### Lesson Plan

## Taxonomic Keys by ECSDM

### Course, Subject

Biology/Living Environment, Math, Science & Technology

### Grade Levels

Intermediate, 7th Grade

### Description

In this lesson, students will be introduced to a taxonomic key dealing with geography. The teacher will assist the students with the taxonomic key and then attempt to use a previous lab to have the students develop their own taxonomic key.

### Objectives

**Cognitive –**

- Write out 5 observations of an organism.
- Define and describe a dichotomous key.

**Affective ** –

- Offer opinions as to characteristics of the six animals.
- Communicate with teacher attentively.

**Psychomotor – **

- Construct a sorting chart that classifies a set of objects based on observable characteristics.
- Draw out a copy of their dichotomous.

### Materials/Web Resources

SMART Board, laptop, LCD projector, student directed sorting objects (a set of six animals in a bag), Sorting Chart Lab, Classifying the States worksheet, map.

- Classify the States Worksheet.doc
- Station W - Generic Sorting Chart.doc
- Taxonomic Key Notes.notebook

### Procedure

**Capture Attention and Motivate – Day 1**

- How would you classify a sample of living things?
- What characteristics would you use?

** Preparation for the Lab – Day 1**

- Students will come up with answers to the Do Now question.
- Teacher will write them down on the overhead.
- Teacher will have the students discuss each response.
- Teacher will have students put these examples in their notebooks.

**Lab –**

- Teacher will be giving the students a sheet of paper and a set of six animals in a bag.
- Teacher will tell the students that they will be making a sorting chart based on the observable structures of the animals (no inferences).
- Teacher will review the ideas of observations and inferences.
- Teacher will also review the sorting chart from the previous day so that the students can recall the proper conventions.

- Teacher will start the students and give them the period to complete their chart.

**Closure – Instructional Closure and Setup for Next Lesson – Day 2**

- How did you separate the animals in the bag?

**Capture Attention and Motivate – Day 2**

- Students will pick up a Classifying the States worksheet off the homework table.
- Students will complete the worksheet.
- Teacher will review the worksheet with the students, pointing out how the statements show two alternative answers regarding the same characteristic of each state.

Terminology –

- Dichotomous key

Dichotomous Key –

- The teacher will ask the students how they first divided up the animals into two groups (that is, what characteristic did you write your yes/no question about).
- The students will respond with their answers.
- The teacher will ask the students how they divided up the two groups they made into smaller groups (that is, what was the next characteristic did you write your yes/no question about).
- The students will respond with their answers.

- The teacher will say that they can make a dichotomous key using their observations and sorting chart answers about the animals.
- The teacher will make a sample-sorting chart with the students using a combination of the student questions.
- The students will copy down the teacher directed example in their notebooks.

- The students will then use one side of their lab to write a dichotomous key.
- The students will hand in their dichotomous keys at the end of the period.

**Closure – Instructional Closure and Setup for Next Lesson – **

- How would you classify all living things?
- What characteristics would you use?

### Assessment

### SMART Board

The teacher will use the SMART Board on Day 2 with the associated notes to show off the "Classify the States" Worksheet and to help the students develop an example of a taxonomic key from their lab work that they can use to make their own taxonomic key. However, this could be done via an overhead or with the chalkboard.