Classifying Animals Unit

Lesson 1 of 8: Unit Introduction & Mammals

Subject: Science

Grade level: Kindergarten, First Grade, Third Grade

StandardsSC.F.1.1.5: The student compares and describes the structural characteristics of animals.LA.A.2.2.7: Students will compare mammals to learn characteristics similar in all mammals.

Duration of lesson: 45 minutes to1 hour

GoalStudents will recognize that scientific classification groups all animals on the basis of certain characteristics they have in common.

Essential QuestionsWhat is a backbone?Where is your backbone located? Feel your own.What does your backbone do for you?What characteristics do warm-blooded animals have?Name some animals that have fur, animals with claws, etcDo dogs lay eggs? Are puppies hatched from eggs?Where do baby kittens come from? How are they being fed?

ObjectivesThe student will comprehend different ways in which animals can be groupedThe students will identify selected characteristics of animalsThe students will know that structural characteristics of animals are used to group themStudents will recognize that the animals they are going to classify are vertebrates (have backbone).Students will identify a mammal and lists three of its characteristics .

AssessmentsStudents will explore different animals’ pictures and name some characteristics.Teacher observation/participationStudents will complete, “Is it a mammal?” chart

Vocabulary: backbone, fur, wool, warm-blooded, lungs, breathe, alive

Lesson Procedures

IntroductionTo motivate the students begin the lesson by warming them up with the Animal Classification Song “Animals Belong in Class.” Students read song lyrics from chart paper. Then, ask students what they mean by classification and why we classify things. Introduce the word classification by drawing on their previous knowledge of geometric shapes and had the students find as many ways as possible to group the shapes (i.e. shape, size, color). Help them transfer their knowledge to animals by telling them that animals can be classified into different groups using similar criteria. Discuss with students the process of separating animals into groups or categories so that they are more easily studied and talked about by scientists and others. Ask them how they think animals can be classified considering what they already know about animals and classifying. Write down their answers. Ask them to specify new things they would like to know about classifying animals? (Begin a KWL chart.)

Whole Class ActivityExplain that we are going to talk about vertebrates "backbone" by having students touch their own backbone and "breathing with lungs" by having students take deep breathes and feeling their chests move. Show poster showing some vertebrates backbones and discuss pictures. Explain that backbone help to stand stay straight and bend.

Tell students that scientists classify animals depending on the features they share and that animals can be classified in a number of different ways. For instance, they can be classified by the ways they are born, by what they eat when they are babies and when they grow up, by their body structure, and their habitat.

Introduce the Mammal Video and tell them that mammal is the name of the first group of animals they are going to learn about. Set purposes for watching the video: remember the name of the animals mentioned and their characteristics. (If they cannot write, the teacher will write some information for them on the board). After watching the tape, discuss with the students characteristics of animals watched. Discuss vocabulary. Complete the chart, “Is it a mammal?” with the whole class.

Small Group ActivityLet groups of 2-3 students explore mammals in animals’ book and after 10 minutes, the group reporter share with the class their mammals’ names and characteristics. Students explore different mammals in animals’ books and note at least three characteristics.

Individual ActivityComplete the chart “Is it a mammal”?

Closing ActivityTo bring a closure to the lesson, as a class, revisit what students said they know about animal classifications, clarify some ideas if necessary, add new things they learned about animals’ classifications. Review mammals and characteristics. Replay the Animal

Classification Song “Animals Belong in Class” while students read song lyrics from chart paper.

Materials Chart Paper and markers Posters showing the classification groups Video Tape: Eyewitness-Mammal Worksheet Picture cards Books on animals and animal classification “Animals Belong in Class” song (on CD) CD player

Works Cited/Resources Video Tape: Eyewitness-Mammal TV/Video Player http://www.yahooligans.yahoo.com/content/animals/mammamls http://www.everythingesl/net/lessons/animalstwo

Misconceptions about mammalsa. All mammals do not live on land. There are also marine mammals (whale, dolphin, etc.)b. The bat is a flying mammal

AccommodationsMany adaptations were made to this lesson plan to reach the needs of all the students, such as the use of visuals representations, hands-on materials, different kinds of questions to help meet the needs of all students highlighting important information, using visuals where possible and allowing some students to circle/draw information instead of writing it.

