Biological Classification and Dichotomous Keys

AC9S7U01: investigate the role of classification in ordering and organising the diversity of life on Earth and use and develop classification tools including dichotomous keys.

• E1 breadth: similarities and differences of features within and between groups.
• E2: creating and modifying dichotomous keys.
• E3: Linnaean hierarchy and scientific naming conventions.
• E4: reasons for classification including identification and communication.
• E5: changes to classification through improvements in microscopy.
• E6: using provided keys during fieldwork.
• E7: investigating First Nations Australian systems of classifying living things and comparing them with contemporary science.

The elaborations are used here as teaching breadth examples; the content descriptor remains the required learning target.

AC9S7U01: investigate the role of classification in ordering and organising the diversity of life on Earth and use and develop classification tools including dichotomous keys.

• E1 breadth: similarities and differences of features within and between groups.
• E2: creating and modifying dichotomous keys.
• E3: Linnaean hierarchy and scientific naming conventions.
• E4: reasons for classification including identification and communication.
• E5: changes to classification through improvements in microscopy.
• E6: using provided keys during fieldwork.
• E7: investigating First Nations Australian systems of classifying living things and comparing them with contemporary science.

The elaborations are used here as teaching breadth examples; the content descriptor remains the required learning target.

1. Create the first two paired statements for four leaves that differ in margin shape and vein pattern.
2. A field key produces an identification that conflicts with the specimen's body covering. Describe how you would check the result.
3. Explain why improved microscopy could justify changing an existing classification.
4. Compare the purpose of a dichotomous key with the purpose of the Linnaean hierarchy.
5. Explain why a place-based First Nations classification example should be sourced to a particular People or Country/Place rather than invented generically.

AC9S7U01: investigate the role of classification in ordering and organising the diversity of life on Earth and use and develop classification tools including dichotomous keys.

• E1 breadth: similarities and differences of features within and between groups.
• E2: creating and modifying dichotomous keys.
• E3: Linnaean hierarchy and scientific naming conventions.
• E4: reasons for classification including identification and communication.
• E5: changes to classification through improvements in microscopy.
• E6: using provided keys during fieldwork.
• E7: investigating First Nations Australian systems of classifying living things and comparing them with contemporary science.

The elaborations are used here as teaching breadth examples; the content descriptor remains the required learning target.

AC9S7U01: investigate the role of classification in ordering and organising the diversity of life on Earth and use and develop classification tools including dichotomous keys.

• E1 breadth: similarities and differences of features within and between groups.
• E2: creating and modifying dichotomous keys.
• E3: Linnaean hierarchy and scientific naming conventions.
• E4: reasons for classification including identification and communication.
• E5: changes to classification through improvements in microscopy.
• E6: using provided keys during fieldwork.
• E7: investigating First Nations Australian systems of classifying living things and comparing them with contemporary science.

The elaborations are used here as teaching breadth examples; the content descriptor remains the required learning target.

AC9S7U01: investigate the role of classification in ordering and organising the diversity of life on Earth and use and develop classification tools including dichotomous keys.

• E1 breadth: similarities and differences of features within and between groups.
• E2: creating and modifying dichotomous keys.
• E3: Linnaean hierarchy and scientific naming conventions.
• E4: reasons for classification including identification and communication.
• E5: changes to classification through improvements in microscopy.
• E6: using provided keys during fieldwork.
• E7: investigating First Nations Australian systems of classifying living things and comparing them with contemporary science.

The elaborations are used here as teaching breadth examples; the content descriptor remains the required learning target.

AC9S7U01: investigate the role of classification in ordering and organising the diversity of life on Earth and use and develop classification tools including dichotomous keys.

• E1 breadth: similarities and differences of features within and between groups.
• E2: creating and modifying dichotomous keys.
• E3: Linnaean hierarchy and scientific naming conventions.
• E4: reasons for classification including identification and communication.
• E5: changes to classification through improvements in microscopy.
• E6: using provided keys during fieldwork.
• E7: investigating First Nations Australian systems of classifying living things and comparing them with contemporary science.

The elaborations are used here as teaching breadth examples; the content descriptor remains the required learning target.

AC9S7U01: investigate the role of classification in ordering and organising the diversity of life on Earth and use and develop classification tools including dichotomous keys.

• E1 breadth: similarities and differences of features within and between groups.
• E2: creating and modifying dichotomous keys.
• E3: Linnaean hierarchy and scientific naming conventions.
• E4: reasons for classification including identification and communication.
• E5: changes to classification through improvements in microscopy.
• E6: using provided keys during fieldwork.
• E7: investigating First Nations Australian systems of classifying living things and comparing them with contemporary science.

The elaborations are used here as teaching breadth examples; the content descriptor remains the required learning target.

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