Transcript Catalyst: 9/16/08

How are CRQs Scored?
 These
questions are scored on a
scale of 0-2 points.
The CRQ
Example 1
The theory of evolution is supported by the
walking stick population by showing that
species tend to be fit for their environment.
On striped chamise plants, you will find
walking sticks. Which is there way of
camouflage to hide from predators. Also, on
unstriped lilac plants you will find unstriped
walking sticks, which blends in with the
unstriped lilcac plant.
Example 1
Score: 1
Reasoning: the student correctly describes
the theory of evolution and how it relates to
the walking sticks. However, it fails to
answer the 2nd question about how the
population would change.
Example 2
Its supported by the way the walking
stick looks.
The chamise population would mix in
with the lilac population and they would
form another population
Example 2
Score: 0
Reasoning: This response does not clearly
describe how the stick population supports
the theory of evolution. Also, it mistakenly
states that the populations would mix.
Example 3
The theory of evolution is supported by the walking
stick
population because the striped walking sticks live on
striped chamise plants and are able to camouflage from
predators so they can survive and reproduce. The non
striped walking stick population lives on the unstriped
lilac plants for the same reasons. If the lilac population
was rapidly reduced by a virus, then the non striped
walking stick population would decrease. Over time,
there would only be striped walking sticks.
Example 3
Score: 2
Reasoning: This response is complete and
accurate. The first point is earned by
explaining how the populations support
evolution by discussing camouflage and
fitness. The second point is earned by
correctly predicting that the non-stripped
population would decrease.
Unit 6:
Ecology
Ecology
Eco = “our” house/earth
ology = the study of
Ecology = the study of the earth.
Kingdoms
Scientists group all living things
based on their relatedness and on
their traits.
Kingdoms
Kingdom: a group of related
organisms based on their cell type,
mobility, and reproduction.
There are 5 kingdoms (that we need
to know).
Eubacteria
Pneumonia Bacteria
Features: prokaryotes, unicellular,
asexual. Cannot move.
E. Coli Bacteria
Example: bacteria
Protists
Features: eukaryote, multicellular
and unicellular, asexual. Some can
move.
Example: aemoba
Animal-like
Fungus-like
Plant-like
Fungi
Features: eukaryote, multicellular,
eat dead organisms, asexual/sexual.
Cannot move.
Example: mushroom
Plantae
Features: eukaryote, multicellular,
make energy from sun, sexual.
Cannot move.
Example: tree, grass
Animalia
Features: eukaryote, multicellular
get energy from eating other
organisms, sexual. Moves.
Example: deer, insect, fish
Gallery Walk
In the coming slides, you will see clues about
mystery organisms.
You must classify each mystery organism and state
why you made your classification.
Station 1: Mystery Organism

I am multicellular.

I use sunlight to make energy.

I make my own glucose food from sunlight.
What Kingdom do I belong to?
Station 2: Mystery Organism

I am multicellular.

I eats grass.

My species have males and females.
What Kingdom do I belong to?
Station 3: Mystery Organism
What Kingdom
do I belong to?
Heliobacter pylori
Station 4: Mystery Organism


All eukaryotes
Some single cell and some many
cells.
What Kingdom
do I belong to?
Station 5: Mystery Organism
What Kingdom do I belong to?
Shoe Classification
Directions:
1. Put the shoes in 2 groups based on if they
are open/closed toed.
2. Now group the shoes by whether they have
laces.
3. Give each shoe a specific name.
Classification
Scientists group and name
organisms so they can be identified
and so they can be compared to
their relatives.
Classification
There are 7 levels of classification.
Mnemonic
King Philip Came Over For Grape Soda
Kingdom

The broadest of the
groupings.

Example: Animalia
horned beetle
bobcat
jellyfish
Phylum

More specific or
smaller than
kingdom

Example:
Chordata: animals
with backbones
Bobcat
lizard
mouse
toad
Class


more specific than
phylum
Example: Mammalia
(mammals)
Bobcat
Rabbit
Horse
Order

more specific than
a class

Example:
Carnivora
bobcat
wolf
bear
Family


more specific than
order
Example: Felidae or
Feline Family
Bobcat
Tiger
House
cat
Genus



More specific than
family, 1st word in
scientific name
A group of VERY
similar species
Example: Lynx
Lynx
Bobcat
Species

Most specific, 2nd
word in scientific
name

Example: Lynx
rufus or bobcat
Bobcat
Hierarchical Classification

Taxonomic categories







Kingdom (big)
Phylum
Class
Order
Family
Genus
Species (small)
King
Philip
Came
Over
For
Grape
Soda
Classification
The Genus Species of an organism
is its “name”.
Homo Sapiens
Genus Species
Example
Puma Concolor
1. Which word is the genus name?
2. Which word is the species name?
Puma
Concolor
Example
Orcinus Orca
3. Which word is the species name?
4. Which word is the genus name?
Orcinus
Orca
The Classification System
Kingdom
Phylum
Class
Order
Family
Genus
Species
Turn and Teach
When I say “Go”…
1. Person closest to the door at your table
will say the 6 steps to their partner 2 times.
2. Person farthest from the door will write
down the steps as their partner says them
Turn and Teach
SWITCH!
You think you got the
steps memorized?
Lets see it!
Practice Time!
Practice Time
Expectations:
Stay SEATED
Work only with your PARTNER.
Raise your HAND for questions.
Exit Ticket
1. Using the mnemonic we learned today, write out the
taxonomic categories from largest to smallest.
2. Identify the kingdom of the following organisms:
A. A large organism that moves and eats rats
B. Unicellular organism, no nucleus:
C. Mushrooms are an example:
D. Does not move and gets energy from the sun: