The Classification of

Living Things
An original lesson by Jessica Vergara

Focus on Inquiry
The student will explore various types of organisms, and collaborate with peers to create a system
(model) of classifying those organisms. Students will use scientific models and tools to organize,
classify, and identify organisms.

Lesson Content Overview

Students will identify methods of classification used for living things by sorting and classifying everyday
objects, exploring organisms through a digital scavenger hunt, creation of a graphic organizer, and
through collaborative engagement. Students will understand that all organisms are classified based on
shared characteristics.
Duration Setting Grouping PTI Inquiry Subskills
Approximately 90 minutes Classroom Pairs/Fours 2.5, 3.1, 3.3, 3.4, 3.5, 3.6, 4.2,
5.8, 7.2, 7.3
Inquiry Level of
Lesson Estimated Technology
Subskills Student Brief Description
Components Time Used
Used Engagement
Students will use a class group of shoes to
2.5, 3.1,
begin thinking about classification systems.
3.3, 3.4,
Engage 45 min None 3 Students will collaborate in small teams to
3.5, 3.6,
create their own system of organizing and
4.2, 7.2, 7.3
classifying the shoes.
Students will work in collaborative groups to scan
20 min QR codes and explore different eukaryotic
2.5, 3.1,
Explore Smart Devices 3 organisms and their characteristics. Students will
3.5, 4.2 make observations of the unique characteristics of
each organism.
Students will use the information that they have
3.3, 3.4, gathered from their research to work
15 min
Explain 3.6, 4.2, 7.2, None 2 collaboratively to create a graphic organizer that
7.3 organizes their organisms by shared
characteristics.

20 min Students will use a dichotomous key to identify

an organism based on its characteristics.
Students will compare their mystery organism to
Expand 3.3, 3.4, 5.8 Smart Devices 3 the other organisms that they have learned
about to identify which Kingdom their organism
belongs to. Students will also reflect on the
importance of models as tools in classification.

N/A 1 Graphic Organizers/ Formal Summative

Evaluate 7.2 None Assessment
Level of Student Engagement
1 Low Listen to lecture, observe the teacher, individual reading, teacher demonstration, teacher-centered instruction
2 Moderate Raise questions, lecture with discussion, record data, make predictions, technology interaction with assistance
3 High Hands-on activity or inquiry; critique others, draw conclusions, make connections, problem-solve, student-centered

Next Generation Science Standards – Inquiry

NGSS Practice 3: Planning and Carrying Out Investigations
NGSS Practice 4: Analyzing and Interpreting Data
NGSS Practice 6: Constructing explanations
NGSS Practice 7: Engaging in arguments from evidence
NGSS Practice 8: Obtaining, Evaluating and Communicating Information

The Classification of Eukaryotes 1

 Next Generation Science Standards – Life Science
HS-LS4-1: Communicate scientific information that common ancestry and biological evolution are
supported by multiple lines of empirical evidence.
Florida Science Standards – Nature of Science
SC.6.N.3.4: Identify the role of models in the context of the sixth grade science benchmarks.
Florida Science Standards – Life Science
SC.6.L.15.1 Analyze and describe how and why organisms are classified according to shared
characteristics with an emphasis on the Linnaean System combined with the concept of domains.

Materials and Advance Preparation

Class set:
 Masking Tape
 Permanent Marker
 Organism Research Cards (1 set)
 Extra shoes (as desired)
 Directions Sheets (one per student)
 Clipboards (optional)

Student materials:
 Shoes (amount will vary according to number of students)
 Pencil/Pen and Paper (or Interactive Science Notebook)
 Directions Sheet [Blackline Master 1]
 Blank Research Sheet [One of the Blackline Master 2 sheets]
(1 per student, there are 4 different version that must be divided evenly.)
 Mystery Organism Sheet (1 per group)
 Dichotomous Key [Blackline Master 5] (1 per student)
 Dichotomous Key Reflection Sheet [Blackline Master 6] (1 per student)
 Smart Devices (may be shared between students)
 Large Chart Paper (2 sheets per Group)
 Markers

