Republic of the Philippines

Department of Education
Regional Office IX, Zamboanga Peninsula

SHS

GENERAL BIOLOGY 2
2 nd Semester - Module 5
SYSTEMATICS:
Finding Order and Relationship

Name of Learner: ___________________________

Grade & Section: ___________________________
Name of School: ___________________________
General Biology 2 – Grade 11/12
Support Material for Independent Learning Engagement (SMILE)
Module 5: Systematics Finding Order and Relationship
First Edition, 2021

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over them.

Development Team of the Module

Writer: Lisette C. Cimafranca
Editor: Joel P. Ogoc
Reviewers: Joel P. Ogoc, Zyhrine P. Mayormita
Layout Artist: Lisette C. Cimafranca
Management Team: Virgilio P. Batan Jr. - Schools Division Superintendent
Lourma I. Poculan - Asst. Schools Division Superintendent
Amelinda D. Montero - Chief Education Supervisor, CID
Nur N. Hussien - Chief Education Supervisor, SGOD
Ronillo S. Yarag - Education Program Supervisor, LRMS
Zyhrine P. Mayormita - Education Program Supervisor, Science
Leo Martinno O. Alejo - Project Development Officer II, LRMS
Petrush G. Macute - Public Schools District Supervisor
Glirod Jane T. Tindugan - Principal, Upper Dicayas IS

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Office Address: Purok Farmers, Olingan, Dipolog City

Zamboanga del Norte, 7100
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E-mail Address: [email protected]
 What I Need to Know
This module was designed and written with you in mind. The lessons are
arranged following the content standards of the Senior High School Curriculum
(STEM) Guide aligned with its corresponding learning competencies.

Most Essential Learning Competencies

1. Explain how the structural and developmental characteristics and
relatedness of DNA sequences are used in classifying living things
(STEM_BIO11/12IIIhj-14).
2. Identify the unique/distinctive characteristics of a specific taxon
relative to other taxa (STEM_BIO11/12IIIhj-15).

Lesson Objectives

After going through this module, you are expected to:

1. Trace the background of the modern classification system;
2. Identify the unique/distinctive characteristics of a specific taxon relative to
other taxa;
3. Describe how structure, developmental characteristics, and relatedness in
DNA sequences are used as evidence to infer the relatedness of taxa; and
4. Explain how relatedness in the DNA sequence is used in classifying living
things.

LESSON 1: CLASSIFICATION AND EVOLUTIONARY

RELATEDNESS

What’s In
Do you recall the first time you started classifying things? Have you ever
been confused on how to classify two different things but with the same
characteristics?

1
 In your early childhood, you began classifying things based on size,
shape, color, or use. As you age, you learned to classify things in a more
detailed and meaningful category. Similarities in appearance can sometimes be
confusing, this can somehow mislead you, and hence a better way of grouping
and classifying is needed.

Can you recall how organisms can be classified into groups based on what you
have learned from your previous biology lessons? Answer the activity below.

Activity 1.1: I Can Relate

Direction: Complete the graphic organizer below by relating each term to the
main idea or word. You may use a separate sheet of paper for your answers.

1. Deoxyribonucleic acid
(DNA)

6. Structure 2. Taxonomy

SYSTEMATICS

5. Binomial 3. Classification
nomenclature

4. Diversity

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

What is the difference between taxonomy and systematics?

Studying the classification of living things based on similar

characteristics is called taxonomy. The term taxonomy came from the Greek
word “taxis” which means arrangement, and “nomos” which means law, thus
making taxonomy “the law of arrangements.” The orderly arrangement of
organisms into groups is called systematics.

Think about it! How difficult could it be if there were no system for the
classification of living organisms found on earth?

2
 The earth is inhabited by a wide range of diverse organisms. It can be
troublesome to identify them without a guide. Imagine if you have to buy
something at a grocery store and it is filled with unorganized products and supplies.
Do you think you can find what you are supposed to buy easily without the labels and
with the goods not organized?

