MC	7^th Grade Integrated Science	Standard: 05
Objective: 02. Use and develop a simple classification system.
ILO:

Which would be the best example of organisms that have been classified by a similarity in structure?

a. dog, fox, coyote

b. bear, rabbit, coyote

c. cat, horse, dog

d. antelope, deer, rabbit

e. horse, antelope, bear

Correct Answer: a

MC	7^th Grade Integrated Science	Standard: 05
Objective: 02. Use and develop a simple classification system.
ILO:

In the scientific name of a dog, Canis familiaris, the name Canis is the name of the dog's _______________.

a. family

b. genus

c. kingdom

d. species

Correct Answer: b

MC	7^th Grade Integrated Science	Standard: 05
Objective: 02. Use and develop a simple classification system.
ILO:

Which of these organisms would seem to be most closely related?

1. Canis familiaris

2. Mephitis mephitis

3. Canis lupus

4. Panthera pardus.

a. 1 and 2

b. 1 and 3

c. 2 and 3

d. 2 and 4

Correct Answer: b

MC	7^th Grade Integrated Science	Standard: 05
Objective: 02. Use and develop a simple classification system.
ILO:

Which of the following is true when an organism has the same scientific name as another organism?

a. This does not happen in scientific classification.\

b. They share one or two common traits.

c. They are the same species.

d. Someone made a mistake naming them.

Correct Answer: c

MC	7^th Grade Integrated Science	Standard: 05
Objective: 02. Use and develop a simple classification system.
ILO:

Which of the following characteristics would be appropriately used in developing a classification key for fish?

a. the shape of the fish’s head

b. the size of the fish

c. what lure or bait caught the fish

d. how long the fish lived

Correct Answer: a

MC	7^th Grade Integrated Science	Standard: 05
Objective: 02. Use and develop a simple classification system.
ILO:

Which of the following characteristics would be appropriately used in developing a classification key for birds?

a. where the bird was seen

b. how plentiful that bird is in your neighborhood

c. what food the bird eats

d. color markings on the bird’s head

Correct Answer: d

MC	7^th Grade Integrated Science	Standard: 05
Objective: 02. Use and develop a simple classification system.
ILO:

Study the partial key to Utah County trees and shrubs, then answer the question below.

Key to Some Common Trees and Shrubs of Utah County (Rock Canyon)

1a. Leaves are flat and broad; seeds and fruit produced from flowers go to 2

1b. Leaves are needle-like or scaly-like; seeds produced in cones go to 29

2a. Leaves and buds are opposite on branches go to 3

2b. Leaves and buds are alternate on branches go to 9

3a. Leaves palmate, with major veins arising from point at base go to 4

3b. Leaves pinnate, with one main vein or midrib go to 5

4a. Leaves 3 to 5 lobes with coarsely-toothed margin Big Tooth Maple

4b. Leaves 3 to 5 lobes with serrated margin Rocky Mountain Maple

5a. Leaves simple; no leaflets go to 6

5b. Leaves compound; with leaflets go to 8

6a. Leaves 2 to 4 inches long; entire with conspicuous veins Red-osier Dogwood

6b. Leaves 1 inch or less go to 7

7a. Leaves thick, evergreen, elliptical in shape, low spreading shrub Mountain Lover

7b. Leaves thin, deciduous, round to ovate, erect branching shrub Snowberry

8a. 3 to 7 coarsely toothed and incised leaflets; tree 50-70 ft tall Boxelder Maple

8b. 5 to 7 lanceolate leaflets with small, serrated margins;

grows in clumps 10 to 12 feet tall Elderberry

Which is true about the classification key?

a. The key gives the classifier only 2 choices at each step.

b. The key is based on the size of the plant.

c. The key is based on the location of the plant.

d. The key is based on structures that are not easily observed.

Correct Answer: a

MC	7^th Grade Integrated Science	Standard: 05
Objective: 02. Use and develop a simple classification system.
ILO:

Study the key to Uinta Mountain conifers, then answer the question below.

Key to Native Conifers of the Uinta Mountains

1a. Leaves are needle-like; ones are woody or papery and brown in color go to 2

1b. Leaves are scaly or awl-like (long pointed scales, like short spikes);

cones are berry-like and blue in color go to 9

2a. Needles arise in bundles or packets of 2, 3, or 5 (pine); cone’s scales are woody go to 3

2b. Needles do NOT arise in bundles or packets but are singular;

cone’s scales are thin and papery go to 5

3a. Needles arise in bundles of 5, usually 2 to 3 inches long; cones are 5 to 6 inches long Limber Pine

