A Bit About Taxonomy and It's Importance
Taxonomy is the naming and classifying of all the various organisms on earth. Over the past 250 years taxonomists have identified, classified and named over 1.78 million organisms yet there are still a reported 5 to 30 million organisms still unidentified; so their work is far from done!
Why is it important to learn about taxonomy? Why teach our students about this process?
There are various reasons as to why learning about taxonomy is important but one of the most logical reasons is because taxonomy provides a timeline of not only all the organisms that have come before us but all those that are still yet to be discovered. In addition, taxonomy provides a simplistic understanding about components of biodiversity which is necessary for effective decision-making about conservation and responsible sustainability of resources; a skill that we as educators and specifically science teachers have a responsibility in teaching.
Taxonomy is the naming and classifying of all the various organisms on earth. Over the past 250 years taxonomists have identified, classified and named over 1.78 million organisms yet there are still a reported 5 to 30 million organisms still unidentified; so their work is far from done!
Why is it important to learn about taxonomy? Why teach our students about this process?
There are various reasons as to why learning about taxonomy is important but one of the most logical reasons is because taxonomy provides a timeline of not only all the organisms that have come before us but all those that are still yet to be discovered. In addition, taxonomy provides a simplistic understanding about components of biodiversity which is necessary for effective decision-making about conservation and responsible sustainability of resources; a skill that we as educators and specifically science teachers have a responsibility in teaching.
In this section you will find everything and anything you need to teach grade 11U student's about taxonomy and dichotomous keys. Below outlines a detailed overview of the required content in a logical and sequential format with a variety of activities, videos and handouts infused along the way to ensure your student's will not only learn the content but more importantly do so in an engaging manner.
Below is a power point file for your usage; enjoy!
Please note that all content found in this section was obtained from the grade 12U biology textbook (see reference below). In addition, videos, images and worksheets (not created by myself) are referenced in the resources section.
Di Giuseppe, M., Vavitsas, A., Ritter, B., Fraser D., Arora, A., and Lisser, B. (2003) Biology 12 Textbook, p. 138-167. Nelson Thomson Learning, Toronto.
Below is a power point file for your usage; enjoy!
Please note that all content found in this section was obtained from the grade 12U biology textbook (see reference below). In addition, videos, images and worksheets (not created by myself) are referenced in the resources section.
Di Giuseppe, M., Vavitsas, A., Ritter, B., Fraser D., Arora, A., and Lisser, B. (2003) Biology 12 Textbook, p. 138-167. Nelson Thomson Learning, Toronto.
biology_power_point.ppt | |
File Size: | 1854 kb |
File Type: | ppt |
The following agenda is an outline of the order in which the lesson below will be provided. Please note that this is a quick overview and activities and videos flow throughout though not mentioned.
Agenda
~What is taxonomy? A brief history.
~Binomial nomenclature.
~Taxonomic systems and levels of classification.
~Dichotomous keys.
~Wrap it up.
Agenda
~What is taxonomy? A brief history.
~Binomial nomenclature.
~Taxonomic systems and levels of classification.
~Dichotomous keys.
~Wrap it up.
Below offers a 2:28 min segment on the popular science based comedy show The Big Bang Theory and specifically the character Sheldon's take on acquiring friends through the use of a dichotomous key. It is a fun hook and way to begin a lesson and introduce student's to the upcoming content in the lesson.
Taxonomy is the science of classifying organisms.
There are two main purposes scientists use taxonomy for;
1. To identify organisms.
2. To represent relationships among these organisms.
Taxonomy is used to assist biologists identify organisms and recognize natural groupings of living things such as the different types of animal and plants as seen in the image to the left.
Most taxonomists use a hierarchical system known as classification to arrive at this conclusion.
There are two main purposes scientists use taxonomy for;
1. To identify organisms.
2. To represent relationships among these organisms.
Taxonomy is used to assist biologists identify organisms and recognize natural groupings of living things such as the different types of animal and plants as seen in the image to the left.
Most taxonomists use a hierarchical system known as classification to arrive at this conclusion.
At this point it is a perfect opportunity to connect the definition of classification to everyday applications by posing the question of where and how we see means of classifications. Below is a sample question style and potential answers that your student's may come up with or that you can suggest.
Question:
Where might we see classification systems take place in our everyday lives?