Additional Resources
1. Directions Sheet [Blackline Master 1]
2. Blank Research Sheet [Blackline Masters 2]
3. Organism Research Cards [Blackline Masters 3]
4. Mystery Organism QR Codes [Blackline Master 4]
5. Dichotomous Key [Blackline Master 5]
6. Dichotomous Key Reflection [Blackline Master 6]
7. Formal Evaluation [Blackline Master 7]
8. Answer Keys [Blackline Master 8]

Advance Preparation
1. Print, cut, and laminate the organism cards. (lamination optional)
2. Place cards around the room. (recommended to tape in place)
3. Optional- assign students to teams of four.
4. Survey the number of students with smart-device access and encourage them to bring these
devices on the day of the lab. (Also encourage them to download a free QR-code-reader app if
possible.)
5. Make copies of needed student materials (Blackline Masters 1-7)

The Classification of Eukaryotes 2

 Lesson Information
Learning Objective
1. The student will be able to research organisms to correctly describe how and why they are
classified according to shared characteristics and place them in groups based on similarities.
2. The student will be able to identify how the classification model that they create is important and
useful to the study of taxonomy.
3. The student will be able to accurately use a dichotomous key to identify an unknown organism
and will compare their mystery organism to the other organisms they have researched.

Prior Knowledge Needed by the Students

 Basic cellular structure - the difference between unicellular and multicellular.
 Autotrophs vs. heterotrophs & basic vocabulary such as omnivore, herbivore, carnivore,
producer, & consumer.
 How to operate a smart device, specifically scanning with a QR-code reader app, or looking up
information using the internet.
 Previous learning connected to classification according to the 3rd and 5th grade standards;
(SC.3.L.15.1, SC.3.L.15.2, & SC.5.L.14.2.)

Background Information
Classification is a necessary procedure for daily life, and especially for scientists. Sorting items by similar
traits increases organization and improves communication. Scientists classify organisms according to
similar traits. Carolus Linnaeus is considered the “Father of Taxonomy.” He tried to classify all living
things that were known at his time. He grouped together organisms that shared obvious physical traits,
such as number of legs or shape of leaves. The Linnaean system of classification consists of a hierarchy
of groupings, called taxa. Taxa range from the domain to the species. The domain is the largest and most
inclusive grouping and includes the kingdom classifications. It consists of organisms that share just a few
basic similarities. Examples are the Eukarya domain which includes all organisms with a membrane
bound nucleus. The species is the smallest and most exclusive grouping. It consists of organisms that are
similar enough to produce fertile offspring together. The taxa in order from most general classification to
most specific classification include domain, kingdom, phylum, class, order, family, genus, and species.

CK-12. (2016) Linnaean Classification. Retrieved from http://www.ck12.org/biology/Linnaean-

Classification/lesson/Linnaean-Classification-BIO/

Lesson Procedure
Engage
1. Prepare for this lesson by placing a variety of shoes on a table in the front of the room.
Shoes should represent a variety of colors, shapes, functions, sizes, quality, etc. (The
number of shoes will vary depending on class size, and student ability level. The more
shoes you add, the more complicated the activity will be.)
Teacher Notes:
 To add personal meaning to this lesson, and increase student investment, invite
students to contribute their own shoes to this collection. (One shoe per student.)
 Be sure to review safety procedures for students missing a shoe and adhere to all
school and county regulations.
 Optionally, bring a few “wild card” shoes to increase variety. Ex: baby shoe, men’s work
boot, high-heel, bedroom slipper, etc…
2. Place a piece of masking tape on each shoe, and number the shoes for identification
purposes.
Teacher Notes:
 Write as many numbers on the masking tape ahead of time as possible so you can “peel
and stick” the numbers to save time.
 Continue with instructions while you are labeling the shoes so you don’t lose time.
3. Instruct the students to recognize how the shoes all have different characteristics, and

