2.1 Define taxonomy, and place the seven (*Extension=eight) levels of the Linnaeus classification system in order.
2.2 Use simple keys and correctly named structural features of plants, animals, fungi, protists and bacteria to classify them to the level of their kingdom.
In order to classify living things, taxonomists must first decide if they are living, or if they are non-living.
Watch this video https://www.youtube.com/watch?v=r7vX2DtuUl0
Decide what characteristics Neo shares with living things and which ones show whether he is living or non-living.
Activity 2.0B
Complete MRS GREN 2: Cut along the dotted lines. fold on the solid line. Glue Mrs GREN over the top of the word.
Activity 2.0B
Complete Mrs Gren 4 - Living or non-living?
Activity 2.0C
Complete MRS GREN 1 foldable: Cut along the dotted lines. Fold the flap back on the solid line.
Cut out your set of words. Glue one on the page so the MRS GREN fits over the top (start by gluing 'moves' onto your book underneath M in Mrs)
Activity 2.0C
Complete MRS GREN 1 foldable: Cut along the dotted lines. Fold the flap back on the solid line.
Cut out your set of words. Glue one on the page so the MRS GREN fits over the top (start by gluing moves onto your book underneath M in Mrs)
Activity 2.0D
A fellow scientist wishes to publish an article that says fire is a living thing. He argues that it
can be observed to move
reproduces other fires through sparks
responds to wind
grows in size
requires oxygen
produces wastes - soot
requires nutrition - something to burn
Write a note to the scientist explaining why his thinking is incorrect. Use formal scientific language.
Some things to think about:
can be observed to move (is it moving by itself, or being moved eg by wind?)
reproduces other fires through sparks (is this a totally new fire, or part of the same fire removed, like us cutting fingernails or hair?)
responds to wind (is this caused by the fire, or by the wind?)
grows in size (does it stay the same size or continue to grow?
View video: [3.59 mins] Classification of Living Things https://www.youtube.com/watch?v=vqxomJIBGcY&t=6s
Quick research: Are viruses living, or non-living? Use the MRSGREN checklist and any research to identify whether viruses are living or non-living.
Watch the videos. Decide if these are living things.
a. C. elegans
(Caenorhabditis elegans)
Video: Moving C. elegans
b. Sea Urchins
(Lytechinus pictus)
Video: Sea urchin cell division
c. Sea Urchins
(Lytechinus pictus)
Video: Sea urchin fertilization
1. Blood Cells
Video: Human white blood cells
2. Cellular Structure and Function
Video: Elodea leaf cells
Video: Crawling Amoeba
4. Zebrafish
Video: Zebrafish development
(Danio rerio)
2.1 Define taxonomy, and place the seven (*Extension=eight) levels of the Linnaeus classification system in order.
The science of classifying organisms is called taxonomy. Scientists are called taxonomists.
All modern classification systems are based on the Linnaean classification system. It was developed by Swedish botanist Carolus Linnaeus in the 1700s. He tried to classify all living things that were known at his time. He grouped together organisms that shared obvious physical (structural) traits, such as number of legs or shape of leaves... Linnaeus is known as the “father of taxonomy.”
The Linnaean system of classification consists of a hierarchy of groupings, called taxa (singular, taxon). Taxa range from the kingdom to the species (see Figure below). The kingdom is the largest and most inclusive grouping. It consists of organisms that share just a few basic similarities. Examples are the plant and animal kingdoms. The species is the smallest and most exclusive grouping. It consists of organisms that are similar enough to produce fertile offspring together. Closely related species are grouped together in a genus.
View PPT for 2.0 and 2.1
View video [0-2.44 mins] http://teachertube.com/viewVideo.php?video_id=169889.
2. Form your own mnemonic to help you remember the Linnaeus levels of classification.
Some of the words in bold in the text at right are written incorrectly. Rewrite them in their correct form.
