Taxonomy Unit

Big Idea: Scientists have developed a system for classifying all living things.

Big Question: How do we categorize living things?

1) Roles of Aristotle and Linnaeus to early history of taxonomy
a. How have we categorized living things in the past?
b. How is it different now?
2) 7 Taxonomic Groups, and Scientific Names
a. What is a scientific name?
b. Why are scientific names useful?
3) Compare and Contrast organisms in 6 kingdoms using the following criteria:
a. How do we decide which organisms go where?
i. Cell Type (prokaryotic vs. eukaryotic)
ii. Nutrition Type (producers, consumers, decomposers)
iii. Cell Wall (present or absent)
iv. Cell Number (unicellular or multi-cellular)
4) Example Organisms for all 6 Kingdoms
a. What do organisms from each kingdom look like?

Standard: ACOS 7
th
grade Science Standard 4:

4.) Describe organisms in the six-kingdom classification system by their
characteristics.

Recognizing genus and species as components of a scientific name
Identifying contributions of Aristotle and Linnaeus to the early history of taxonomy

Monday October 6: Review Procedures, Review Test/ Cell Project, Introduce Taxonomy
(sorting activities And Big Idea! Unit Focus Graphic) Start Notes

Tuesday October 7: Complete Notes, Introduce Classification Poster

Wednesday October 8: Classifying Living Things: Dichotomous key lab

Thursday October 9: Classification Poster

Friday October 10: Unit Crossword, Study Guide, and Notebook Check

Tuesday October 14: Quiz!, Check Crossword, Introduce Caminacules Lab

Wednesday October 15: Caminacules Lab,

Thursday October 16: Review Trashketball

Friday October 17: Taxonomy Unit Test
Taxonomy Unit
Lesson Plan Day 1-Engage
Objectives:
Students will be able to understand why scientists categorize living things.
To be able to do this, students must learn and understand:
o What categorization means.
Students will show they can do this by categorizing different objects according to
their characteristics.
National/ State Standards:
ACOS 7
th
Science Standard 4
Pre-Instructional Activities:
Bell Ringer: Categorize the following candies into groups that make sense to you.
Make sure to give a reason why you grouped them together/ apart.
o Candy corn, skittles, butterfinger, twizzlers, reeses, m&ms, lifesavers, tootsie roll, nerds,
snickers
Review: Class Procedures
Review: Cell Unit Test/ Project
Teaching:
Introduce My Learning Chart
Introduce Next Unit: BIG IDEA w/ 4 main points
Classification Activities:
o Sorting a Deck of Cards give each student a card from a deck
Using equity cards get ideas for sorting them:
Red vs. Black
o Hearts vs. Diamonds/ Spades vs. Clovers
Face Cards vs. Numbers vs. Aces
o Im thinking of a living thing game
It has a nucleus
Multicellular
o No cell walls
Moves around
Has a spinal chord
o Covered in Hair
Carnivore
Pack Animal
On looney tunes
Wile E. Coyote
Closure:
Re-hit BIG IDEA w/ 4 main points each clue I gave for the game was a way to
categorize living things!
Taxonomy Unit
Lesson Plan Day 2-3-Explain
Objectives:
Students will be able to understand how scientists categorize living things.
To be able to do this, students must learn and understand:
o What taxonomy is
o The 7 taxonomic groups
o Comparing the 6 kingdoms
Students will show they can do this by completing Taxonomy Notes
National/ State Standards:
ACOS 7
th
Science Standard 4
Pre-Instructional Activities:
Bell Ringer:
o Content questions from the previous day checked using Equity Cards. If
students have trouble answering, then I need to revisit the concept with the
class.
Teaching:
Boxes within boxes: a conceptual visualization of taxonomy
o I will bring in a set of boxes that fit inside of each other like Russian dolls. I
will use these to show how levels of taxonomy fit inside each other.
Taxonomy Unit Notes
Struggling Students:
o Can receive a printout of notes with graphic organizers included.
Closure:
Introduce Classification Flyer
Taxonomy Unit
Lesson Plan Day 4-Elaborate
Objectives:
Students will be able to understand how scientists categorize living things.
To be able to do this, students must learn and understand:
o What taxonomy is
o The 7 taxonomic groups
o Comparing the 6 kingdoms
Students will show they can do this by creating a domain and kingdom classification
chart.
National/ State Standards:
ACOS 7
th
Science Standard 4
Pre-Instructional Activities:
Bell Ringer:
o Content questions from the previous day checked using Equity Cards. If
students have trouble answering, then I need to revisit the concept with the
class.
Introduce lab and chart
Teaching:
Classifying Living Things, working with a dichotomous key lab.
Extension:
o Students who are able can create their own dichotomous key.
Closure:
Notebook check tomorrow:
o Taxonomy Notes and Domain/ Kingdom Classification chart