Potential Answers:
1. Dewey-Decimal System (libraries)
2. Tagging (as seen on websites)
3. Music genres
4. The dictionary structure on a computer (i.e. how documents are organized)
5. The telephone directory
Where might we see classification systems take place in our everyday lives?
Potential Answers:
1. Dewey-Decimal System (libraries)
2. Tagging (as seen on websites)
3. Music genres
4. The dictionary structure on a computer (i.e. how documents are organized)
5. The telephone directory
Now that students have had an opportunity to connect the term classification and taxonomy to their own lives we can move onto providing them with a brief history as to how taxonomy came about. The information below provides an over view of the recognized founder of taxonomy; Carl Linnaeus and also his coined system of binomial nomenclature.
The History Of Taxonomy
Taxonomy dates all the way back to the Greek philosopher Aristotle who proposed that all creatures could be arranged in a hierarchy. Aristotle believed that this hierarchy could be compared to a ladder where the lowest rungs on the ladder were occupied by organisms such as sponges while the top rung was occupied by humans the most advanced species. He later coined the term scala natureae which means ladder of nature to represent his theory.
Later, during the 17th century a Swedish botanist named Carl Linnaeus feverishly studied all there was to know about plants eventually developing a classification system to apply names to plants and animals.
Linnaeus based his system off of an organisms physical and structural features and operated on the idea that the more features organisms shared in common the closer their ancestral relationship.
This method of creating rules for assigning names to plants and animals became known as binomial nomenclature; a method that
provides organisms with a 2 part scientific (Latin or Greek) name; the scientific genus name and the species name .
Taxonomy dates all the way back to the Greek philosopher Aristotle who proposed that all creatures could be arranged in a hierarchy. Aristotle believed that this hierarchy could be compared to a ladder where the lowest rungs on the ladder were occupied by organisms such as sponges while the top rung was occupied by humans the most advanced species. He later coined the term scala natureae which means ladder of nature to represent his theory.
Later, during the 17th century a Swedish botanist named Carl Linnaeus feverishly studied all there was to know about plants eventually developing a classification system to apply names to plants and animals.
Linnaeus based his system off of an organisms physical and structural features and operated on the idea that the more features organisms shared in common the closer their ancestral relationship.
This method of creating rules for assigning names to plants and animals became known as binomial nomenclature; a method that
provides organisms with a 2 part scientific (Latin or Greek) name; the scientific genus name and the species name .
Now that student's have learnt a bit about Carl Linnaeus and his significant contribution to taxonomy and the process of binomial nomenclature, it is logical to now go into more depth as to the rules of binomial nomenclature which is what the below information outlines.
Rules of Binomial Nomenclature
The two components that comprise an organisms scientific name in binomial nomenclature are known as;
• The scientific genus name.
• The species name.
Genus name:
• The first letter is ALWAYS capitalized with the remaining part of the name in lower case.
• Often based on some characteristic of the organism such as colour or habitat.
•The genus portion can be used alone (i.e. Acer, commonly known as maple trees).
Species name:
•The second part of the name and is all lower case.
• Often describes similar characteristics of organisms within the same species. (i.e. physical features)
•The species portion of the name can NEVER be used alone and must always follow the genus name. (i.e. Acer rubrum, commonly known as the red maple).
Note: the complete scientific name must be italicized, however if this is not possible then the full name must be underlined (see examples below)
Genus name + species name = Scientific name
Felius catus (complete italicized and most optimum format) vs. Felius catus (alternative format if italicized is not an option)
Note: An important point to ensure your students understand when naming organisms is that when a binomial name is written it can be done so as above, Felius catus or it can also be written as the specific epithet for example F. catus. It is important that this distinction is made so students recognize that when written as the latter it is known as the specific epithet.
When discussing binomial nomenclature and the process of naming it is important that students understand that the further down the classification system they go the more specific the characteristics and relationship is between organisms. As a result for visual of an upside down triangle is often used and a useful resource for students to recognize this point whereby the top will be larger and contain a vast amount of organisms but the further down they go and closer to the tip of the triangle the smaller it will become and also the fewer organisms that will reside.
At this point it is valid to remind students of the definition of a species which is a group of organisms that look alike and can interbreed under natural conditions to produce fertile offspring and which can only breed with members of their own species.
Additional Benefits of Binomial Nomenclature:
As a teacher you may also want to reinforce the additional advantage of binomial nomenclature listed below through the example of bears or perhaps have your students come up with the answer collectively in an open forum discussion or think, pair, share.