The Classification of Eukaryotes 3

 ask them to consider how they would sort these shoes into different groups.
Teacher Notes:
 This time should serve as “think time” for students to observe and consider the various
traits of each shoe.
 There should not be any “sharing-out” at this point, and students should be individually
considering traits.
4. Explain to students that they will be sorting, or classifying these shoes according to
similar traits. In small groups they will be responsible for creating a visual representation
of the shoes being grouped, and then each group being divided, until each shoe is in its
own, specific, category with a specific description.
Teacher Notes:
 Review with students various options for graphic organizers so that groups may have a
way to organize their thoughts as the shoes are classified.
 On the board, draw examples of possible formats students could use
 For example, a “T-Chart”, “Mind-Map”, or “Tree” format may all be successful options.
 Make an effort to not give specific examples of traits students could use to divide the
shoes, to ensure students are organically developing their own system for classification.
 Below are some Teacher Examples of potential formats students could use to sort
(classify) the shoes.
 You may wish to draw similar examples on the board to help give students an idea of
how they can organize their thoughts.
 Another option would be to show examples of something other than shoes being sorted
so that students can have a complete visual of the process.

The Classification of Eukaryotes 4

5. Divide students into groups of four, and provide each group with a chart paper and
markers. Instruct the students to discuss within their group how they would like to sort
the shoes. They should sort the shoes according to traits, and continue to sort each
group into smaller and smaller categories until each shoe is by itself.
Teacher Notes:
 This is an opportunity for students to collaborate, discuss, and even explore! Allow
them to make mistakes, and to push one another so long as they are working
respectfully and collaboratively.
 You may want to gently direct groups who are struggling.
6. Allow students to begin recording the shoes assigned numbers according to where they
would be appropriate. This will allow students to keep their “specimens” (shoes)
organized and dissuade any confusion that could arise when speaking about sorting a
specific shoe.
Teacher Notes:
 Questions you may ask as you guide students through the classification process may
include
o “What makes the shoes in your two groups different from each other?” Student
responses will vary.
o “What similar characteristic to all these shoes in this group share?” Student
responses will vary.
7. When all the teams are done dividing one of their shoe groups for a second time, come
together as a whole-group again for students to share-out their classification process.
This will help you check for comprehension of the directions, and allow students to
brainstorm different ideas for characteristics they could use for classification.
Teacher Notes:
 Students should have continued dividing all the groups, until they are left with each
individual shoe being clearly recognized by its description.
 Make sure that students are showing their thought-process on their papers, by showing
the shoes and the labels for each shoe-group’s characteristic.
8. Depending on time, allow each group to share their overall classification process,
following the path of one shoe, and discuss their sorting methods.
Teacher Notes:
 Some ideas for guiding questions during the share-out discussion:
o “What made you choose to divide the groups this way?
o “What would you have done if there was a shoe that was________?
o “If we removed all of the numbers from the shoes, would someone be able to
use your paper to determine which shoe belonged to which number?”
o Student responses to these questions will vary.
9. WRAP-UP Day1: Remind students that while there were a lot of shoes to be classified, there
are millions of living organisms that scientists are responsible for studying, recording, and
organizing. Explain that one way scientists classify organisms is by their cellular structure.
Organisms with nuclei are put into one group, or “Domain”, called “Eukaryotes”. Tomorrow they
will be researching some Eukaryotes, and creating their own system to classify them.
Teacher Notes:
 If you have not used qr codes in your classroom before, it would be in your best
interest to ask students to download a qr code reader on their smart device as soon as
possible to save time tomorrow.
 You may wish to have students practice scanning qr codes in a prior lesson to help the
explore portion of this lesson go as smoothly as possible.
 Remind students they will need to bring their smart devices tomorrow!
 Remember to place the qr codes around the room prior to class beginning. Tape them
securely to where you want them to go. (consider student ability level to help you
determine whether they should be hidden or in plain-sight.)