Let us find out if you can do the activity on the next page.

Activity 1.2: Keep it in Order

Direction: Complete the staircase diagram by arranging the major levels of
classification listed in the box from the largest to the smallest with the largest
level at the bottom of the staircase.

CLASS FAMILY
GENUS KINGDOM
ORDER DOMAIN
SPECIES PHYLUM

What’s New
Systems of classification emerged a long time ago. Biologists developed
different classification systems to trace the process of evolution and determine
relationships among organisms. The classification system continued to change
over time.

Why do you think these changes happened? How did the classification
system change through time?

Answer the next activity to learn more.

3
Activity 2.1. Join the Group
Direction: Unscramble the letters to form words that best describe the set of
pictures.

1 2

Source: (1) and (2) https://creation.com/homology-made-simple. (3) https://commons.wikimedia.org/wiki/File:201601

_Swallowtail_butterfly.png and (4) https://purepng.com/photo/4874/animals-bat

1. M O L O H O G U S O F S E U R A T E
________________________________________________________________
2. N A L O A G U S O F S E U R A T E
________________________________________________________________

https://www.stickpng.com/img/miscellaneous/dna-strings/dna-string-multicolour
https://en.wikipedia.org/wiki/Genome

3. NA D E Q U S E C I N GN
_________________________________________________________________

Over the years, scientists studied similar species and how they have
evolved. Many of their researches were anchored on comparative anatomy,
which studies the relationships among different species based on their
similarities and differences in the structures.

Is it possible for the same organism to have varied characteristics? Is it

possible for two different organisms to have the same characteristics? Answer
the activity on the next page to find out.

4
Activity 2.2. Take a Closer Look
Direction: Analyze each picture below and list down similarities and
differences between the subjects in each image.

Similarities: ______________________________
1. __________________________________________
__________________________________________
__________________________________________
Differences: ______________________________
__________________________________________
__________________________________________
https://dogtime.com/dog-breeds/labrador-
retriever#/slide/1 __________________________________________

Similarities: ______________________________
__________________________________________
2.
__________________________________________
__________________________________________
Differences: ______________________________
__________________________________________
__________________________________________
__________________________________________
https://www.schoolfinder.com/Discover/Article
/1/5082/How-to-De-stress-with-Dogs-and-Cats

Similarities: ______________________________
__________________________________________
__________________________________________
__________________________________________
3.
Differences: ______________________________
__________________________________________
__________________________________________
__________________________________________

DNA and Animal Classification

https://bit.ly/3jQAZ9c

Similarities: ______________________________
__________________________________________
4. __________________________________________
__________________________________________
Differences: ______________________________
__________________________________________
__________________________________________
__________________________________________
https://www.smithsonianmag.com/science-
nature/the-top-ten-daily-consequences-of-having-
evolved-72743121/

5
 When DNA researches started to flourish, a new technique in determining
relationships among organisms came about called DNA sequencing. It started
when molecular biologists examined long DNA strands and found that the more
similar the DNA strands are in two organisms, the more closely related they are
with each other. As new DNA techniques develop, startling discoveries about
how species are related to one another arise.

Do you know which organisms are closely related to humans? Do the

activity below and learn more about it.

Activity 2.3: How Related Are We?

Direction: The figure below shows a portion of the DNA sequence for
Cytochrome C in different species. Look for that part in the DNA sequence
where the human, chimpanzee, and mouse vary. Encircle that part with a pen.
Then answer the guide questions that follow. Note: You may reproduce this part
of the module to repeat the process of tracking similarities in the genetic
sequence.

https://www.pbs.org/wgbh/nova/article/dna-human-evolution/
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5704239/

https://en.wikipedia.org/wiki/Mouse
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5704239/

https://www.pbs.org/wgbh/nova/article/dna-human-evolution/
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5704239/

