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Monday 19 September 2011 Topics: Classification of Life

Monday 19 September 2011 Topics: Classification of Life. DO NOW Do you feel prepared for the presentation? What did your group do in order to prepare? If you were to do this project again, what would you do differently?. OBJECTIVES

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Monday 19 September 2011 Topics: Classification of Life

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  1. Monday 19 September 2011Topics: Classification of Life DO NOW • Do you feel prepared for the presentation? • What did your group do in order to prepare? • If you were to do this project again, what would you do differently? OBJECTIVES • Describe the defining characteristics of each main category of life. HOMEWORK • Read section 18-3 (Kingdoms and Domains). Use this information, along with your notes, to complete the graphic organizer AGENDA • Classification presentations

  2. Bacteria Domain

  3. ARCHAEA Sulfolobusacidocaldarius OBJECTIVES • Describe the defining characteristics of each main category of life.

  4. Archaea life Characteristics Made of cell • Extreamophiles from archaea are prokaryotic • Extreamophiles from archaeaare unicellular Reproduce • extreamophiles from archaea reproduce asexually • Extreamophiles from archaea keep their DNA floating within the cell Have genetic code • Extreamophiles from archaea are both heterotrophic and autotrophic(they do not use photosynthesis some use sulfur and iron) Use material and energy Respond to their environment • Extreamophiles from archaea live in extreme environments such as acid, freezing water and boiling water! OBJECTIVES • Describe the defining characteristics of each main category of life.

  5. SulfolobusAcidocaldarius Domain= Archaea Kingdom= Crenarchaeota Phylum= Crenarchaeota Class= Thermoprotei Order= Sulfolobales Family= Sulfolobacaea Genus= Sulfolobus Species= Acidocaldarius OBJECTIVES • Describe the defining characteristics of each main category of life.

  6. Interesting Facts They need the harsh conditions to interact/ reproduce They live in acid OBJECTIVES • Describe the defining characteristics of each main category of life.

  7. Eukaryote Domain • Very diverse • Only commonality is cells contain a nucleus • Unicellular or multicellular • Includes 4 kingdoms OBJECTIVES • Describe the defining characteristics of each main category of life.

  8. Plant Kingdom

  9. Protist Kingdom • Eukaryotic • Most are unicellular • Some autotrophic, some heterotrophic • Most are aquatic OBJECTIVES • Describe the defining characteristics of each main category of life.

  10. Fungi Jaleel Davis, Nelly Formilius, Mark Variste, UrielGirma(aka E-Dubs) OBJECTIVES • Describe the defining characteristics of each main category of life.

  11. Fungi • Fungi are eukaryotes • Fungi are mostly multi-cellular but sometimes unicellular • Fungi are part of the Eukarya domain • Fungi are heterotrophs. Most fungi feed on decaying matter but few feed by capturing live animals such as pleurotus streatus OBJECTIVES • Describe the defining characteristics of each main category of life.

  12. Scientific classification: • Kingdom: Fungi • Phylum: Basidiomycota • Class: Agaricomycetes • Order: Agaricales • Family: Amanitaceae • Genus: Amanita • Species: A. Muscaria • Binomial: Amanita muscaria • 2 key facts: its poisonous , was used as an insecticide, when sprinkled in milk • 2 closely related species: Amanita australis, Agaricuscampestris OBJECTIVES • Describe the defining characteristics of each main category of life.

  13. Animal Kingdom: Mammals By: Nicole Mulone, DamarysCaridad, Antonio Belizaire, JoasLormil OBJECTIVES • Describe the defining characteristics of each main category of life.

  14. The Animal Kingdom • 1. Organisms in the Animal Kingdom are eukaryotic. • 2. Organisms in the Animal Kingdom are multicellular. • 3. The Animal Kingdom is in the Eukarya Domain. • 4. Organisms in the Animal Kingdom are heterotrophs. OBJECTIVES • Describe the defining characteristics of each main category of life.

  15. The Animal Kingdom Deer Cat Bear OBJECTIVES • Describe the defining characteristics of each main category of life.

  16. Tigers • 5. The latin name for tiger is Panthera Tigris. • 6. Tiger falls under the category Mammalia. • 7. Tigers can grow up to eleven feet and three of nine tiger species have gone extinct. • 8. Tigers are closely related to cats and snow leopards. OBJECTIVES • Describe the defining characteristics of each main category of life.

  17. Tigers 9. OBJECTIVES • Describe the defining characteristics of each main category of life.

  18. Exit ticket • What went well in your group’s presentation? Is this something you anticipated? • What do you think you could have worked on more to make things run more smoothly? What would you have done to change it? OBJECTIVES • Describe the defining characteristics of each main category of life.