Taxonomy Unit
Lesson Plan Day 5-Elaborate
Objectives:
Students will be able to understand how scientists categorize living things.
To be able to do this, students must learn and understand:
o What taxonomy is
o The 7 taxonomic groups
o Comparing the 6 kingdoms
Students will show they can do this by completing Unit Study guide/ crossword.
National/ State Standards:
ACOS 7
th
Science Standard 4
Pre-Instructional Activities:
Bell Ringer:
o Content questions from the previous day checked using Equity Cards. If
students have trouble answering, then I need to revisit the concept with the
class.
Teaching:
Students work on Unit Study Guide/ Crossword
Crash Course: Taxonomy video.
Notebook Check:
o Taxonomy Notes and
o Domain/ Kingdom Classification Chart
Closure:
Quiz on Monday!

Taxonomy Unit
Lesson Plan Day 6-Explore
Objectives:
Students will be able to understand how scientists categorize living things.
To be able to do this, students must learn and understand:
o What taxonomy is
o The 7 taxonomic groups
o Comparing the 6 kingdoms
Students will show they can do this by creating a classification flyer.
National/ State Standards:
ACOS 7
th
Science Standard 4
Pre-Instructional Activities:
Bell Ringer:
o Content questions from the previous day checked using Equity Cards. If
students have trouble answering, then I need to revisit the concept with the
class.
Handout Rubrics, Go through Procedures
Teaching:
Classification Poster (in the library).
Struggling Students: Choose one of two examples that have been covered in class.
Extension: Advanced students are encouraged to choose an organism outside the
animal kingdom.
Closure:
Take up Classification Flyers

Taxonomy Unit
Lesson Plan Day 7-Elaborate
Objectives:
Students will be able to understand how scientists categorize living things.
To be able to do this, students must learn and understand:
o What taxonomy is
o The 7 taxonomic groups
o Comparing the 6 kingdoms
Students will show they can do this by creating a classification flyer.
National/ State Standards:
ACOS 7
th
Science Standard 4
Pre-Instructional Activities:
Bell Ringer:
o Content questions from the previous day checked using Equity Cards. If
students have trouble answering, then I need to revisit the concept with the
class.
Pre-Test and Review
Teaching:
Differentiated Groups:
o Pull out RTI students to work in small group with me.
o Other students will work on the Caminacules lab.
o RTI students will work through a card sort and graphic organizer with me.
Closure:
Test on Friday!
Taxonomy Unit
Lesson Plan Day 8-9-Evaluate
Objectives:
Students will be able to understand how scientists categorize living things.
To be able to do this, students must learn and understand:
o What taxonomy is
o The 7 taxonomic groups
o Comparing the 6 kingdoms
Students will show they can do this by creating a classification flyer.
National/ State Standards:
ACOS 7
th
Science Standard 4
Pre-Instructional Activities:
Review Trashketball
Test
Teaching:
Review Trashketball
o Students are split into two teams. The game is a review game. I take turns
asking a student from each team a question from the material. They have 15
seconds to answer. The correct answer is awarded 1 pt and the opportunity
to shoot from the 2 or 3-point line. Towards the end, the 5-point option is
opened at the very back of the room. It is usually very competitive. It also
gives the students the opportunity to see what they do and do not know,
hopefully equipping them to study for the test.
Test
Closure:
Review Trashketball
Test