The Classification of Eukaryotes 5

Explore
1. Take the total number of students in your class, and divide that number by four to determine how
many teams you will have.
Teacher Notes:
 You may ask students to sit in groups of four as they choose, but assigning groups
ahead of time will save time and ensure that you have desirable group-dynamics.
 A Teacher Sample of a QR code has been provided- to use as an example of how
students should scan the codes, and what it should look like on their smart devices
after they do so.
2. Provide each student with a clipboard that has a directions sheet (Blackline Master 1), and a
blank Research Sheet (Blackline Masters 2-5).
Teacher Notes:
 All the students in each team should have the same letter on their Research sheet. (EX:
group 1 should all have “A” on their research sheets, group 2 should all have “B” etc…)
 You will want to make sure that there is a minimum of one smart device with a QR code
reader app downloaded per team.
 You may wish to show students the sample QR code, and explain to them how they
might fill-out their Research sheet according to what they see on the smart device once
they have scanned the code.
3. Once students have received their materials, they may begin moving around the room, using
their smart devices to scan the QR codes on the Organism Research Cards (Blackline Masters
6 – 11).
Teacher Notes:
 Allow students who do not have smart devices to work with a partner who does. (Each
student should still be completing their own Research sheet.)
 If students are unable to download a QR scanning app, but still have access to a smart
device, they may use the internet to research the organisms.
5. Students should be filling-out their Research Sheets with the information they learn about their
five assigned organisms through their QR code scans, and then choosing a sixth organism of
their choice from the cards around the room to complete their Research Sheet.
Teacher Notes:
 Observe students throughout the research process.
 Assist in technical difficulties.
 Encourage students to make additional “notes” about the organisms, other than just
what is required on their Research Sheet.
6. When students complete their Research Sheets, they should form new teams of four, (with a
team member from each letter group. One “A”, one “B”, one “C”, and one “D”) and begin
discussing the similarities and differences between all of their organisms. They should have
roughly 21-24 organisms to classify, depending on whether or not any of the students in the new
team selected the same optional sixth organism.
Teacher Notes:
 Remind students to pay special attention to whether organisms are unicellular or
multicellular, and whether they are heterotrophs or autotrophs.
7. Provide each new team with a sheet of chart paper, and allow the new teams to create a graphic
organizer, demonstrating how they would like to classify their Eukaryotes into four groups. (You
may wish to encourage students to sketch some rough drafts of their graphic organizers on the
back of their Research Sheet before using their chart paper.)
Teacher Notes:
 Allow students to form their own groups based on their research and reasoning, do not
provide them with the qualities each group should have.
 Students should naturally arrive at the qualities that separate the four kingdoms of the
domain Eukarya (Plant, Animal, Fungus, Protist), but they may not. Encourage them to
consider characteristics they overlook.
8. The graphic organizer should be clear, with labels or titles describing the shared characteristics of

The Classification of Eukaryotes 6

 each group. Students should explain their classification process to you, or out-loud to the class as
time allows.
Teacher Notes:
 You may wish to allow for a “gallery-walk” of classification posters the following day, or
display the posters around the room for students to refer back to throughout the unit.
9. Reveal the four official kingdoms found through the Linnaean system within the domain Eukarya,
according to the Linnaean System; and the characteristics of each.
Teacher Notes:
 Encourage students to compare these four groups with the groups they developed in
their teams.
Explain
1. Some questions you might ask students include,
 What are some of the characteristics your organisms share?
o These ones are all autotrophs.
o These ones are all heterotrophs.
o These ones are unicellular.
 What are some of the differences between your organisms?
o These organisms get their energy differently.
o These organisms are all plants, and these are animals.
o These organisms are large, and these are very small (unicellular).
 Do any of your team member’s organisms have characteristics in common with some of
your organisms’ characteristics?
o I have an autotroph and so does everyone else. We can combine them!
o We have a few reptiles, we can group them all together.
o I see a lot of plants in our group, we could place them in one category.
 Do any of your team member’s organisms have characteristics different from some of
the other organisms?
o They have an organism that is unicellular.
o They have one that is complete different from any of the ones we have.
o Each of us has an organism that is different from everyone else’s.
 What characteristics do you want to consider when grouping all the organisms from your
team together?
o We could group our organisms by how they eat, autotrophs or heterotrophs.
o We could group our organisms by whether they are unicellular or multicellular.
o We could group our organisms by physical characteristics, and how they look.
 Did anyone else in your team choose the same “your choice” organism as you?
o Yes, two of us both chose ________.
o Yes, three/four of us all chose ________.
o No, we all chose different “your choice” organisms.
 Did you record any optional characteristics in the “notes” section of your Research
Sheet?
o Yes, I recorded some of the facts I learned about on the website.
o Yes, I recorded some background knowledge I already knew about this
organism.
o No, I just recorded what was required.
 Why did you choose to group your organisms into kingdoms in this way?
o We chose to group our organisms in the way that one of our team members
suggested.
o We discussed how to group our organisms together.
o We grouped our organisms based on shared characteristics.
 Is there anything else you wish you knew about the organisms before classifying them?
o I think it would be cool to know where each organism lived, and what their
habitat is like.
o I would like to know how each organism reproduces.
o There’s nothing else I’d like to know.