Activity Questions:
1. Which pair of organisms are closely related?
______________________________________________________________________

6
2. In terms of percentage (please approximate), how closely related are humans
with:
a. mouse ___________________________________________

b. chimpanzee ________________________________________

3. In terms of percentage, how closely related is the mouse to the chimpanzees?

___________________________________________
4. What can you infer about the relationship between organisms from this
activity?
______________________________________________________________________

What Is It
Taxonomy is the “description, identification, nomenclature, and
classification of organisms”(Simpson, 2006). Based on this definition, even our
own nomenclature and classification of organisms in the native language can
be considered taxonomy. It cannot be argued that human beings have a
natural tendency to name things. Therefore, it should be of no surprise that
humans have been naming living organisms for as long as the human race has
existed.
Thinking of taxonomy, the Linnaean Classification System (see Fig. 1)
usually comes to mind. Such a taxonomic system, however, is a relatively
recent development in science. Attempts at classification had long been made
before we arrived with the one that we are familiar with.

As early as 3000 BC, the

Chinese had been classifying plants
in order to catalog medicinal herbs
and their uses. Later, the Greeks
and Romans, most notably Aristotle,
and his student Theophrastus, also
classified plants and organisms. In
his paper, Xu notes that
Theophrastus developed De Historia
Plantarum whose names for genera
are still used today. For a long time,
their works and that of others have
been the basis for much of the
taxonomy all over the world. These
Fig. 1. Classifiying leopard (Pant her a pardus)
systems of classification were largely
based on the Linnaean Classification System.
Retrieved from Campbell & Reece (2008) based on observable characteristics
and behaviors as seen by scientists at the time.

7
 Around the 16th century, the collection of specimens became part of the
growing sciences, and the classification of organisms was done not merely for
practical reasons like medicine but purely for taxonomic reasons (Xu et al.,
2020). Of course, aside from classifications, these systems had their way of
naming organisms.

Figure 2: Hierarchical Model of Levels in Taxonomic Classification

Source: https://courses.lumenlearning.com/boundless biology/chapter
/organizing-life-on-earth/

By the 17th century, Carolus Linnaeus published Systema Plantarum and

System Naturae (Xu et al., 2020), which eventually led to the development of a
system of nomenclature using phrase names that later evolved into the
binomial nomenclature scientists all over the world now use.

“All life has been derived from pre-existing life”. Charles Darwin defines
biological evolution as “descent with changes”. Descent is the transfer of
genetic material from parent to offspring. This transfer over generations results
in a modification to the genetic materials. Evolution may occur through genetic
drift or natural selection, resulting in something speciation.

Speciation is the forming of new species from previous species through

evolution (Simpson, 2006). A species is of course, a group of organisms
consisting of similar individuals capable of exchanging genes or interbreeding
(Campbell & Reece, 2008). Evolution has led to the creation of diverse species
all connected through time and space by virtue of the process of descent from
the existence of the first living organism.

8
 All the diverse characteristics, traits, and genetics in the organisms we
classify today exist because of the series of genetic transfer and modification
known as evolution.

Organisms are arranged in categories in the order of increasing specificity

(See Figure 2). The most general category is the domain in which organisms are
categorized into three, namely Bacteria, Archaea, and Eukarya. Within each
domain, there are kingdoms, namely Animalia, Plantae, Fungi, Protista, and
Monera.

The next category is the phylum, followed by subsequent categories: class,

order, family, genus, and species. At each sublevel in the classification system,
organisms become more similar and therefore are more closely related.

Organisms that share characteristics are grouped together. A common tool

used to infer relatedness in taxa is the structure or morphology of organisms.
For instance, flowering plants are grouped together in a clade called
Angiospermae (see Fig. 3) because scientists have determined that flower-
bearing plants are more closely related to each other than they are with non-
flowering plants.