3b. Needles arise in bundles of 3 (sometimes 2), usually 3 or more

inches long; cones are about 4 inches long Ponderosa Pine

3c. Needles arise in bundles of 2; cones are 1 to 2 inches long go to 4

4a. Needles are about 2 inches long and twisted in appearance;

cones are 1.5 inches long; trunk grows straight and tall Lodgepole Pine

4b. Needles usually less than 2 inches long; cones are 1 to 2 inches long

with large edible seeds; trunk is short and bushy in appearance Pinyon Pine

5a. Needles are flat and blunt; not sharp to touch go to 6

5b. Needles are NOT flat, but are square in cross section; sharp to touch go to 8

6a. Needles arise from twigs on all sides and point outward from twig;

cones with leafy bract extending from the cone scales Douglas Fir

6b. Needles arise from twig on all sides but bend upward;

cones without leafy bracts extending from cone scales go to 7

7a. Needles usually less than 1 inch long; cones are 4 inches long Sub-Alpine Fir

7b. Needles usually greater than 1 inch long; cones are 2 inches long White Fir

8a. Young twigs and branches are pendulant (hanging downward);

cones are usually less than 2 to 3 inches long with rounded cone scales;

mature trunks are reddish, scaly and unfurrowed Englemann Spruce

8b. Young twigs and branches are not pendulant, but are stiff, growing outward

in flat layers; cones are 3 to 5 inches long with wedge-shaped cone scales;

mature trunks are dark gray and somewhat furrowed Blue Spruce

9a. Leaves are awl-like; longer than 1/4 inch arising in whorls of three;

leaves have a silver-white band running down the midrib Common Juniper

9b. Leaves are scaly-like; less than 1/4 inch go to 10

10a. Scaly leaves are coarse (rough to touch); berry-like cones are about 1/4 inch

in diameter; trunk usually forked Utah Juniper

10b. Scaly leaves are fine (smooth to touch); berry-like cones are small,

rarely to 1/4 inch in diameter; trunk usually with a central stem Rocky Mountain Juniper

Which statement about this key is correct?

a. the key uses animals living in the tree to classify the tree

b. the key uses the age of the tree to classify the tree

c. the key uses habitat to classify the tree

d. the key uses observable characteristics to classify the tree

Correct Answer: d

MC	7^th Grade Integrated Science	Standard: 05
Objective: 02. Use and develop a simple classification system.
ILO:

Which of the following characteristics would be appropriately used in developing a classification key for leaves?

a. the size of the leaves

b. the color of the leaves

c. the number of leaves on the stem

d. the edges of the leaves

Correct Answer: d

MC	7^th Grade Integrated Science	Standard: 05
Objective: 02. Use and develop a simple classification system.
ILO:

Study the following key for classifying sharks.

1a. Body kite-like (if viewed from the top) go to 12

1b. Body NOT kite-like (if viewed from the top) go to 2

2a. Pelvic fin absent Family Pristiophoridae

2b. Pelvic fin present go to 3

3a. Six gill slits present Family Hexzanchidae

3b. Five gill slits present go to 4

4a. Only one dorsal fin Family Scyliorhinidae

4b. Two dorsal fins go to 5

5a. Mouth at front of snout rather than on underside of head Family Rhinocodontidae

5b. Mouth on underside of head go to 6

6a. Head expanded on side with eyes at end of expansion Family Sphyrnidae

6b. Head NOT expanded go to 7

7a. Top half of caudal fin exactly same size and shape as bottom half Family Isuridae

7b. Top half of caudal fin different in size and shape than bottom half go to 8

8a. First dorsal fin very long, almost half total length of body Family Pseudotriakidae

8b. First dorsal fin regular length go to 9

9a. Caudal fin very long, almost as long as entire body Family Alopiidae

9b. Caudal fin regular length go to 10

10a. A long needlelike point on end of snout Family Scapanorhynchidae

10b. Snout without long point go to 11

11a. Anal fin absent Family Squalidae

11b. Anal fin present Family Carcharhinidae

12a. Small dorsal fin present near tip of tail Family Rajidae

12b. No dorsal fin present near tip of tail go to 13

13a. Front of animal with two hornlike appendages Family Mobulidae

13b. No hornlike appendages Family Dasyatidae

Which rule is used in developing this key?

a. An organism can only be classified (or end up) in one place.

b. The organism is classified based on its size.

c. The key is based on the scientific name of the organism.

d. The organisms are classified by how many you have actually seen.

Correct Answer: a

E	7^th Grade Integrated Science	Standard: 05
Objective: 02. Use and develop a simple classification system.
ILO:

Scientists from many countries are meeting together to discuss the endangerment of the White Rhino. They all speak different languages. Why would a classification system be important to them?