The Classification of Eukaryotes 7

  How would you classify another organism you know of, that wasn’t included in your
research?
o I would use the same system we used for these organisms.
o I would classify them based on their physical appearance.
o I would group them according to how they eat.
Expand
1. Students will be given another QR code that leads them to a “mystery” organism (Blackline
Master 4).
2. Students will use their dichotomous key (Blackline Master 5) to identify the mystery organism,
identify its characteristics, and compare it to the other organisms they have already identified
and classified to explain how it may be related on their Dichotomous Key Reflection (Blackline
Master 6).
3. Students will further reflect on the models that they have created and how models are important
tools in the study of classification (in Blackline Master 6).
Evaluate
FORMAL EVALUTION (Blackline Master 7)
See Attached
INFORMAL or OPTIONAL EVALUTIONS
1. Anecdotal notes
2. Contributions during discussions
3. Research Sheets/ Team graphic organizers

WRAP UP.
Bring the lesson to a conclusion by holding a discussion comparing the official Linnaean system for
classifying organisms from the domain Eukarya into the four Kingdoms: Plant, Animal, Fungus, & Protist.
Supplementary Resources
Teachers
Vergara, J. (2016). Eukaryotic Classification. Retrieved from http://eukaryoticclassification.weebly.com/
Luontoportti. (n.d.). Nature Gate Mobile. Retrieved from http://www.luontoportti.com/suomi/en/
National Geographic. (n.d.). Images of Animals, Nature, and Cultures. Retrieved from
http://www.nationalgeographic.com/
Students
Vergara, J. (2016). Eukaryotic Classification. Retrieved from http://eukaryoticclassification.weebly.com/

Citation of Sources
CK-12. (2016) Linnaean Classification. Retrieved from http://www.ck12.org/biology/Linnaean-
Classification/lesson/Linnaean-Classification-BIO/

Luontoportti. (n.d.). Nature Gate Mobile. Retrieved from http://www.luontoportti.com/suomi/en/

National Geographic. (n.d.). Images of Animals, Nature, and Cultures. Retrieved from
http://www.nationalgeographic.com/

Vergara, J. (2016). Eukaryotic Classification. Retrieved from http://eukaryoticclassification.weebly.com/

Vergara, J. (2016). Mystery Organisms. Retrieved from

http://eukaryoticclassification.weebly.com/mystery-organisms.html

Yes, I cited all materials and resources used in this lesson. Jessica Vergara
Lesson author signature

The Classification of Eukaryotes 8

Blackline Master 1

Directions
Scientists research organisms all across the world and learn all kinds of amazing facts
about them. With so much information, it is necessary to have a system of classification
to keep all their research organized.

1. Today you will be researching six organisms from the domain Eukarya, and
collaborating with other scientists to share what you learned.
2. You were assigned five organisms on your research sheet. Search for them around
the room and record the necessary data. (You will need a smart device and may work
with a partner if you do not have one.)
3. You may choose any other organism you find for your sixth organism.
4. After you have filled-out your research sheet, work as a group of four
(A, B, C, & D) and collaborate to create a graphic organizer that shows all of your
organisms classified into six kingdoms.

Field Notes
Domain and Kingdom:
 All organisms are divided into three groups called “Domains”.
 These Domains are divided into six smaller groups called
“Kingdoms”.
 The Domain “Eukarya” contains all organisms with nuclei.
(Eukaryotes)

Cellular Structure:
 Organisms made of ONE CELL are called UNICELLULAR.
 Organisms made of more than one cell are called MULTICELLULAR.
 If the cell of an organism has a nucleus, it is EUKARYOTIC.
 If the cell of an organism does NOT have a nucleus, it is
PROKARYOTIC.