Fig. 3. Some examples of flowering plants (angiosperms). Retrieved from

https://www.msnucleus.org/membership/html/k-6/lc/plants/4/lcp4_3a.html

Another criterion for determining relatedness is the developmental

characteristic of an organism. Animals classified under Mammalia, for
instance, are more closely related to each other because of their similarities in
embryonic development that they do not share with other species (see Figure
4).

9
 Figure 4. Embryonic development of various organisms. Note the similarities among
mammals and the obvious differences they have with the others.
Retrieved from https://www.ck12.org/book/ck-12-biology-advanced-concepts/section/10.22/

You have learned that organisms are classified primarily on their

physical similarities and difference. However, some organisms with very
different anatomies can also have common traits. With this in mind, biologists
now group organisms based on their lines of evolutionary descent, or
phylogeny, and not just physical similarities. The sharing of these traits from a
common ancestor to their descent tells us that species within the same genus
are more closely related than to a species from another genus. The shared trait
is from that of the recent ancestors; thus, the higher the level of the taxon, the
farther back in time is the common ancestor.

Anatomical resemblance among the species is generally reflected in their

genes (DNA) and gene product (proteins). Cytochrome c is a protein located in
the mitochondria of cells involved with cellular respiration. Genes are segments
of DNA that contain codes for a specific protein that functions in one or more
types of cells in a body. The order of amino acids in a protein is determined by
the sequence of bases in DNA which serves as the blueprint for protein

Fig. 5 T able showing the amino acid sequences for cytochrome c in several organisms.
Retrieved from: https://cpb-us e1.wpmucdn.com/cobblearning.net/dist/9/3511/files/2017/03/Cladogram-Worksheet-Practice-
KEY.pdf

10
assembly. The close relationship between two organisms can be determined by
a protein’s amino acid sequence (see Fig. 5).
DNA is continually changing through the process called a mutation. The
slight change in the DNA and the protein being built modifies an organism’s
genetic makeup, which may cause changes in the physiology of an organism.
As a result, this mutation is carried and passed to its offspring (see Fig. 6).

The comparison of an organism’s DNA can also be used to mark the

passing of a specific trait from ancestor to its descent through time. Comparing
the DNA sequence in two species can reveal how dissimilar the genes are; the
degree of dissimilarities then indicates how long ago the two species shared a
common ancestor.
A model known as molecular
clock uses DNA comparisons to
estimate the length of time two
species have been evolving
independently. A molecular clock
relies on a repeating process to mark
time. The mutation of a gene in an
ancestral species is observed in
comparison to the new species.

The most definitive evidence

used to infer the relatedness of taxa,
however, are DNA sequences. This is
so because evolution begins at the
molecular level starting with changes
Figur e 6: Simple Mutat ion
Retrieved from Miller, K. & Levine, J. (2004). Biology Prentice in the DNA that occurs as genes are
Hall. Pearson Education, Inc.
transferred from parent to offspring
(Solomon et al., 2018). Indeed, in recent decades, scientists have relied more
and more on the similarities and dissimilarities in molecular information to
infer species relatedness. This is especially
true in differentiating at the species level
where two separate and very closely related
species may look like each other, but an
examination of their DNA sequence
revealing otherwise.
As an example, it is nearly impossible
to tell one member of the genus Escherichia
which includes E. coli (see Fig. 7), from the
Figure 7. Escherichia coli stained
others by looking at them through the under a microscope.
microscope alone. It is necessary to Retrieved from
http://www.bacteriainphotos.com/Escherichia%20coli
examine their DNA in order to properly %20light
%20microscopy.html
classify a specimen into its appropriate
group.
11
 What’s More
Activity 3.1 Check and Relate
Direction: Study the given amino acid sequence and DNA sequence of the
listed organisms.

