Classification

Year 7 Science Workbook

Contents:
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o Concept, aim and learning outcomes p. 3

o Relevance of Activities p. 4
o Key terms p. 5
o Activity 1: Class Introduction to Classification p. 6
o Activity 2: Dichotomous Keys p. 7
o Activity 3: Classification Hierarchy p. 10
o Activity 4: Revision Questions p. 12
o Activity 5: Excursion and Follow up Project p. 13
o Activity 6: Zooming in on Kingdoms p. 15
o Activity 7: What Did You Learn? p. 18
o Activity 9: Extension Activities p. 19
o Assessment p. 21
o References p. 22

Concept:
There are differences within and between groups of organisms; classification helps
organise this diversity. (ACSSU111)

Educational Aim:
The aim of this workbook is to deepen the students understanding of the differences
between organisms in the world around them and how classification can help to
understand this. Students should have a better grasp as to why we classify things.
This involves exploring practical activities and theory with a critical mind in order to
expand ones knowledge.

Learning Outcomes:
-Understand the purposes of classification.
-The ability to group organisms based on similarities and differences.
-The ability to classify organisms based on a hierarchical structure using the terms

Kingdom, Phyla, Class, Order, Family, Genus and Species.

-Understand the scientific convention used to name species.

Activities
All activities have been created in order to best assist students with their learning.
This has been done by considering the E5 model and a constructivist approach to
teaching. All activities are student orientated and allow students to explore what they
already know and how they can further their knowledge while considering that all
students learning styles are different.

Relevance of Activities
Activity 1:
Introduces biological diversity to students in an engaging manner. A brief description
of classification then leads to a class discussion on why it is necessary to classify
organisms. The teacher will gain an understanding of what the students know.
Students are able to take their own notes in a way that best works for them to retain
and create knowledge.
Activity 2:
The video works to familiarise students with the dichotomous key. Students will then
practice on one created prior then have the opportunity to create one themselves.
This hands on learning experience allows children to create in depth knowledge.
Activity 3:
Students have the opportunity to research what they want to know about the
classification hierarchy. This activity is student orientated to ensure students are
interested in their work. Once research work is completed the students will share what
they learned with the class, allowing students to learn from other students.
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Students visually learn about binominal nomenclature through a video, to deepen

their knowledge of the hierarchal classification system.
Activity 4:
Revision questions are useful as they allow students to practice what they have
learned so far and reinforce the knowledge.
Activity 5:
An excursion to the zoo allows students to relate their new knowledge to the real
world. It is important to show students that what theyre learning about isnt far away
from them. This keeps content purposeful and engaging. The project gives students a
reason to look for new information related to the content while at the zoo
Activity 6:
Students gain a deeper understanding of the hierarchal classification system.
Students will be able to use their experiences at the zoo to assist with this task.
Activity 7:
This will help students revise what they have learned and visualise how it all connects.

Key Terms
Write down any interesting or useful terms you come across in this unit. You may also
write down terms that you want to learn the meaning of.

Activity 1: Class introduction to Classification

As a class watch the YouTube video Introduction to the Characteristics of Life by

Frank Gregorio.
Now that we have watched the video we have an idea of just how many organisms
there are on earth and just how diverse they are. A species is a group of animals that
are more like one another than any other group of organisms, for example they are
able to breed with one another. Now because of this diversity, we classify organisms.

Discuss as a class: Why do we classify living organisms?

Use the space below to take down notes, pictures, create a brainstorm and note
trigger words.

Classification makes communication in science and life easier by having just one
name for each organism. It helps us to organise information about organisms and
their needs.

Activity 2: Dichotomous keys

As a class watch the YouTube video Dichotomous Key by Mark Drollinger.

A dichotomous key is a tool that allows the user to determine the identity of items in
the natural world, such as trees, wildflowers, mammals, reptiles, and fish. Keys consist
of a series of choices that lead the user to the correct name of a given item.
"Dichotomous" means "divided into two parts". Therefore, dichotomous keys always
give two choices in each step.
Play with the dichotomous key below, using the pictures of the animals on the next

page.

Create a dichotomous key in the space below for the following organisms:
dandelion, pine tree, clam, mouse, deer, ant, bird and cat.

Activity 3: The Classification Hierarchy

All living organisms are classified according to the hierarchal classification system!
Research question:
Working in pairs figure out what would you like to research, learn and share about the
classification hierarchy?
This could include who created it, what the different levels mean, how many kingdoms
there are, who uses it today, where can it be found etc.
Get your question checked first by the teacher. We will be sharing our answers with
the class.
Your Question:
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
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_______________________________________________________________________________________
______________________________________________________________________________________.

What organism is this?

How did you work that out?

Binomial Nomenclature:
This is the title for the formal system of naming organisms. All organisms have a Latin
name, the first part of the name refers to the genus and the second part of the name
refers to the species. It is enough to identify an organism by using its genus and
species, rather than explain it via the seven levels of the hierarchal system.
We will watch the Study.com video on Binomial Nomenclature to further help you
understand.
Can you find the Latin name for your favourite animal?
___________________________________

Fill in the gaps:

There are __________ species of animals on earth. Its because of the _________ of
organisms, that it is important to _________ them. There are ____________ (without a
backbone) and ___________ (with a backbone).
There are many different vertebrates. There are __________ who produce milk to feed
their young and they are warm blooded, meaning they keep their body temperature
constant. There are __________ who have feathers and lay eggs. _________ also lay eggs
but are cold blooded. _________ breathe underwater and are cold blooded too.
____________ lay eggs, are cold blooded but transform throughout their lifecycles.
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Terms: Amphibians, diversity, vertebrates, mammals, invertebrates, birds, classify,

fish, 1.26 million, reptiles.