The two-name system provides an added advantage by indicating similarities in anatomy, embryology, and evolutionary ancestry.
Example
For example, binomial nomenclature suggests that the North American black bear (Ursus americanus) and the grizzly bear (Ursus horribilis) are closely related. Similar organisms are grouped into the same genus. The giant Alaskan brown bear (Ursus arctos) and polar bear (Ursus maritimus) are other relatives belonging to the same genus. By contrast, the koala bear like the one at the beginning of this power point and the panda do not belong to the genus Ursus and are not considered true bears.
The two components that comprise an organisms scientific name in binomial nomenclature are known as;
• The scientific genus name.
• The species name.
Genus name:
• The first letter is ALWAYS capitalized with the remaining part of the name in lower case.
• Often based on some characteristic of the organism such as colour or habitat.
•The genus portion can be used alone (i.e. Acer, commonly known as maple trees).
Species name:
•The second part of the name and is all lower case.
• Often describes similar characteristics of organisms within the same species. (i.e. physical features)
•The species portion of the name can NEVER be used alone and must always follow the genus name. (i.e. Acer rubrum, commonly known as the red maple).
Note: the complete scientific name must be italicized, however if this is not possible then the full name must be underlined (see examples below)
Genus name + species name = Scientific name
Felius catus (complete italicized and most optimum format) vs. Felius catus (alternative format if italicized is not an option)
Note: An important point to ensure your students understand when naming organisms is that when a binomial name is written it can be done so as above, Felius catus or it can also be written as the specific epithet for example F. catus. It is important that this distinction is made so students recognize that when written as the latter it is known as the specific epithet.
When discussing binomial nomenclature and the process of naming it is important that students understand that the further down the classification system they go the more specific the characteristics and relationship is between organisms. As a result for visual of an upside down triangle is often used and a useful resource for students to recognize this point whereby the top will be larger and contain a vast amount of organisms but the further down they go and closer to the tip of the triangle the smaller it will become and also the fewer organisms that will reside.
At this point it is valid to remind students of the definition of a species which is a group of organisms that look alike and can interbreed under natural conditions to produce fertile offspring and which can only breed with members of their own species.
Additional Benefits of Binomial Nomenclature:
As a teacher you may also want to reinforce the additional advantage of binomial nomenclature listed below through the example of bears or perhaps have your students come up with the answer collectively in an open forum discussion or think, pair, share.
The two-name system provides an added advantage by indicating similarities in anatomy, embryology, and evolutionary ancestry.
Example
For example, binomial nomenclature suggests that the North American black bear (Ursus americanus) and the grizzly bear (Ursus horribilis) are closely related. Similar organisms are grouped into the same genus. The giant Alaskan brown bear (Ursus arctos) and polar bear (Ursus maritimus) are other relatives belonging to the same genus. By contrast, the koala bear like the one at the beginning of this power point and the panda do not belong to the genus Ursus and are not considered true bears.
In addition to explaining the rules of binomial nomenclature and their importance students must learn the classification system and be understand that above kingdom are the domains though not represented in this image below and normally not in general when discussing the levels of classification; rather it is inferred that we know and understand this fact. come up with a way to simply memorize this seven leveled system. Below you will find a brief description of the seven current levels of classification and a fun activity to allow students to devise a mnemonic to memorize these levels.
The Seven Levels of Classification
Our present classification system is comprised of 7 main levels of taxa (singular: taxon) (Note: the level is a taxon) and every organism can be classified into the seven different taxa.
It is important to inform your students that above kingdom is domain and that there are three recognized domains (Archaea, Bacteria and Eukaryota: ABE).
• Each taxon contains organisms with similar characteristics and various groups within their level.
• Each successive taxon contains fewer organisms, but the organisms become more similar in their characteristics.
• Kingdom is the largest taxon and is very broad. There are six different kingdoms.
• Species is the smallest taxon and is very narrow. Organisms within a species are able to mate and produce fertile offspring.
Our present classification system is comprised of 7 main levels of taxa (singular: taxon) (Note: the level is a taxon) and every organism can be classified into the seven different taxa.
It is important to inform your students that above kingdom is domain and that there are three recognized domains (Archaea, Bacteria and Eukaryota: ABE).
• Each taxon contains organisms with similar characteristics and various groups within their level.