Diet:
 Organisms that can generate their own energy from the sun through
photosynthesis are called AUTOTROPHS. (i.e.: Producers/Plants)
 Organisms that must acquire energy from an outside source are
called HETEROTROPHS. (i.e.: Consumers/Carnivores/Herbivores)

The Classification of Eukaryotes 9

Blackline Master 2
Research Sheet A
Organism Diet Cellular Structure Notes

Jaguar
Heterotroph/Autotroph Unicellular/Multicellular

Red-Eyed
Tree Frog Heterotroph/Autotroph Unicellular/Multicellular

Sporozoan
Heterotroph/Autotroph Unicellular/Multicellular

Aloe Vera
Heterotroph/Autotroph Unicellular/Multicellular

Yeast
Heterotroph/Autotroph Unicellular/Multicellular
(Your Choice)

Heterotroph/Autotroph Unicellular/Multicellular

The Classification of Eukaryotes 10

Blackline Master 2
Research Sheet B
Organism Diet Cellular Structure Notes

Perigold
Black Truffle Heterotroph/Autotroph Unicellular/Multicellular

Anglerfish
Heterotroph/Autotroph Unicellular/Multicellular

Bald Eagle
Heterotroph/Autotroph Unicellular/Multicellular

Bell Pepper
Plant Heterotroph/Autotroph Unicellular/Multicellular

Paramecium
Heterotroph/Autotroph Unicellular/Multicellular
(Your Choice)

Heterotroph/Autotroph Unicellular/Multicellular

The Classification of Eukaryotes 11

Blackline Master 2
Research Sheet C
Organism Diet Cellular Structure Notes

Stingray
Heterotroph/Autotroph Unicellular/Multicellular

Puffball
Heterotroph/Autotroph Unicellular/Multicellular

Zooflagellate Heterotroph/Autotroph Unicellular/Multicellular

Green Iguana
Heterotroph/Autotroph Unicellular/Multicellular

Basil
Heterotroph/Autotroph Unicellular/Multicellular
(Your Choice)

Heterotroph/Autotroph Unicellular/Multicellular

The Classification of Eukaryotes 12

Blackline Master 2
Research Sheet D
Organism Diet Cellular Structure Notes

Emperor Penguin
Heterotroph/Autotroph Unicellular/Multicellular

Golden Algae
Heterotroph/Autotroph Unicellular/Multicellular

Chanterelle
Heterotroph/Autotroph Unicellular/Multicellular

Noble Fir Tree

Heterotroph/Autotroph Unicellular/Multicellular

King Cobra
Heterotroph/Autotroph Unicellular/Multicellular
(Your Choice)

Heterotroph/Autotroph Unicellular/Multicellular

The Classification of Eukaryotes 13

Blackline Master 3
Organism Research Cards

Aardvark Aloe Vera American Alligator

Anglerfish Atlantic Puffin Baboon
Bald Eagle Basil Bell Pepper Plant

The Classification of Eukaryotes 14

Blackline Master 3
Organism Research Cards

Black Rhinoceros Blue Jay Blue Whale

Boa Constrictor Cane Toad Cardinal
Chanterelle Clownfish Dynamite Crepe Myrtle

The Classification of Eukaryotes 15

Blackline Master 3
Organism Research Cards

Eastern Diamondback
Rattlesnake
Emperor Penguin Galapagos Tortoise
Golden Algae Golden Eagle Golden Poison Dart Frog
Great White Shark Green Iguana Iris

The Classification of Eukaryotes 16

Blackline Master 3
Organism Research Cards

Jaguar King Cobra Komodo Dragon

Leopard Seal Mongoose Morning Glory
Mudpuppy Musk-Ox Naked Mole Rat

The Classification of Eukaryotes 17

Blackline Master 3
Organism Research Cards

Noble Fir Leopard Ostrich

Pansy Paramecium Pink Dogwood Tree
Perigold Black Truffle Puffball Pufferfish

The Classification of Eukaryotes 18

Blackline Master 3
Organism Research Cards

Pumpkin Vine Raven Red-Eyed Tree Frog

Ring-Tailed Lemur Rosemary Sandtiger Shark
Seahorse Snow Leopard Sporozoan

The Classification of Eukaryotes 19

Blackline Master 3
Organism Research Cards

Spotted Salamander Stingray Sunflower

Warty Newt Web-footed Gecko White-Tailed Deer
Yeast Zooflagellate Teacher Example Tile

SAMPLE For Teacher

Demonstration!