Activity 4: Revision Questions

Why do we classify animals?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
______________________________________________________________________________________.
How can we classify animals? What systems can we use? Explain them.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
______________________________________________________________________________________.
What is the Binominal Nomenclature? Give an example.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
______________________________________________________________________________________.
Create a way to remember the hierarchal classification system.
Eg. Kids Play Chicken On Freeway Get Smashed.
_______________________________________________________________________________________
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_______________________________________________________________________________________
______________________________________________________________________________________.

Activity 5: Excursion to the Melbourne Zoo and follow up project.

Identify 3 animals in one area of the zoo (trail of the elephants, gorilla rainforest,
Australian bush, reptiles, wild sea or growing wild).
What are
their
scientific
Latin
names?
What do
you think
makes
them
unique?

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When we get back to school:

Create an A3 poster displaying the three animals you observed at the zoo. Include
their picture, scientific Latin names, their hierarchal classification and why they are
unique as well as a small paragraph on why YOU think it is important to classify
animals. Feel free to do some extra research to help you.
These will be presented to the class in a mini expo so we can all deepen our
understanding of the diversity of life and why it is important to classify organisms!
These websites may be useful:
http://www.arkive.org/species/
http://www.zoo.org.au/melbourne/animals

Activity 6: Zooming in on Kingdoms

So now we know that Kingdoms are the highest level of classification. Lets have a
look at the different types of kingdoms and what organisms belong to which.
Head to the Oxford University Museum of Natural History Learning Zone website
(www.oum.ox.ac.uk/thezone/animals/animalid/kingdom.htm) and answer the
questions below in your own words:
What are the five kingdoms?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Kingdom _______________
Type of Organisms: __________________________________________________________.
Number of species: __________________________________________________________.
Description of Organisms:
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
______________________________________________________________________________________.
Kingdom _______________
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Type of Organisms: __________________________________________________________.

Number of species: __________________________________________________________.
Description of Organisms:
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
______________________________________________________________________________________.

Kingdom _______________
Type of Organisms: __________________________________________________________.
Number of species: __________________________________________________________.
Description of Organisms:
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
______________________________________________________________________________________.
Kingdom _______________
Type of Organisms: _________________________________________________________.
Number of species: __________________________________________________________.
Description of Organisms:
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
______________________________________________________________________________________.
Kingdom _______________
Type of Organisms: __________________________________________________________.
Number of species: __________________________________________________________.
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Description of Organisms:
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
______________________________________________________________________________________.

Based on your answers to the questions above, write which kingdom the organisms in
the pictures below belong to.

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Activity 7: What did you learn?

In the space below create a mind map of the things you learnt over this unit of work.

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Activity 9: Extension activities

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The Classification quiz:

http://www.softschools.com/quizzes/biology/classification/quiz2429.html
At times it can be a little tricky so ask for some help, do some research or start a
discussion with peers on the more difficult question. Remember to think about it and
make sense of the questions first!

Animal Characteristics Game:

http://www.sheppardsoftware.com/content/animals/kidscorner/games/animalclassgam
e.htm
Place the correct characteristics of the different vertebrates into the correct bins.

National Geographic Biodiversity Game

http://ngm.nationalgeographic.com/2011/01/seven-billion/biodiversity-game
Match each icon to how many identified species there are.

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Assessment:

Criteria

Very

High

High

Credit

Low

Very

Not

Low

Show
n

Student involved themselves in all

activities and works well in
groups.
Student asks questions in order to
deepen knowledge.
Student answered questions to
the best of their ability.
Student presented information to
the class in an engaging and
confident manner.
Work book is neat and completed.
Learning outcomes have been
met.
Student has a deeper
understanding of the world
around them and the importance
of classification.
Overall Mark for unit of work

Comments:

References:
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This workbook has been created with the help of the following resources:
-The Australian Curriculum Assessment and Reporting Authority:
http://www.australiancurriculum.edu.au/Browse?
a=S&y=7&layout=2&browseLayout=2
-Discovery Education (create your own word search):
http://puzzlemaker.discoveryeducation.com/WordSearchSetupForm.asp?
campaign=flyout_teachers_puzzle_wordcross
-Exploring Nature Educational Resources (classification):
http://www.exploringnature.org/db/detail.php?dbID=87&detID=2282
-Oregon State University (Dichotomous Keys):
http://oregonstate.edu/trees/dichotomous_key.html
-Oxford University Museum of Natural History (animal kingdoms:
http://www.oum.ox.ac.uk/thezone/animals/animalid/kingdom.htm
-Science Web Australia:
http://scienceweb.asta.edu.au/years-7-8/unit2/lesson-two/yr78-unit2-lesson-two.html
-Study.com (binominal Nomenclature):
http://study.com/academy/lesson/binomial-nomenclature-definition-classificationsystem.html
-YouTube:
https://www.youtube.com/watch?v=M51AKJqx-7s (Dichotomous Key
https://www.youtube.com/watch?v=juxLuo-sH6M (Characteristics of Life)

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