. Continue using the eraser to reveal each category of classification one at a time.
• Then reveal the acronym that is used to help the students remember the categories. Have students repeat saying a few times and copy it into their notebooks.
• When finished move to slide 2: Read slide to class or have a student read it aloud.
• Discuss and have students copy into notebook.
• When finished move to slide 3. Reveal each of the five kingdoms one at a time by clicking on the number.
• Have students copy each kingdom as you reveal it. When each kingdom is shown, give an example of an organism(s) that fall into that kingdom (example: Kingdom Animala is all animals such as a human, butterfly)
• Have students write the examples in their notes under the correct kingdom.
• When finished move to slide 4. Ask class how do they think organisms are divided into kingdoms (i.e.: based on what they look like, what they eat). Then reveal the reasons one by one.
• Have students copy into notes. When finished move to slide 5.
• Discuss Binomial Nomenclature (Ask students if they know what it is).
• Pull down shade one sentence at a time and read aloud. Have students copy into notebook.
• When finished, move to slide 6. Explain slide as being an example of the Kingdom Animala. Point to each column and show how the number of organisms decreases as we move into more specific categories.
• Using slide 6, ask students questions such as: Is a horse in the same species as a cat?(no they are the same kingdom, phylum, and class), Which organism is more closely related to each other a butterfly and a cat or a cheetah and a cat?( a cat and a cheetah) Why?(because they have more classification categories the same).
• Hand out pictures and divide students into groups of 3 or 4. Then have the students place the animal pictures into the correct classification categories on the poster board provided to them. When finished, present posters to entire class and review.
• Then have students invent a new organism (i.e.: a liger -combination of a tiger and lion) and determine where the new organism would fall into the taxonomy chart. Have them explain why it would belong into the specific Kingdom, Phylum, etc.
• When done move to slide 7 and complete quiz.
• nylearnslesson3[1].notebook
• ### Description

This lesson will assist students in understanding how organisms are classified and how their category is determined.

### Objective

Students will:

• Use the magic eraser to reveal information regarding the classification of organisms.
• Develop an understanding of why organisms are classified.
• Be able to define Taxonomy.
• ### Assessment

SMART Board quiz on slide 7. Have students write answers on a sheet of paper and compare their answers to the answers revealed.

### Target Audience

High school students in special education who are taking biology.