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Monday 19 September 2011 Topic: Classification of Life

Monday 19 September 2011 Topic: Classification of Life. DO NOW Describe how you could tell the difference between a prokaryote and eukaryote as viewed under a microscope. Why must scientific names be Latin-based?. OBJECTIVES

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Monday 19 September 2011 Topic: Classification of Life

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  1. Monday 19 September 2011Topic: Classification of Life DO NOW • Describe how you could tell the difference between a prokaryote and eukaryote as viewed under a microscope. • Why must scientific names be Latin-based? OBJECTIVES • Describe the defining characteristics of each of the main categories of life. HW • Use your notes to fill in the graphic organizer about domains and kingdoms AGENDA • Group work to determine the characteristics of domains and kingdoms

  2. Group work! • Read section 18-3 (pg 457-461) • Each member rolls to determine which questions (1-12) you’re responsible for answering • Mark which questions you’re researching • Find the answer and fill in the appropriate spot • Share the answers with your group (share in numeric order) • Use these notes to complete tonight’s hw

  3. Done early? • If your group completes the activity early, you may do one of the following SILENTLY: • Homework (this class or another) • Read (I have books to read if you don’t) • Ponder and reflect upon the meaning of life

  4. Tuesday 20 September 2011Topic: Classification of Life DO NOW • How are Domains Bacteria and Archaea different? Similar? • How are all 4 Eukaryote kingdoms similar? • Describe why Kingdom Protista is considered the “odds and ends” kingdom. OBJECTIVES • Explain how a new species is placed into the appropriate categories. • Follow a dichotomous key in order to classify a species. HW • Read pages 448-450 and answer the 6 section assessment questions in your notebook. AGENDA • Follow a dichotomous key

  5. Dichotomous keys! • A method to classify organisms based upon physical traits • Series of paired statements that are opposites • Ultimately results in the identification of the organism in question OBJECTIVES Explain how a new species is placed into the appropriate categories. Follow a dichotomous key in order to classify a species.

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

  7. Dichotomous keys! • To summarize: • An organism is placed into the appropriate D, K, P, C, O, F, G, and S based upon a series of statements • EXAMPLE to determine DOMAIN: • Is the DNA contained in a nucleus?  EUKARYA • If no, must be Bacteria or Archaea OBJECTIVES Explain how a new species is placed into the appropriate categories. Follow a dichotomous key in order to classify a species.

  8. 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 TODAY as classwork! OBJECTIVES Explain how a new species is placed into the appropriate categories. Follow a dichotomous key in order to classify a species.

  9. Wednesday 21 September 2011Topic: Classification of Life DO NOW • Why is the hierarchy of classification (DKPCOFGS) more useful than the previous system of describing the species? • Describe what a dichotomous key is and what it’s used for. OBJECTIVES • Effectively write an MCAS response about how to classify a species. • Create a usable dichotomous key HW • Create a study sheet to use during a review game during the 1st half of class (quest = 2nd half) AGENDA • Practice MCAS writing with Mr. Lerner! • Create your own dichotomous key!

  10. Science writing! • How to write an effective MCAS response: • Always use complete sentences! • Re-read your writing to make sure you’ve answered ALL parts of the question. • Science writing should be very concise and informative – there is no need for length descriptions (unless asked for) or lots of descriptive adjectives and analogies

  11. PROMPT 1 • Please follow along as Mr. Lerner and I demonstrate how to pick apart a prompt and take notes accordingly ON the prompt sheet. • With a partner, work on the second and third prompt using the methods that you just learned. • These responses will be collected with your notebook check.

  12. Dichotomous keys! • With a partner, you will CREATE a dichotomous key that can be followed • PROTOCOL: • Observe your specimens and brainstorm a list of ALL traits that applies to them • Decide upon the order of which traits to categorize your specimens and move them accordingly • Make a diagram of your key • Draw and label the specimen at the end of each classification pathway, and put your names on it. OBJECTIVES Explain how a new species is placed into the appropriate categories. Follow a dichotomous key in order to classify a species.

  13. Are you done? • In theory, someone should be able to pick up a random jellybean, follow your diagram, and determine its flavor.

  14. Friday 23 September 2011Topic: Classification of Life DO NOW • How did you study for the quest? Describe the techniques/process that you used. • Explain your thought process in making a study sheet. OBJECTIVES • Demonstrate your understanding of Unit 1 by participating in a review game • Assess your understanding of Unit 1 with a quest. HW • Using the list as a reference, organize your notebook/folder to be checked on Monday. Be sure to fill in any missing notes that you may have. AGENDA • Review game (1st pd) • QUEST (2nd pd)

  15. REVIEW GAME PROTOCOL • If you made a study sheet, take it out now • Each group needs to move seats to be together and come up with a super cool team name • After each question, each team has 1 minute to find the answer and write it onto the board • Once the minute is up, all teams display their answers • Every team with a correct answer earns a point

  16. TEAMS! • Each team can be 4 or 5 members • You have 2 MINUTES to: • Move together • Send a representative to get a whiteboard, piece of paper towel, and a marker. • Write your team name on the mini board

  17. EXIT TICKET • How effectively do you feel this type of review was? In what ways was it helpful? • If we were to do more review games, how would you modify it? • Describe another type of review that you feel would help you.

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