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Celestine Miller Jeffreys Beethoven Academic Center
25 West 47th Street
Chicago IL 60609
This lesson is designed for students in the seventh grade and above. The
students will learn the levels of biological classification and methods by which
scientists group organisms into this system.
You will need to have 4 or 5 "kingdoms" (see explanation below) consisting of a
wide variety of items. For instance, if you chose the "kingdom" of shells, you
should have clam shells, scallops, conches, mollusks, oysters, fresh water
shells, salt water shells, cold water and warm water shells. Here are some
other suggestions: food (both human and animal), pictures of clothing (men's,
women's, children's, shoes, etc.), pictures of structures (warehouses, office
buildings, homes), "hard things" (rocks and metallic items), small plastic
animals, toys, postcards of art, or jewelry.
1. Prepare a handout with definitions of the levels of classifications.
The highest category into which organisms are classified.
A category used in the classification that consists of one or several similar or
closely related classes. You may also use DIVISION.
One or several similar or closely related orders. Similar classes are grouped
One or several similar or closely related families. Similar orders form a
One or several similar or closely related genera. Similar families are grouped
into an ORDER. The names are usually determined from a type genus (Cactus,
Equus) that is characteristic of the whole family.
Genus (pl. genera):
A number of similar or closely related species. The common name of an organism
is sometimes identical to the genus, e.g. Lilium = lily. Similar genera are
grouped into a FAMILY.
A group of similar individuals that can breed and produce fertile offspring.
Similar and related species are grouped into a GENUS. Within certain groups,
species may not mate and will under different selection pressures develop
different characteristics form the main population. This is called a
2. Explain that this classification system is arranged to resemble a "tree."
You may illustrate this with houses, shoes, music--something that is
immediately familiar to your students.
This is how the classification is arranged:
/ \ / \
Class Class Class Class
/ \ / \ / \ / \
Order Order Order Order Order Order Order Order
/ \ / \ / \ / \ / \ / \ / \
Fam. Fam. Fam Fam Fam Fam Fam Fam Fam Fam Fam Fam Fam Fam.....
/ \ / \
Offic Bldg Terminals Multi-fam. Single fam.
/ \ / \ / \ / \
skyscraper lowrise air ground apart devel. twnhse house
/ \ / \ / \ / \ / \ / \ / \ / \
brick glass ...... rent condo .....
3. Instruct students to work in their groups to arrange the items they've
selected into a classification system. After 20 minutes (times may vary)
instruct your students to switch objects and make a classification for the
Student can name all seven classification levels in correct order. Student can
divide her objects into at least 4 levels and can classify almost all of the
objects. The classification system the student develops is sensible and
consistent. Student can name some flaws in creating a classification system
such as: the problem with newly discovered objects; the problem with objects
that don't seem to fit into the classification scheme; or the best way to make a
classification system (use versus description).
Student can name 4 to 6 classification levels in the correct order. Student can
divide his objects into at least 3 levels and can classify some of the objects.
The classification system the student develops is somewhat sensible and not
Does Not Meet
Student can name three classification levels in the correct order. Student can
divide her objects into one or two levels and can classify some of the objects.
The classification system the student develops is fairly sensible and