Activity Questions:
1. Which organisms are closely related to each other? How are they
related?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

2. What does this tell us about the organisms and their ancestors?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

3. How amino acid sequences and DNA sequences are used to

determine relatedness in organisms and classification?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

The arrangement of nucleotides in a DNA strand is determined by DNA

Sequencing, which allowed scientists to read the genetic codes. Genetic codes
provide important evidence for the common ancestry of organisms on earth.
Further studies on the transmission of information from DNA to mRNA to
proteins help in determining the evolutionary relationships of different
organisms.

12
Activity 3.2.Finding Order in Diversity
Direction: Study the given set of pictures; determine the characteristics that
are common in each set, and identify what level of classification it belongs. You
may use other references to help you complete this activity.

Common characteristics:
_________________________________
_________________________________
_________________________________
Level of Classification
_________________________________

Lion Jaguar Tiger

Common characteristics:
__________________________________
__________________________________
__________________________________
Level of Classification
__________________________________

Bacteria Plants Animals

Common characteristics:
__________________________________
__________________________________
__________________________________
Level of Classification
__________________________________
Mammals Reptiles Crustaceans

Common characteristics:
__________________________________
__________________________________
__________________________________
Level of Classification
__________________________________

Bulldog Chihuahua Dachshund

Common characteristics:
__________________________________
__________________________________
__________________________________
Level of Classification
__________________________________

Primates Carnivora Rodentia

13
 What I Have Learned
Activity 4: How much have you learned?
A. Fill in the missing terms to complete each statement.
1.Taxonomy is the study of _________________________ and
______________________ organisms.
2. The present system of naming organisms is called _________________________.
3. In naming organisms, latin names for ____________________ and
______________________ are assigned.
4. _________________ provide important evidence for the common ancestry of
organisms on earth.
5. Taxonomists classify living things by looking for _________________________
characteristics that are common or different among organisms.
6. Modern Taxonomy uses _____________________ and ____________________ of an
organism to identify similarities and difference between species.
7. Similarities in organisms are determined by examining long DNA strands
and amino acid using the technique called _________________________,
B. Match the terms in column A to the correct description in column B.
Write the letter of the correct answer on the space before each item.
COLUMN A COLUMN B
_____1. taxon a. is the largest classification group used for classifying all
_____2. genus organisms
_____3. domain b. is the subdivision of species
_____4. phylum c. is a phylum divided into mammals as an example of this
_____5. specie unit
_____6. kingdom d. process of arranging various organisms into successive
_____7. class levels
_____8. order e. a group of different variety of organisms
_____9. family f. a group of species that are phylogenetically related
_____10. hierarchy g. is a taxonomic rank comprised of families sharing a set of
characteristics
h. the most specific classification of organisms
i. unit of identification that divides a kingdom into different
groups
j. the size of a group of organism
k. is a group of one or more populations of an organism
l. is the second-highest level in taxonomic rank
m. a taxonomic rank between genus and order

14
 What I can Do
Activity 4.Classifying Living Things
Direction: Select 3 organisms found in your community. Create a scrapbook
that contains pictures and captions (description) about the organism. You may
use the information provided in the given table below as your guide in writing
caption.

Retrieved from Miller, K. & Levine, J. (2004). Biology Prentice Hall. Pearson Education, Inc.

RUBRICS FOR GRADING

Criteria 5 4 3 2
Appearance and Scrapbook used 3 Scrapbook used Scrapbook used 1 Scrapbook did
creativity or more 2 indigenous indigenous not use
indigenous materials material/recyclable indigenous
materials /recyclable material. materials
/recyclable materials. Pictures and /recyclable
materials. Pictures and captions are properly materials.
Pictures and captions are labeled. Pictures and
captions are properly labeled. captions are
properly labeled. properly labeled.
Content and All pictures and Pictures and Pictures and Pictures and
Facts captions are captions are captions are captions are
correctly matched, correctly correctly matched correctly
factual, and matched and and organized with matched and
organized organized with two (2) incorrect organized with
one (1) incorrect description, more than two
description, (2) incorrect
description,
Promptness Submitted on time Submitted a day Submitted 2-3 after Submitted more
after the the deadline than 4 days from
deadline deadline.