Correct Answer: In scientific classification, Latin is used. This is because Latin is no longer in use as a primary language, and is not constantly changing. Scientists worldwide use Latin as the basis for naming so that there is common understanding among scientists of all languages and cultures. The use of the organism's common name would be confusing, because each language and culture may have a different common name for the organism.

Scoring Guide:

Complete - 40%

Accurate - 40 %

Well Written - 20%

E	7^th Grade Integrated Science	Standard: 05
Objective: 02. Use and develop a simple classification system.
ILO:

The following animals have been classified into two groups according to their foot structure: deer, cow, cougar, elk, dog, and wolf.

Develop a different way to classify them using a different anatomical feature. Describe your classification system.

Rubric:

4 - Students classify animals by another method and are able to describe their classification system. Spelling, grammar, and punctuation are correct.

3 - Students classify animals by another method and are able to describe their classification system.

2 - Students either classify animals or describe different classification system, but doesn’t do both.

1 - Students have no idea how to classify, but have put forth some effort to group the animals.

P	7^th Grade Integrated Science	Standard: 05
Objective: 02. Use and develop a simple classification system.
ILO:

Discovering Microscopic Pond Life or

"Don't Drink the Water!"

Teacher Notes

Objective: To discover the variety of life in pond water, estimate the numbers of creatures in a given amount of water, using the microscope for scientific discovery.

Time: 4-6 days

Teacher may have to provide pond water.

Teacher may have to provide alfalfa hay.

Students bring glass jar; pint size with lids.

Students will assemble all information in a portfolio.

Some animals may be more successfully observed by purchasing from a supply house (amoeba, euglena).

It is assumed that students can work with simple microscopes.

Materials: microscope for groups, well or depression slides, droppers, beakers

Show students how to systematically move their slide as they estimate the number of small animals in the water.

Teach how to read water levels in containers with meniscus.

Show math for volume if needed.

Student Instructions

Discovering Microscopic Pond Life or

"Don't Drink the Water!"

Task 1

Group:

Divide into groups of 2 or 3.

Do the following.

Get the following materials:

pond water, containers (2 per group) with lids, magic markers, dropper or pipette (1 per group), beaker or graduated cylinder (1 per group)

1. Dip 8 oz. of pond water into each container.

2. Put a small amount of hay into one container, label it, put the lid on, and place it in the assigned place.

3. Using the beaker or graduated cylinder and a dropper, determine how many drops of pond water are in 20 mL of water. Try to make your drops all the same size. Practice a few times for consistency before you actually begin your count. Have one group member drop, one group member count, watch the meniscus line, and 3rd group member record. Each group member do the assigned task. Average the scores from all groups.

4. Calculate the number of drops of pond water in 100mL, and 1000mL (1 Liter). Show your work.

5. Calculate the number of Liters in a swimming pool, 10m x 25m x 3m, filled with this water. (Hint 1000cm3 = 1 Liter)

Task 2

Group:

Objective: Exploring pond water creatures with magnifying glass.

Materials: pond water, dropper or pipette, white paper towel, 2" or larger magnifying glass, pencil and paper

Use the pond water with no hay.

1. Use the dropper to place 10 drops of pond water on the white paper towel and use the magnifying glass to examine what you see.

2. How many different creatures you see.

3. Estimate how many of each creature will be in one liter of water.

4. Divide a sheet of paper into 4 sections and write "magnifying glass" on the top.

5. Draw in detail what you see. Draw one creature per section.

6. Compare your drawings with other students in the room.

7. Identify the creatures you see using books, computers etc. and write the source title, page etc. in the appropriate section

Task 3

Group:

Objective: Describing and predicting populations in pond water.

Materials: pond water, microscope, well slide, pencil and paper, small metric ruler, dropper or pipette

Use pond water without hay. Set up microscope using the lowest power.

1. Place one drop of water on the well slide and view it under the microscope.

2. Take turns finding one creature at a time.

3. Describe the creature in detail to your partner so your partner can draw the creature. (Do this with only ____ creatures, one for each partner.)

4. How many different types of creatures did you find?

5. Divide a sheet of paper into 4 sections. Draw the creatures in detail as you view it through the scope. Each partner must draw. (Note: The lamp of the microscope gets very hot. Turn it off at times when you are not viewing.)

6. Write a detailed description of your creatures.

7. Use a drop of water for each partner. Begin at one edge of the drop and move the slide 1 mm at a time to the other side of the drop. Focus up and down before moving. Count the number of each animal in the drop.

8. Average the number of animals from each partners count. Show your work.

9. Calculate how many of each animal would be in 1 Liter of pond water. Show your work.

10. Calculate how many of each animal would be in a swimming pool, 10m x 25m x 3m, filled with this water. Show your work. (Hint 1000cm3 = 1 Liter)

Task 4