  19. Tuesday 20 September 2011Topics: Classification of Life DO NOW • How are the domains Bacteria and Archaea different? Similar? • How are the kingdoms Plantae and Fungi different? OBJECTIVES • Explain how a new species is placed into the appropriate categories. • Follow a dichotomous key in order to classify a species. HOMEWORK • Read pages 448-450 and answer the 6 Section Assessment questions in your notebook. AGENDA • Summarize presentations • What is a dichotomous key? • Create your own dichotomous key!

  20. Fish

  21. BirdsBy shreena, nahum, alondra, and charlie OBJECTIVES • Describe the defining characteristics of each main category of life.

  22. Characteristics of Life • Made of cells • Reproduce • Have a genetic code (DNA) • Use energy and materials • Respond to their environment Are birds prokaryotic or eukaryotic?Are they unicellular, multicellular, or both? • Birds are eukaryotes which means they have a nucleus • Birds are multicellular OBJECTIVES • Describe the defining characteristics of each main category of life.

  23. Do they reproduce sexually or asexually – or some of both? • Birds reproduce sexuallyWhere do they keep their DNA? Inside a nucleus within a cell or just floating within the cell? • The DNA is inside the nucleus Are they autotrophs or heterotrophs?How do they make or get food? • They are heterotrophs • Use their beaks to pick things In what kinds of environments do these organisms live?Give examples of how these organisms can respond to their environment. They live in natural ecosystems and human society in many different ways They fly to the south when its winter

  24. In what kinds of environments do these organisms live?Give examples of how these organisms can respond to their environment. • They live in natural ecosystems and human society in many different ways • They fly to the south when its winter OBJECTIVES • Describe the defining characteristics of each main category of life.

  25. Kingdom: AnimaliaPhylum: Chordata Class: Aves Subclass: Neornithes Infraclass: Neognathae Order: Apodiformes Family: Trochilidae Genus: Calypte Species: C. Costae Costa Hummingbird • It is a type of hummingbird. • It's a very small hummingbird, at maxium it can be 3 to 3 1/2 inches at full size. • The feathers on its face is bright purple. • They are found in southwestern united states, California, and Mexico. OBJECTIVES • Describe the defining characteristics of each main category of life.

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

  27. 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.

  28. 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.

  29. Dichotomous keys! • Why do you think it’s important that the paired statements are opposites? • Which types of traits do you think should appear first in a dichotomous key? OBJECTIVES Explain how a new species is placed into the appropriate categories. Follow a dichotomous key in order to classify a species.

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

  31. 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 (like we did with the shoes) • Make a poster of your key (either style of representing the info – the way it is in the book or how we did it on the board) • Draw and label the specimen at the end of each classification pathway, and put your names on the poster OBJECTIVES Explain how a new species is placed into the appropriate categories. Follow a dichotomous key in order to classify a species.

  32. EXIT TICKET(you may nibble on your specimens while writing) • What was challenging about creating your own key after following one that was already made? • What might make this process difficult in terms of classifying a species in real life? • How might a scientist avoid the difficulty?

  33. Thursday 22 September 2011Topics: Classification of Life DO NOW: • Before fully reading Prompt 1, what do you think the question is about? What indications did you have? • Read the entire Prompt 1. Underline what you believe are key verbs, and circle what you believe are important buzzwords. OBJECTIVES • Effectively write an MCAS response about how to classify a species. HOMEWORK • Create a study guide sheet to use during a review game tomorrow (quest is 2nd half of class) AGENDA • Practice MCAS writing prompts with Mr. Lerner!

  34. Brainstorm • With your elbow partner, take 2 minutes to share what you identified in the Do Now as key verbs and buzzwords. • KEY VERBS: • Identify • Justify • Describe • Explain • Determine • BUZZWORDS: • Closely related • Classification • Sea lions • Two types of evidence

  35. Individually… • SILENTLY take 3 minutes to flip through your notes and jot down (in the margins of the prompt) any information that you feel is relevant to answer the question.

  36. Types of Responses: • IDENTIFY • Name something (1 sentence max) • JUSTIFY (2-3 sentences) • Reason for your answer • DESCRIBE vs. EXPLAIN. (longer explanation) • Describe – give characteristics • Explain – answers ‘how’ or ‘why’ • DETERMINE • Combo of describe/explain

  37. Final steps… • Re-organize the notes that you took in the margin to correspond to which portion of the prompt it will answer. • For example, all information that is RELEVANT to part 1 should be separated from all info for part 2. • AS YOUR EXIT TICKET: • Use all these steps to write out a FULL response to Prompt 1.

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