15
 Assessment
Read and analyze the question and circle the letter of the correct answer.

1. Which branch of science specializes in the classification and naming of

organisms?
a. anatomy b. taxonomy c. botany d. paleontology

2. Which of the following characteristics must a useful system of classification

have?
I. reveals evolutionary trends
II. shows relationship
III. changes a taxon on an organism based on new data
IV. uses scientific names for the same organisms

a. I, II, and III b. II, III, and IV c. I, II, and IV d. I, II, III, IV

3 In which level of classification will organisms from different orders belong if

they are grouped together because of their similarities?
a. classes b. phyla c. families d. genera

4. What is true about using similarities to classify different species?

a. Species are not compared for the purpose of classification
b. Only similar species can be meaningfully compared
c. It is impossible to compare different species because they do not have
the same traits.
d. Dissimilar species can be compared at a level of certain gene

5. Which of the following is correctly ranked in increasing order of hierarchical

level of classification?
a. genus, class, family, order
b. order, family kingdom, class
c. species, genus, phylum, class
d. kingdom phylum, class, genus

6. What do we call the Anatomical structures that share a common ancestry?

a. analogous b. evolutionary c. homologous d. vestigial

For items No. 7 and 8. Study the given table of species and its sequence of
amino acid to answer the question below.
Species Sequence of Amino Acids in the
same part of the Hemoglobin
molecules
Human Lys-Glu-His-Iso
Horse Arg-Lys-His-Lys
Gorilla Lys-Glu-His-Lys
Chimpanzee Lys-Glu-His-Iso
Zebra Arg-Lys-His-Arg
Retrieved from CHED General Biology 2 Teacher’s Guide

16
7. Based on the given choices below, which organisms have the most similar
sequence of amino acids?
a. humans and horse
b. horse and gorilla
c. gorilla and chimpanzee
d. chimpanzee and zebra

8. Which two organisms are most closely related to each other?

I. Humans II. Horse III. Chimpanzee IV. Gorilla V. Zebra
a. I, IV b. I, III c. II, V d. III, IV

9. Which anatomical feature is exhibited when two species both have similar
structures that were inherited from the same ancestor?
a. analogous b. homologous c. phylogenic d. phenotypic

10. Refer to the figure below. Humans, dogs, birds, and whales have similar
arm bones. How does this similarity in structure indicate their relationship?

a. Homology in structure
indicates that they share the
same ancestor.
b. Homology in structure
indicates that their arm bone’s
function is the same.
c. The similarity in the arm bone
indicate that all mammals
have the same arm bone
d. The similarity in arm bone
indicates that all mammals
and birds are related.

11. What do you call the model used to estimate the length of time that two
taxa have been evolving separately?
a. Cladogram
b. Phylogenetic tree
c. Molecular clock
d. Three-domain system

12. Which of the following statements best explains why organisms share a
common structure?
I.Organisms can choose their mate
II.Organisms share the same ancestry
III. Organisms pass traits from parents to offspring
IV. Organisms adapt to their environment and evolve

a. I and II b. II and III c. III and IV d. II and III

17
13. How are DNA sequences used in determining the degree of relatedness of
organisms?
I. If the DNA sequence between two organisms are entirely different they
are related
II. If the DNA sequences between two organisms are similar they are
related.
III. The closer is their relationship if there are more similarities in the
DNA of two different organisms.
IV. If there are more dissimilarities in DNA sequence of two organisms
they are distantly related.

a. II, III, IV b. I, II, III c. III, IV, I d. IV, I, II

For items No. 14 and 15. A group of researchers compared the nucleotide
sequence of a homologous gene from five different species of mammals. The
similarities between the organisms and humans are presented in the table
below.

14. Based on the given data, which best describes the relationship between the
given species?
a. Rabbits are the most recent common ancestor of the primates
b. Rhesus monkeys are the closest relative of humans.
c. Chimpanzees are the distant evolutionary relatives of humans
d. Humans are related to all organisms.

