Summary
In this lesson plan students will get
to group pictures of animals into similar groups and defend
their reasons. The process should mirror how they have been
classifying objects previously.
Materials
- Animal cards
- Animal pictures
- What Can You Do With a Tail Like This?
- Student journals
Additional Resources
Books
What Do You Do With a Tail Like This?, by Steve Jenkins and Robin Page; ISBN-10: 0-618-
25628-8
Background for Teachers
Classification is a way to organize information in a hierarchal order.
It helps students to see that animals and plants have similarities and
differences, for example a bear is an animal and a mammal, but a frog
is an animal and a amphibian. Students need to see that animals can
be grouped by characteristics that are seen and are not seen; e.g. cold-
blooded can't really be seen, but fur can be.
This lesson is to be used after the students have been exposed to
many classifying activities. They should be familiar with grouping and
simple classification keys.
Intended Learning Outcomes
1. Use science process and thinking skills
3. Understand science concepts and principles
Instructional Procedures
Invitation to Learn
Have students rip and fold a piece of paper in their journal to
create a flip chart. Ask students to think of an animal they know
well, one that they can picture in their mind and describe. Explain
that students are going to create a character sketch of the animal.
They will describe what the animal looks like, acts like, and places
where it would live. This sketch should give information about the
animal without ever saying the name of the animal. Give students time
to complete their animal sketch. Encourage them to include LOTS of
detail and write in complete sentences. After completing the animal
sketch, have students write the name of the animal on the inside of the
flip chart. If they finish early they can draw a picture as well. *If you
want to carry this into more writing practice students can revise and
edit as partners and then present to a group.*
When all students are done, have them share their animal sketches.
Students stand up and walk around until the teacher says stop. They
turn to the person closest to them and take turns reading their sketch
and having the other student guessing the animal.
Instructional Procedures
- Show the students the book What Do You Do With A Tail Like
This? Explain that this book talks about similarities in animals
like tails, eyes, hands, etc (show pictures/example from the
book). Then it talks about how these parts can be different and
how they are used.
- Explain that before you read the story you want to see how
much the students know about animals. Pass out the Animal
Cards. Assign partners or 3 students to work together. Give
the students a few minutes to walk around looking for their
matching cards. When they are done talk about what matches
they found. Post the matches on a poster for reference.
- Read the book to the students. Stop and observe matches when
they apply to the story. Have students correct themselves when
necessary.
- Explain to students that scientists look at what is similar and
different in animals to classify, just like with the grouping
activities done before. Explain that today students will get
to group pictures of animals into similar groups and defend
their reasons. The process should mirror how they have been
classifying objects previously.
- Pass out animal picture cards. Pictures can be grouped
in various ways depending on how much your students
have already learned about animals. If they know what the
differences between reptiles and mammals are, you can have
some of both in a group. But a little more challenging is to
have a group of spiders, birds, etc. That way, students can focus
on characteristics that make the animal unique from other
animals similar to it. Students work in groups to classify them.
Encourage students to look at all characteristics.
- When the students have created groups, help them to make a
classification key to show the animals.
- Assess students as you move through the groups. If students
need more practice have them switch cards and repeat the
activity with different animals.
Extensions
Curriculum Extensions/Adaptations/
Integration
- Have students gather and group leaves. Include leaves that are
native to Utah.
- If your students need more hands-on or kinesthetic activity,
have them group stuffed animals instead of pictures.
- Use the Internet to have students research about animals. They
can write a report or give an oral presentation.
- Use the jigsaw activity to learn about animals. Have groups of
students learn about an animal (or group) through the Internet,
books, etc. Then regroup students so that each animal is
represented in the group. Have them give an oral presentation.
- Focus classifying animals or plants from specific habitats.
Students group the animals from wetlands, deserts, and forests.
Then discuss differences in the adaptations that the animals
have to survive.
- Students can write as if they are the animal and explain what
life is like.
- Students can create a daily diary as if they were an animal
living in the forest, wetland, or desert. (Use Diary of a Worm to
encourage ideas.)
Family Connections
- Teach a family member how to use a classification key.
- Use a simple plant classification key to identify trees around
their homes.
- Give students a classification key and animal pictures; they
must identify the animals.
Assessment Plan
- The Animal Cards provide a pre-assessment of students'
knowledge of animals and their adaptations.
- Give students a classification key and an animal/plant to
identify.
- Students explain how to use a classification key and why they
are important.
Bibliography
Research Basis
Wolfe, P. (2001). Brain matters: translating research into classroom practice. Association
for Supervision and Curriculum Development, Alexandria, VA.
The brain processes abstract information best after experiencing
real things first and then symbolic representations. To analyze and
compare information, the brain needs to be able to base it on an
experience. When learning science, students need to be presented with
real-life experiences and meaningful context that build a base for the
abstract written problems we usually pose on tests.
Created: 07/10/2008
Updated: 09/06/2022
21459