2.2 Use simple keys and correctly named structural features of plants, animals, fungi, protists and bacteria to classify them to the level of their kingdom.
View PPT for 2.2 Bacteria
Complete Five Kingdoms WS
Complete Six Kingdoms WS
Bacteria are microscopic, single-celled, prokaryotic (pro-carry-ot-ick) organisms found in environments that range from the soil to the ocean and inside the human gut.
Bacteria (singular: bacterium) are classified as prokaryotes because they are single-celled organisms with a simple internal structure that lacks a nucleus.
Sometimes bacteria lend us a helping hand, such as by curdling milk into yogurt or helping with our digestion. In other cases, bacteria are destructive, causing diseases like pneumonia and Staphylococcus aureus (Golden Staph).
There are three basic bacterial shapes: Cylindrical, capsule-shaped ones known as bacilli (singular: bacillus); round bacteria called cocci (singular: coccus),; and spiral bacteria, called spirilla (singular: spirillum).
Adapted from https://www.livescience.com/51641-bacteria.html
Animation: https://vimeo.com/337323752
Campylobacteria - the most common bacterial cause of human gastroenteritis in the world. It is transmitted from animals to humans. Basic food hygiene practices when preparing food will kill the bacteria.
https://www.who.int/news-room/fact-sheets/detail/campylobacter
View PPT for 2.2.1 Bacteria
View Video:
[3.08 mins] Bacteria on Hands Experiment
Bacteria from different sources:
A sample of liquid soap spread onto nutrient agar and a swab from a bar of solid soap also spread onto nutrient agar. Soaps are not designed to kill microbes. They help to wash them off skin, better than water alone. Why do you think that the solid soap (kept by the sink and handled regularly) had more bacteria living on it than the liquid soap (kept in a dispenser, so not handled) which had none?
Paper is not a good object for bacteria to live on as it cannot sustain their growth. The bacteria found on the paper are know as transient i.e. they are just passing the time until a better place to live comes along. Handling the paper would transfer the resident bacteria from a person's hand to the paper.
Protists are single cell (unicellular) organisms. They are eukaryotes (you-carry-ots) because they have internal cell structure, but it is very simple.
The members of this group are not very alike, but they are in the group because they are one-cell organisms.
Videos:
Introduction to the Protists [3.11] https://www.youtube.com/watch?v=0-6dzU4gOJo
Amoeba in Motion [0.30] https://www.youtube.com/watch?v=7pR7TNzJ_pA
Flagella and Cilia [3.12] https://www.youtube.com/watch?v=QGAm6hMysTA
Flagella and Cilia [3.12] https://www.youtube.com/watch?v=QGAm6hMysTA
View PPT for 2.2.2 Protists
Fungi (singular: fungus) are a kingdom of eukaryotes that are heterotrophs (other-feeding, they cannot make their own food) and have important roles in nutrient cycling in an ecosystem. Some fungi are single-cell (yeast), while others are multicellular. As eukaryotes, fungi cells have a membrane around their nucleus and their other organelles. Some fungi are responsible for diseases in humans eg fungal nail infection (#4), tinea (#5) and Candida (#6)
Click arrow to progress images.
1. https://p0.pikrepo.com/preview/610/741/fungi-growing-on-bark-of-tree-by-a-stream.jpg
2. https://p2.piqsels.com/preview/140/157/103/fungi-mushroom-nature-toxic-mushroom.jpg
3. https://www.publicdomainpictures.net/en/view-image.php?image=272082&picture=fungi-mushroom-poisonous
4. https://en.wikipedia.org/wiki/Candidiasis
View PPT for 2.2.3 Fungi
View PPT for 2.2.4 Plants
View the PPT
Complete the Graphic Organiser
Learn about microscopes from the PPT at right and the microscope given.
Investigate the plant cell slides you are given. What do you notice?
Investigate the plant and animal cell slides you are given. Can you see differences?
Complete the Compare/Contrast Scaffold at right.
Complete the Worksheet at right.