• Each successive taxon contains fewer organisms, but the organisms become more similar in their characteristics.
• Kingdom is the largest taxon and is very broad. There are six different kingdoms.
• Species is the smallest taxon and is very narrow. Organisms within a species are able to mate and produce fertile offspring.
Now that you have discussed the seven levels of classification, it is important that students remember this hierarchy not only as future testable material but also in order to understand the entire process. As a result, now is a good time to inject an activity that will allow them to come up with a way to simply memorize this seven leveled system. Below you will find a brief description on a quick and easy activity for students to formulate their own way to memorize this system.
Activity
A fun and easy way for students to remember unfamiliar content is to make a mnemonic out of the terms.
Allow students to work in groups of 3 to 4 to devise their own mnemonic to help them remember the seven levels of classification.
Allotting them 10 minutes, provide them with a blank sheet of large chart paper and a marker .
Inform them that working in their chosen group they will come up with a mnemonic to help them remember the levels of classification.
Once the 10 minutes has lapsed go around the room and have each group say their mnemonic while writing it on the board or putting it on the overhead for all to view. This will allow all students an opportunity to show what they came up with and also allow everyone to choose the mnemonic that works best for them .
Note: At this point remind them when doing this activity maturity is a must and to be respectful of appropriate terms and language.
Prior to beginning provide them with a couple of examples for clarity and then let them begin.
Examples for Clarity
Keep Pots Clean Or Family Gets sick
King Phillip Came Over For Green Socks
A fun and easy way for students to remember unfamiliar content is to make a mnemonic out of the terms.
Allow students to work in groups of 3 to 4 to devise their own mnemonic to help them remember the seven levels of classification.
Allotting them 10 minutes, provide them with a blank sheet of large chart paper and a marker .
Inform them that working in their chosen group they will come up with a mnemonic to help them remember the levels of classification.
Once the 10 minutes has lapsed go around the room and have each group say their mnemonic while writing it on the board or putting it on the overhead for all to view. This will allow all students an opportunity to show what they came up with and also allow everyone to choose the mnemonic that works best for them .
Note: At this point remind them when doing this activity maturity is a must and to be respectful of appropriate terms and language.
Prior to beginning provide them with a couple of examples for clarity and then let them begin.
Examples for Clarity
Keep Pots Clean Or Family Gets sick
King Phillip Came Over For Green Socks
This video is a fun way to reiterate classification for your students and can be used throughout your lesson; enjoy!
Once you have completed your mnemonic activity you can now discuss the six different types found within the top level of the classification system kingdom. Instead of standing at the front of the class reciting the six different kingdoms and their distinguishing characteristics (which will most definitely tune the students out) allow them the opportunity to acquire this information through a self directed group activity. In the activity listed below I have created a simple and fun way to allow students to take control of their own learning through a collective group collaboration in learning about the six kingdoms.
In a group of 3 to 4 (which you will predetermine based upon your classes strengths and weaknesses) students will use one textbook and the sample chart and matching cards provided both below and in the sub-tab entitled handout and student activities.
Each group will attempt to match the characteristics with the kingdom in the allotted spaces in the chart.
Note: throughout the activity if you see students struggling to complete the task you can allow them to use their textbook as a resource.
Once they have completed this activity the teacher will then post the chart on the smart board where you can collectively go through each kingdom (see power point for completed chart).
At this point students can make necessary changes to their chart and upon completion of the activity each student will be handed their own chart to fill in.
Note: at this point you may choose to handout a completed version of the chart(see handouts and activities for completed chart) which is fine, however having them fill in the chart on their own time will allow them another opportunity to solidify the information in the chart.
Please see below for chart and cards for activity.
Each group will attempt to match the characteristics with the kingdom in the allotted spaces in the chart.
Note: throughout the activity if you see students struggling to complete the task you can allow them to use their textbook as a resource.
Once they have completed this activity the teacher will then post the chart on the smart board where you can collectively go through each kingdom (see power point for completed chart).
At this point students can make necessary changes to their chart and upon completion of the activity each student will be handed their own chart to fill in.
Note: at this point you may choose to handout a completed version of the chart(see handouts and activities for completed chart) which is fine, however having them fill in the chart on their own time will allow them another opportunity to solidify the information in the chart.
Please see below for chart and cards for activity.
