Todd Bernstein

Chapter 18 – Classification
Overview
In prior lessons, students have learned about the mechanisms for evolutionary change. These
evolutionary processes lead to the diversity of life that is seen today, and explains both similarity
and difference seen in most species. This lesson will extend that learning to the classification and
quantification of diversity.

Students will first be asked a few questions to elicit their preconceptions on classification.
Students will be asked what they consider a species to be, how they think biologists classify life,
and why classification based on appearance might be inaccurate. Then, students will be given a
brief lecture on the history of taxonomy. Beginning with Linneaean taxonomy, the lesson will
continue into evolutionary taxonomy and cladograms and will conclude with molecular clocks.
Students will then break up into small groups and classify a fictional organism. Using what they
know about taxonomy, they will organize a dozen species into what they feel are appropriate
class, order, family, and genus. Intergroup discussion will follow this activity, where students will
hopefully disagree and debate why one classification is better than another. Finally, students will
reflect on the previous activity, evaluating the taxonomy they practices and comparing it to
modern taxonomy.

Objectives
Students will be able to:
• List the seven categories of the Linnaean system of classification
• Distinguish between traditional taxonomy and evolutionary taxonomy
• Create a system of classification for a fictional organism based on derived characteristics

Materials and Preparation

• Time – 45 minutes (one class period)
• Handouts – one per group of three

Activities
Teacher will begin the class with Do Now questions, asking students, “What makes a species?
How are two different species related? What do you think biologists look at when classifying life?
What might be the problems associated with classification based on appearance?” Discuss (five minutes)
that similar species often look similar, but that looks can be misleading. Biologists look for shared
characteristics rather than shared appearance.

Teacher will then transition into a brief (ten minutes) lecture on classification. The lecture will
describe Linnaean taxonomy, evolutionary taxonomy, and molecular clocks and their use in the
classification of life.

Split the students into groups of three, and introduce the next activity. Mention that scientists
have recently discovered a new group of organisms, and it is up to the students to classify them.
Give each group a copy of the handout.

Students will classify each species into class, order, family, and genus (fifteen minutes). Groups
will collectively come to agreement about which species goes where (ten minutes).
With whatever time is left over, discuss the questions at the end of the handout. “Which qualities
did your group feel were important to include when classifying the Camialcules? What are the
limitations to this style of classification? If you wishes to be more accurate in classifying these
species, which qualities might you look for instead? Was it easy to come to agreement within your
own group? What about agreement between groups? What does this say about the nature of
taxonomy? Contrast traditional taxonomy to a cladogram. Describe how molecular clocks can be
used to quantify inter-species diversity.”

Assessment
Students will be evaluated on their knowledge of the subject material through their answers of the
discussion questions. They will also be assessed on both their ability to use evidence to produce
an argument and an ability to interact as a group through group discussion following the
taxonomy activity.

Supplemental Materals
• Attached handout, Carminalcule Activity
March 5, 2007 Chapter 18 – Classification

Caminalcules
Introduction:Scientists on an expedition to the Camac islands in the South Pacific have
recently come across many new discoveries. Along with the various new
plant life discovered in this unique ecosystem, and perhaps the most
intriguing, is the discovery of a dozen new species. After their island
home, these new organisms have been named Caminalcules. These
caminacules have been found both in the oceans around the Camac
islands, as well as on the shoreline.

Activity:Primary examination revealed the caminalcule to belong to the kingdom

Eukarya, but the similarities to known organisms end there. These new
species have been classified in the newly created phylum Caminalcula.

As aspiring taxonomists, you and your team have been assigned the duty
of classifying the Caminalcules as best as you can. In your group, classify
these twelve organisms into corresponding genera, families, orders, and
classes.

It has been suggested to you by your superiors that it is best if you start
at the bottom and work your way up to the top. Try to keep in mind that
all these species are currently living, and no fossil records have yet to be
unearthed. Do not attempt to produce an evolutionary path for these
organisms.

Reflection: 1. Which qualities did your group feel were important to include when
classifying the Camialcules?
2. What are the limitations to this style of classification? If you
wishes to be more accurate in classifying these species, which
qualities might you look for instead?
3. Was it easy to come to agreement within your own group? What
about agreement between groups? What does this say about the
nature of taxonomy?
4. Contrast traditional taxonomy to a cladogram.
5. Describe how molecular clocks can be used to quantify inter-
species diversity.