15. Which organism is the closest relative of humans?

a. monkey b. rabbit c. chimpanzee d. baboon

Additional Activities
Activity 5. Check and Relate
Direction: Create a Hierarchical Model of Levels in Taxonomic
Classification similar to the one found on page 7 of this module that
includes the following organisms:
a. Human c. Zebra e. Chimpanzee
b. Horse d. Gorilla f. Mouse

18
RUBRICS FOR GRADING
Criteria 5 4 3 2
Organization and All visual Visual Visual Visual
Appearance representation of the representation of representation of representation of
listed organisms is the listed the listed the listed
clear and correctly organisms is clear organisms is clear organisms is
labeled in the model. with one (1) with two (2) unclear, with two
incorrect label in incorrect labels in or more incorrect
the model. the model. labels in the
model.
Content All organisms where One (1) organism Two (2) organisms Three (3) or more
correctly classified in is incorrectly are incorrectly organisms are
the hierarchical classified in the classified in the incorrectly
model. hierarchical hierarchical classified in the
model. model. hierarchical
model.
Promptness Submitted on time Submitted a day Submitted 2-3 Submitted more
after the deadline after the deadline than 4 days from
deadline.

19
Answer Key General Biology 2 Module 5

20
21
References
Campbell, N. A., & Reece, J. B. (2008). Biology (8th ed). Pearson Benjamin
Cummings.

Miller, K. & Levine, J. (2004). Biology Prentice Hall. Pearson Education, Inc.

Ramos, A. et al. (2011). Biology: Exploring Life Through Science (2nd ed.). Phoenix
Publishing House, Inc.

Biggs, A. et al. (2004). Biology: The Dynamics of Life. The McGraw-Hill

Companies, Inc.

Simpson, M. G. (2006). Plant systematics. Elsevier/Academic Press.

Solomon, E. P., Martin, C. E., Martin, D. W., & Berg, L. R. (2018). Biology (11th
edition). Cengage Learning.

Xu, S., Böttcher, L., & Chou, T. (2020). Diversity in biology: Definitions,
quantification and models. Physical Biology, 17(3), 031001.
https://doi.org/10.1088/1478-3975/ab6754

https://cpb-us-
e1.wpmucdn.com/cobblearning.net/dist/9/3511/files/2017/03/Cladogram
-Worksheet-Practice-KEY.pdf

https://www.qm.qld.gov.au/~/media/Documents/Learning+resources/QM/Reso
urces/Future+Makers/dna-and-animal-classification.pdf.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5704239/

https://www.pbs.org/wgbh/nova/teachers/activities/0304_01_nsn.html

Images
Lion-https://www.pinterest.ph/pin/96757091972144455/
Jaguar-https://www.stickpng.com/img/animals/jaguars/jaguar-lying-down
Tiger-https://www.pinterest.ph/pin/449585975283174476/

Bacteria-https://www.genome.gov/genetics-glossary/Bacteria
Plants-https://graphicriver.net/item/six-different-plants/9224604
Animals-https://www.freepik.com/free-vector/set-different-
animals_4071440.htm

Mammals-http://www.sciencewithme.com/learn-about-mammals/
Reptiles-https://www.zillarules.com/articles/top-ten-reptile-amphibian-care-tips
Crustaceans-https://www.shutterstock.com/search/crustacean

Bulldog-https://www.cesarsway.com/bulldogs/
Chihuahua-https://uk.pedigree.com/getting-a-dog/breed-selector/chihuahua
Dushound-https://dogtime.com/dog-breeds/dachshund#/slide/1

Primates- https://www.britannica.com/animal/primate-mammal
Carnivora - https://www.exploringnature.org/db/view/Carnivores-Order-Poster
Rodent- https://www.pinterest.ph/pin/210332245073704935/

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