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As a side note, there are many different types of learners in our classroom and as such even though the activity above is a nice fusion of different styles, the activity I created below is an alternative way in which the kingdoms and taxonomy can be covered with your students. It can be used to cover the material initially or as I would recommend a way in which to summarize the material in conjunction with the above table activity.
Below is a 12 min and 16 second video of Hank and his "Crash Course" on taxonomy, the history surrounding taxonomy and also the six kingdoms.
In addition, I have created a handout that coincides with the information found in the video. This blend of multimedia with a traditional fill in the blank handout fuses differing learning styles and at the same time ensures students will need to "pay attention" and not tune out once the video is on.
Below is a 12 min and 16 second video of Hank and his "Crash Course" on taxonomy, the history surrounding taxonomy and also the six kingdoms.
In addition, I have created a handout that coincides with the information found in the video. This blend of multimedia with a traditional fill in the blank handout fuses differing learning styles and at the same time ensures students will need to "pay attention" and not tune out once the video is on.
Your browser does not support viewing this document. Click here to download the document.
At this point, after learning about the kingdoms and the levels of classification, it is logical to discuss the three domains (Archea, Bacteria and Eukaryota). Remind students that at the beginning of the lesson you mentioned the term domain and how it sat above Kingdom though not visually recognized in the levels of classification it umbrellas the levels.
There are many ways you can teach students about the domains however a fun and unique way would be to relay the information in the form of a story through playing off the term "Kingdom" and making it a fairy tale. Below is my own story and as a fun activity upon hearing your story you could then as them to write their own version.
As a side note I like to suggest students use the acronym ABE to remember the three domains.
There are many ways you can teach students about the domains however a fun and unique way would be to relay the information in the form of a story through playing off the term "Kingdom" and making it a fairy tale. Below is my own story and as a fun activity upon hearing your story you could then as them to write their own version.
As a side note I like to suggest students use the acronym ABE to remember the three domains.
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Now that students have an understanding of the levels of classification, the kingdoms and the three domains you can introduce them to the concept of dichotomous keys, but before you do that they need to learn a a couple terms. Below provides you the necessary information regarding phylogeny trees and dichotomous keys.
Phylogenic Trees
Phylogeny is evolutionary history and development of a taxonomic group/species of organisms.
These relationships are often shown in a type of diagram called a phylogenetic tree.
A phylogenic tree or which is a visual representation of the phylogenetic tree is also known as a Dendrogram and this is a diagram which shows the evolutionary relationship of a group of organisms that are derived from a common ancestor. The ancestor is represented in the “trunk” of the tree and organisms that have arisen from it are placed at the ends of tree “branches.” The distance of one group from the other groups indicates the degree of relationship; i.e., closely related groups are located on branches close to one another. phylogenetic trees, although speculative, provide a convenient method for studying phylogenetic relationships.
Dichotomous Keys
The term dichotomous refers to dividing into two parts and in the world of taxonomy it is associated with dichotomous keys.
Many scientists regularly use classification manuals to conduct their identification work. Usually it involves the use of a dichotomous key.
The key is constructed so that a series of choices must be made which can be answered with a simple yes or no.
Each answer leads to a new branch of the key. If choices are made accurately, the end result is the identification and name of the organism.
Phylogeny is evolutionary history and development of a taxonomic group/species of organisms.
These relationships are often shown in a type of diagram called a phylogenetic tree.
A phylogenic tree or which is a visual representation of the phylogenetic tree is also known as a Dendrogram and this is a diagram which shows the evolutionary relationship of a group of organisms that are derived from a common ancestor. The ancestor is represented in the “trunk” of the tree and organisms that have arisen from it are placed at the ends of tree “branches.” The distance of one group from the other groups indicates the degree of relationship; i.e., closely related groups are located on branches close to one another. phylogenetic trees, although speculative, provide a convenient method for studying phylogenetic relationships.
Dichotomous Keys
The term dichotomous refers to dividing into two parts and in the world of taxonomy it is associated with dichotomous keys.
Many scientists regularly use classification manuals to conduct their identification work. Usually it involves the use of a dichotomous key.
The key is constructed so that a series of choices must be made which can be answered with a simple yes or no.
Each answer leads to a new branch of the key. If choices are made accurately, the end result is the identification and name of the organism.
There are many different types of dichotomous keys as seen here.
There are a few key things to remember when doing a dichotomous key:
1) Keep the descriptions simple.
2) Work with one sub-group at a time.
3) Make sure your number correspond to your descriptions!
