Websites current as of December 28, 2013

This WebQuest addresses the following Utah State 7th Grade Core requirements:

STANDARD V:  Students will understand that structure is used to develop classification systems.

Objective 1:  Classify based on observable properties.
            c. Defend the importance of observation in scientific classification.

Objective 3:  Classify organisms using an orderly pattern based upon structure.
            b. Arrange organisms according to kingdom (i.e., plant, animal, Monera, fungi, protist).
            d. Report on changes in classification systems as a result of new information or technology.

Introduction

Classification is an important part of everyday life.  When you look for a phone number in a phonebook or go to a store, you are using classified information.

You are going to be learning more about the science of classification.  Have fun learning!

Task Uno

Why do we classify the way we do?  How has classification changed over the centuries?

Your first task is to write a report (three to five pages) about the history of classification.  Write your report as if you are a reporter asking questions, researching, and getting information your readers need to know. 

Use the websites under “Process” to gather your information.

Task, part Dos

The highest level of classification is the Domain.  The next level of the classification hierarchy is Kingdom.

There are six kingdoms.  Go to the Five Kingdoms of Living Things website and complete the worksheet.  This will give you an overview of five of the six kingdoms (Archae is not discussed!). 

After you have completed the Super Searchers worksheet, try doing some simple classification.  Try the Classifying Critters website (looking for a new one).  When you have completed the activity, take what you have learned and complete the graphic organizer, “Classify That.”

Task, part Tres

You have learned some basic information about the kingdoms.  It is now time to learn more detail about kingdoms.

Your task is to research each kingdom and complete the Unlocking the Mysteries of the Kingdoms worksheet.

Task, the Último

Your assignment is to write a field guide.  The purpose of the field guide is to help someone identify specific species.

Here are the requirements for the field guide:

          1.  Limit your selections to species in Kingdoms Plantae or Animalia
          2.  Select a type of organism (bird, flower, bacterium, etc.)
          3.  Identify its hierarchy of classification from Domain to family.
          4.  At that point, select four species that belong to that family.
          5.  Identify the scientific name (binomial nomenclature).
          6.  Write information about the species that would help someone identify the
               species using your description.  You must include specific characteristics
               (color, markings, beak/mouth, etc.), where it lives, a verbal description, etc.
          7.  Draw a picture of your organism.

You will be doing this in the classroom, so make sure you make good notes to use when you make your field guide.

Here is a handout to help you make your field guide.  Following the Conclusion, there is an article about how to make a field guide for your information.

Process

Research the following websites:

Task Uno

Biological Classification
Carolus Linnaeus
Classification of Living Things:  Introduction

Task, part Dos

Five Kingdom of Living Things
Critters

Task, part Tres

Archaea (Kingdom)
Examples of Archaebacteria
Kingdom Archaea
What Are Archaea?

Kingdom Monera
Monera

Examples of Protozoans
Kingdom Protista
Kingdom Protista II
Protista Fact Sheet

Common Characteristics of Fungi
Fungus
Kingdom Fungi
The Kingdom Fungi

Kingdom Plantae
Natural Perspective – the Plant Kingdom
Plantae

Animalia
Kingdom Animalia

Task, the Último

How to Write a Field Guide When You Are a Young Naturalist

Evaluation

History of Classification Report Rubric
Download a Copy

Category

4

3

2

1

Organization

Information is very organized with well-constructed paragraphs and subheadings.

Information is organized with well-constructed paragraphs.

Information is organized, but paragraphs are not well constructed.

The information appears to be disorganized.

Mechanics

No grammatical, spelling or punctuation errors.

Almost no grammatical, spelling or punctuation errors

A few grammatical spelling, or punctuation errors.

Many grammatical, spelling, or punctuation errors.

Quality of Information

Information clearly relates to the main topic. It includes several supporting details and/or examples.

Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.

Information clearly relates to the main topic. No details and/or examples are given.

Information has little or nothing to do with the main topic.

Unlocking the Mysteries of the Kingdoms Rubric
Download a Copy

CATEGORY

4

3

2

1

Structure

All required and optional information is well written and easy to understand.

All required information is well written and easy to understand.

Most of the required information is well written and easy to understand.

Required information is poorly written and hard to understand.

Quality of Information

All required and optional information is correct.

All required information is correct.

Most of the required information is correct.

Most of the required information is incorrect.

Making a Field Guide Rubric
Download a Copy

CATEGORY

4

3

2

1

Writing - Organization

Each section in the brochure has a clear beginning, middle, and end.

Almost all sections of the brochure have a clear beginning, middle, and end.

Most sections of the brochure have a clear beginning, middle, and end.

Less than half of the sections of the brochure have a clear beginning, middle, and end.

Attractiveness & Organization

The brochure has exceptionally attractive formatting and well-organized information.

The brochure has attractive formatting and well-organized information.

The brochure has well-organized information.

The brochure's formatting and organization of material are confusing to the reader.

Writing - Grammar

There are no grammatical mistakes in the brochure.

There are no grammatical mistakes in the brochure after feedback from an adult.

There are 1-2 grammatical mistakes in the brochure even after feedback from an adult.

There are several grammatical mistakes in the brochure even after feedback from an adult.

Content - Accuracy

All facts in the brochure are accurate.

99-90% of the facts in the brochure are accurate.

89-80% of the facts in the brochure are accurate.

Fewer than 80% of the facts in the brochure are accurate.

Species Drawings

The drawings accurately show markings, colorings, and other unique features.

99-90% of the drawings accurately show markings, colorings, and other unique features.

89-80% of the drawings accurately show markings, colorings, and other unique features.

Less than 80% of the drawings accurately show markings, colorings, and other unique features.

Conclusion

You have had a chance to learn important principles dealing with classification by doing this rubric.  The information you have learned will help you as you learn more about classification over the next few weeks.