Activity Introduction

cc-secondary3-heroQuick summary: Students tour the school grounds investigating how living things are classified based on similarities and differences in observable features. They learn how scientists use a hierarchical system of classification, and how living things can be classified into Kingdoms based on their features. Students use creative thinking to invent an organism and give it a scientific name. They then classify their organism based on its physical features. Finally, students are asked to speculate on the conservation status of their organism and to make recommendations about how this organism can be conserved and protected.

This lesson is designed to be taught outside. It contains all the tools required for students to reap the benefits of being outdoors while learning the outcomes of the Australian Curriculum. By spending time outdoors and connecting to nature, students are more likely to care for and conserve nature as adults.

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Learning goals:

  • Students understand that classification involves grouping organisms on the basis of similarities and differences in particular features.
  • Students recognise that there are many ways we could classify living things, but that the hierarchical classification system is the one that scientists around the world use.
  • Students understand how to use scientific conventions when naming organisms.
  • Students identify actions required to conserve living things.
  • Students recognise the mental, physical and academic benefits of completing classroom activities outside.

21st century skills:

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Australian Curriculum Mapping

Content descriptions:

Year 7 Science

  • Classification helps organise the diverse group of organisms (ACSSU111)

Syllabus outcomes: SC4-14LW.

General capabilities: Critical and Creative Thinking.

Cross-curriculum priority: Sustainability OI.2.

Relevant parts of Year 7 Science achievement standards: Students classify and organise diverse organisms based on observable differences.

Topic: Outdoor Learning, Climate Change, Biodiversity.

Unit of work: Outdoor Learning Unit.

Time required: 60 mins

Level of teacher scaffolding: Medium – oversee activity and facilitate discussion.

Resources required: Student Worksheet – one copy per student OR computers/tablets to access the online worksheet. Device capable of presenting a website to the class. Workbooks for recording ideas. Levels of Classification. Kingdom Photo Sheets: Animalia, Fungi, Monera, Plantae, Protista. Features of Kingdoms. Factsheet Template (optional).

Digital technology opportunities: Digital sharing capabilities.

Keywords: Living things, binomial name, organism, classification, hierarchical, taxonomy, outdoor learning.

Cool Australia would like to thank The Albert George & Nancy Caroline Youngman Trust – managed by Equity Trustees.

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Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Worksheets

Teacher Worksheet

cc-secondary7-heroTeacher preparation

Overarching learning goal: By participating in this lesson students will understand that classification involves grouping organisms on the basis of similarities and differences in particular features. They recognise that there are many ways we could classify living things, but that the hierarchical classification system is the one that scientists around the world use. Students recognise how to use scientific conventions when naming organisms and can identify actions required to conserve living things. Finally, students will be able to recognise some of the mental, physical and academic benefits of completing classroom activities outside.

Outdoor learning information:

Outdoor Learning Series: https://vimeo.com/171030135

Factsheets:

To help guide teachers through suggested activities in this lesson, we have deve

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Student Worksheet

Thought starter: There are over 1 million species in the Kingdom Animalia. Humans are just one species in this Kingdom.

Part A. Preparation

Can you remember what defines living things? Spend a few minutes thinking about what defines a living thing and try to complete the mnemonic device on the table below. Each letter stands for one feature that defines living things (there is one word for each letter.

(NOTE: A mnemonic device is a word or string which is intended to be easier to remember than the thing it stands for, in this case designed to help you remember all the things that define a living organism).

M

R

S

G

R

E

N

Now have a look at the following items and try to decide whether they are living or non-living. Write your answer next to each item:

ITEM

LIVING OR NON-LIVING

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Part B. Classification

Step 1. Take a look at the Ki

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