Biology teachers in introductory and upper level high school courses generally present principles of taxonomy as part of the curriculum. Students learn about classification systems that categorizes species into recognized taxonomic groups based on their degrees of structural divergence or derived ancestral traits. References made, hereafter, to specific higher taxa do not assign a particular ranking, because the designation of status or ranking to such groups is in a state of flux. Despite the ongoing questions about hierarchical ranking, teachers can introduce representative groups to students through purposeful activities that are planned within the limits of required curricula and available instructional time. There are a number of effective classroom tactics and instructional plans that biology teachers can employ to expose their students to Earth's biodiversity while developing observation and critical thinking skills. This article presents one plan which utilizes an instructional approach that integrates student inquiries of select higher taxa with their study of other topics taught during a biology course. (Contains 6 figures.)