give the unit of classification in the highest unit of classification
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hen I started teaching biology (1960), I used an excellent new textbook (BSCS blue). Its sequence of topics was logical and worked well, so I built much of my curriculum around the sequence of those early chapters. To open the year (after a quick pre-testSurvey on the Nature of Science), I started with selected ENSI-type lessons on the Nature of Science, and used paclasrts of our Chapter 1. Chapter 2 introduced the Nature of Life, using the cell as the basic unit of life, along with a brief look at selected unicellular organisms, with engaging microscope work. This was followed with Chapter 3: The Variety of Life, showing the great diversity of life, in color pictures, then proceeded to introduce basic taxonomy as our means to bring structure and labels to our study of life. My presentation was developed in that context.
Diversity of Life - Click here for a more detailed treatment of this topic. But the following is an alternative with a similar approach: Either one would serve well as a segue to the topic of Classification.
Overview of the living world: If your text offers a pictorial presentation of the typical members of each kingdom, most animal phyla (or divisions in plants), and even classes, preferably withtaxa (classification levels and names) indicated, and the defining features for each taxon, take a little time (1-3 class periods) to walk through it, asking students to suggest a few other members of each category if they can. Also, this is a good opportunity to display any actual members of each taxon you can with preserved and/or (wherever possible) living representatives in your classroom, and obtained outside and locally (e.g., borrowed from local museum or university). This is mainly to reinforce any earlier experience with groupings of organisms, and to transition into the formalities oftaxonomy (see below).
In addition, at various times during the course, for each of the species used or mentioned in those units, I would have my students figure out its kingdom, phylum and class (or division and class of plants, e.g., monocots and dicots in the angiosperms), along with the key features of that group. The overall purpose here is NOT rote memorization of the detailed taxonomy for each species, rather it's just to get familiar with the typical examples for the major groups, hearing and seeing their taxonomic names. Sometimes it's fun, and helpful, to show a good and engaging video or two (or more) of some selected groups with unusual characteristics that students probably haven't experienced, like the diversity of fungi, algae, and other protists. Also molluscs, arthropods, cnidarians, poriferans, and echinoderms.
At some point, probably fairly early in your unit (see below), have your students do the "Nuts & Bolts" lesson from the ENSI site. I consider this lesson probably one of the more critical ones on the site, for getting the true nature and value of classification right. There are several misconceptions about classification, and this lesson should help to repair those misconceptions. You may want to do one or two of the other classification lessons, as well, although most deal with cladistics and how modern classification reflects evolution, so you may want to do them within your evolution unit. See the Index of Evolution lessons.
Diversity of Life - Click here for a more detailed treatment of this topic. But the following is an alternative with a similar approach: Either one would serve well as a segue to the topic of Classification.
Overview of the living world: If your text offers a pictorial presentation of the typical members of each kingdom, most animal phyla (or divisions in plants), and even classes, preferably withtaxa (classification levels and names) indicated, and the defining features for each taxon, take a little time (1-3 class periods) to walk through it, asking students to suggest a few other members of each category if they can. Also, this is a good opportunity to display any actual members of each taxon you can with preserved and/or (wherever possible) living representatives in your classroom, and obtained outside and locally (e.g., borrowed from local museum or university). This is mainly to reinforce any earlier experience with groupings of organisms, and to transition into the formalities oftaxonomy (see below).
In addition, at various times during the course, for each of the species used or mentioned in those units, I would have my students figure out its kingdom, phylum and class (or division and class of plants, e.g., monocots and dicots in the angiosperms), along with the key features of that group. The overall purpose here is NOT rote memorization of the detailed taxonomy for each species, rather it's just to get familiar with the typical examples for the major groups, hearing and seeing their taxonomic names. Sometimes it's fun, and helpful, to show a good and engaging video or two (or more) of some selected groups with unusual characteristics that students probably haven't experienced, like the diversity of fungi, algae, and other protists. Also molluscs, arthropods, cnidarians, poriferans, and echinoderms.
At some point, probably fairly early in your unit (see below), have your students do the "Nuts & Bolts" lesson from the ENSI site. I consider this lesson probably one of the more critical ones on the site, for getting the true nature and value of classification right. There are several misconceptions about classification, and this lesson should help to repair those misconceptions. You may want to do one or two of the other classification lessons, as well, although most deal with cladistics and how modern classification reflects evolution, so you may want to do them within your evolution unit. See the Index of Evolution lessons.
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the highest unit of classification is domain
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