The Classification of Eukaryotes 20

 Jessica Vergara Printed on 5/20/2015
Blackline Master 4
Mystery Organism QR Codes
Mystery Organism #1 Mystery Organism #2 Mystery Organism #3

Mystery Organism #4 Mystery Organism #5 Mystery Organism #6

Mystery Organism #7 Mystery Organism #8 Mystery Organism #9

Mystery Organism #10 Mystery Organism #11

Which mystery
organism will you
choose?

The Classification of Eukaryotic Organisms

 Jessica Vergara Printed on 5/20/2015
Blackline Master 5
Dichotomous Key

1a Organism has feet/legs Go to 2

1b Organism does not have feet/legs Go to 3

2a Organism has 4 or less legs Go to 4

2b Organism has more than 4 legs Go to 5

3a Organism is green and leafy Kelp (Protist)

3b Organism is not green and leafy Go to 6

4a Organism has 4 legs Go to 7

Blue Footed Boobie (Animal,
4b Organism has 2 legs
Vertebrate, Bird)
Butterfly (Animal, Invertebrate,
5a Organism has wings
Insect)
Praying Mantis (Animal,
5b Organism does not have wings
Invertebrate, Insect)
6a Organism is orange and dotted Slime Mold (Fungus)
Garter Snake (Animal, Vertebrate,
6b Organism is not orange and dotted
Reptile)
7a Organism has a visible tail Go to 8

7b Organism does not have a visible tail Go to 9

Newt (Animal, Vertebrate,
8a Organism is orange and spotted
Amphibian)
Red Panda (Animal, Vertebrate,
8b Organism is not orange and spotted
Mammal)
Tortoise (Animal, Vertebrate,
9a Organism has a hard outer shell
Reptile)
Organism does not have a hard outer
9b Go to 10
shell
Moose (Animal, Vertebrate,
10a Organism has antlers
Mammal)
Toad (Animal, Vertebrate,
10b Organism does not have antlers
Amphibian)

The Classification of Eukaryotic Organisms

 Jessica Vergara Printed on 5/20/2015
Blackline Master 6
Dichotomous Key Reflection
1. Use your dichotomous key to identify your mystery organism. What is your mystery
organism? _________________________
2. What are some of the characteristics of your mystery organism? ______________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. How is your mystery organisms similar to or different than one of the organisms
that you’ve already researched?

Ways they’re similar Ways they’re different

4. Which of the organisms that you’ve already researched do you think is most closely
related to your mystery organism? ______________________________________
5. What evidence do you have that supports that these two organisms are the most
closely related? _____________________________________________________
__________________________________________________________________
__________________________________________________________________
6. The graphic organizer you used to classify and organize your organisms is
considered a “model.” Why do you think this tool is considered a model?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
7. How is your model (graphic organizer) helpful in learning about the classification of
organisms? ________________________________________________________
__________________________________________________________________
__________________________________________________________________
8. A dichotomous key is also considered a “model.” Why do you think this tool is
considered a model?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
9. How is your model (dichotomous key) helpful in learning about the classification of
organisms? ________________________________________________________
__________________________________________________________________
__________________________________________________________________

The Classification of Eukaryotic Organisms

 Jessica Vergara Printed on 5/20/2015
Blackline Master 7

Classification Learning Check

1.) Organisms are classified together in Domains and Kingdoms based upon: (SC.6.L.15.1)
A.) Their name
B.) Random selection
C.) Similar Characteristics
D.) The Scientist who discovered them

2.) When classifying organisms, all of the following are important except: (SC.6.L.15.1)
A.) The organism’s age
B.) The organism’s diet
C.) The organism’s movement
D.) The organism’s cellular structure

3.) What combination of shared characteristics would all plants have in common? (SC.6.L.15.1)
A.) Autotrophic and unicellular
B.) Autotrophic and multicellular
C.) Heterotrophic and unicellular
D.) Heterotrophic and multicellular

4.) What combination of shared characteristics would all animals have in common? (SC.6.L.15.1)
A.) Autotrophic and multicellular
B.) Autotrophic and unicellular
C.) Heterotrophic and multicellular
D.) Heterotrophic and unicellular

5.) How are models useful to the study of classification? (SC.6.N.3.2)

A.) Models help you see objects that are too small.
B.) Models allow you to work with dangerous objects
C.) Models allow you to show mathematical relationships.
D.) Models let you see the relationships between organisms.