There are a few key things to remember when doing a dichotomous key:
1) Keep the descriptions simple.
2) Work with one sub-group at a time.
3) Make sure your number correspond to your descriptions!
Once you have explained the concept of dichotomous keys a great way to reinforce the content is through a quick animation or video. Below is a 2 minute and 38 second
video showing how to do a dichotomous key and how challenging it can sometimes be.
video showing how to do a dichotomous key and how challenging it can sometimes be.
In this unit phylogenic trees are not emphasized rather dichotomous keys are. For many students this concept is a challenging one and so it is often best learnt through practice. Below are a couple activities that will allow students that necessary practice in order to be able to complete the required expectation of doing a dichotomous key and provide them with the practice of taking it a step further and connecting all of the above information by learning how to read graphing information based on classification and taxonomy.
The activity below is a fun way to introduce students to dichotomous keys. It involves candy and what student doesn't like candy! You will be required to purchase the following candy in order for students to complete this activity;
1. Lollipops
2. Jolly ranchers
3. Star burst
4. Tootsie rolls
5. Hershey kisses
6. Life savers
7. Andes mints
A large piece of paper and marker for students to draw out dichotomous key upon completion of handout.
Instructions
Have students work in groups of 3 or 4 and give them the handout provided below along with one of each of the above candies. Inform students they may NOT eat the candy until instructed to do so.
Tell students to follow the directions below until they have completed the dichotomous key.
Note: ensure students understand that doing this flow chart is NOT the dichotomous key rather a way in which to visually categorize in order to do the key. Once they have completed this handout they must then take the information they collected and draw out their key.
Once the students have completed the key collectively go over it with them and figure out how they sorted and grouped the candy.
1. Lollipops
2. Jolly ranchers
3. Star burst
4. Tootsie rolls
5. Hershey kisses
6. Life savers
7. Andes mints
A large piece of paper and marker for students to draw out dichotomous key upon completion of handout.
Instructions
Have students work in groups of 3 or 4 and give them the handout provided below along with one of each of the above candies. Inform students they may NOT eat the candy until instructed to do so.
Tell students to follow the directions below until they have completed the dichotomous key.
Note: ensure students understand that doing this flow chart is NOT the dichotomous key rather a way in which to visually categorize in order to do the key. Once they have completed this handout they must then take the information they collected and draw out their key.
Once the students have completed the key collectively go over it with them and figure out how they sorted and grouped the candy.
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Now that students have had a chance to practice doing a dichotomous key we can expand and put together the information they have learnt in this unit through an activity that will allow them to further their skills by reading a graphics of taxonomy.
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Since this concept can be such a challenge for students as additional practice I would provide them with this template and ask them to complete their own key as homework. I would make it clear that not all boxes need to be filled in rather this is a visual graphic organizer for them if they so choose. This in addition to the above activities would be great assessment tools to allow a teacher to see whether the students have grasped the concept or not.
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Once you have competed your lesson it is time to see what they have retained.
The game I created below is a fun way to summarize the content of this lesson and can be done the following day as a review.
Unfortunately weebly will not accept and upload smart board files therefore I have provided the link below. The game is Koosh ball and as mentioned the purpose is to use it as a review of the content found above.
How to Play
The game requires smart board access and a Koosh ball (which can be purchased at the dollar store for $1.00). Students can play this game in teams or as individuals.
The game is played by a student coming up and tossing the koosh ball at one of the circles found on the smart board. Once the ball hits a circle this will bring up whatever question is associated with the circle. The student will then answer the question and if stuck on the answer can confer with their team mates.
Note: I would mention prior to starting the game that students are not to throw the ball with force and that the smart board only requires a light tap in order for a question to pop up.
I would also mention that no shouting out is permitted and the individual can go and consult with his/her team about the answer.
The game consists of 26 questions which should allow for each student to have a turn. Enjoy!
taxonomy_koosh_ball_wrap_it_up.notebook | |
File Size: | 5993 kb |
File Type: | notebook |
This completes my lesson. I hope you have found it resourceful and will not only be able to use its content but build upon it and produce your own interesting and engaging ways in which to teach taxonomy and dichotomous keys!
Please remember that for your convenience all activities and answer keys are additionally provided in separate tabs for quick access under student activities, handouts and more...
Please remember that for your convenience all activities and answer keys are additionally provided in separate tabs for quick access under student activities, handouts and more...