6.) Use the dichotomous key below to identify the mystery organism to the right.
(SC.6.N.3.2)
1a leaf has 3 or less lobes Aspen
1b leaf has more than 3 lobes Go to 2
2a Leaf has sharp, pointed edges Maple
2b Leaf has smooth, rounded edges Go to 3
3a Leaf is long and narrow Oak
3b Leaf is short and fat Hawthorne

The identified leaf is:

A.) Aspen
B.) Hawthorne
C.) Maple
Photo Credit: https://pixabay.com/en/sheet-oak-leaf-yellowed-sheet-1029164/
D.) Oak

The Classification of Eukaryotic Organisms

Jessica Vergara Printed on 5/20/2015

Blackline Master 8 – ANSWER KEYS

Dichotomous Key Reflection ANSWER KEY

1. Use your dichotomous key to identify your mystery organism. What is your mystery
organism? student responses will vary

2. What are some of the characteristics of your mystery organism? student responses
will vary

3. How is your mystery organisms similar to or different than one of the organisms
that you’ve already researched?

Ways they’re similar Ways they’re different

student responses will vary student responses will vary

4. Which of the organisms that you’ve already researched do you think is most closely
related to your mystery organism? student responses will vary

5. What evidence do you have that supports that these two organisms are the most
closely related? student responses will vary but should include that they have
shared characteristics.

6. The graphic organizer you used to classify and organize your organisms is
considered a “model.” Why do you think this tool is considered a model? student
responses will vary but should include that it is a model because it diagrams or
shows how the different organisms are related.

7. How is your model (graphic organizer) helpful in learning about the classification of
organisms? student responses will vary but should include that it helps you
organize the organisms so that you can group them according to shared
characteristics and lets you see which organisms are more closely related.

8. A dichotomous key is also considered a “model.” Why do you think this tool is
considered a model? student responses will vary but should include that the
dichotomous key models the process of organizing organisms according to
similarities and differences in physical characteristics.

9. How is your model (dichotomous key) helpful in learning about the classification of
organisms? student responses will vary but should include that a dichotomous key
allows you to classify and identify new organisms based on the characteristics of
known organisms.

The Classification of Eukaryotic Organisms

 Jessica Vergara Printed on 5/20/2015

Classification Learning Check ANSWER KEY

1.) Organisms are classified together in Domains and Kingdoms based upon: (SC.6.L.15.1)
A.) Their name
B.) Random selection
C.) Similar Characteristics
D.) The Scientist who discovered them

2.) When classifying organisms, all of the following are important except: (SC.6.L.15.1)
A.) The organism’s age
B.) The organism’s diet
C.) The organism’s movement
D.) The organism’s cellular structure

3.) What combination of shared characteristics would all plants have in common? (SC.6.L.15.1)
A.) Autotrophic and unicellular
B.) Autotrophic and multicellular
C.) Heterotrophic and unicellular
D.) Heterotrophic and multicellular

4.) What combination of shared characteristics would all animals have in common? (SC.6.L.15.1)
A.) Autotrophic and multicellular
B.) Autotrophic and unicellular
C.) Heterotrophic and multicellular
D.) Heterotrophic and unicellular

5.) How are models useful to the study of classification? (SC.6.N.3.2)

A.) Models help you see objects that are too small.
B.) Models allow you to work with dangerous objects
C.) Models allow you to show mathematical relationships.
D.) Models show you the relationships between organisms.

6.) Use the dichotomous key below to identify the mystery organism to the right.
(SC.6.N.3.2)

1a leaf has 3 or less lobes Aspen

1b leaf has more than 3 lobes Go to 2
2a Leaf has sharp, pointed edges Maple
2b Leaf has smooth, rounded edges Go to 3
3a Leaf is long and narrow Oak
3b Leaf is short and fat Hawthorne
The identified leaf is:
A.) Aspen
B.) Maple
C.) Oak
D.) Hawthorne Photo Credit: https://pixabay.com/en/sheet-oak-leaf-yellowed-sheet-1029164/

The Classification of Eukaryotic Organisms