Name_____________________________________ Date_________________

Is it a Mammal?

Name of Animal

Does it have hair, fur, or wool in its body?

Is it warm-blooded?

Are babies born alive?

Does the mother feed its babies milk?

Does it breathe air with lungs?

Is it a mammal?

Cat            

Parrot            

Horse            

Person            

Elephant            

Seal           

Frog            

Snake            

 

Classifying Animals Unit

Lesson 2 of 8: Reptiles

Grade: Kindergarten, First Grade, and Third Grade

Subject: Science

Duration of lesson: 45 minutes to an hour

Standards: SC.F.1.1.5: The student compares and describes the structural characteristics of animals.

Essential Questions: What characteristics do reptiles have? Which animals are categorized as a reptile?What different body coverings do reptiles have?What characteristics do cold-blooded animals have? Are reptiles cold-blooded? How do you know?

Goals:Students will be able to identify what is a reptile by observing its characteristics.

Objectives:Students will describe the physical characteristics of animals.Students will recognize that reptiles have backbones.Students will identify the characteristics of a reptile.Students will be able to identify three animals that are reptiles. Students will discuss the meaning of words and develop their vocabulary through the use of text, and video.

Vocabulary: reptile, cold-blooded, backbone, hatch

Lesson Procedures:IntroductionTo motivate the students begin the lesson by warming them up with the Animal Classification Song “Animals Belong in Class.” Students read song lyrics from chart paper. Teacher will continue the lesson by reviewing the characteristics of mammals, and examples of mammals.

Whole Group ActivityTeacher will introduce the vocabulary words that will be seen throughout the day’s lesson. Teacher will introduce the video on reptiles. Teacher will also set a purpose for watching: remember the names of some animals from the video, and their characteristics. Students will then watch a short video on reptiles. The teacher will ask questions to check for comprehension.

Small Group ActivityAfter watching the video students will be divided into groups of three or four students. The teacher will then facilitate a word web, where the students can think of examples of reptiles they saw in the video. Teacher will show students pictures of different animals. The students are to decide if the animal is a reptile by observing its characteristics.

Individual ActivityStudents will complete the worksheet, “Is it a Reptile?”

Closing ActivityTeacher will replay “Animals Belong in Class” while students read the words from chart paper.

Materials: Video “The Classification of Vertebrates,” by Clearvue/eav Chart paper and markers “Is it a Reptile” worksheet Picture cards “Animals Belong in Class” song (on CD) CD player

Assessment:Teacher observation of the students’ participationWorksheet

Accommodations:Both the picture cards and the video are a visual way for students to grasp the concept of reptiles. Teacher Directed Instruction and questions will be aimed toward specific students to monitor comprehension.

Works Cited/Resources:Video “The Classification of Vertebrates,” by Clearvue/eav http://yahooligans.yahoo.com/content/animals/reptiles/http://www.nature.ca/notebooks/english/reppg.htmhttp://netvet.wustl.edu/reptiles.htmhttp://www.kidport.com/RefLib/Science/Animals/AnimalIndexV.htmhttp://www.everythingesl.net/lessons/animalstwo.php

Classifying Animals Unit

Lesson 3 of 8: Amphibians

Subject: Science/Language Arts

Grade level: Kindergarten, First Grade, Third GradeStandardsSC.F.1.1.5: The student compares and describes the structural characteristics of animals.S.C.F.1.1/SC.F.1.2: The student describes pattern of structure and function in living thingsLA.C.1.1/LA.C.2.2: The student uses listening strategies effectively.LA.C.2.1/LA.C.2.1: The student uses viewing strategies effectively.

Duration of lesson: 1 hour

Goal: Students will compare and describes the structural characteristics of amphibians and describe how their organisms change as they grow and mature. They will describe the life cycle of amphibians.

Essential QuestionsHow do amphibians might adjust their body temperature when the environment is too cold or too hot?Why do you think it is important for amphibians to have a moist, permeable, thinned skin?How is the amphibian different in the larval stage and the adult stage? What is another word for metamorphosis?How many types of amphibians are there?How are toads and frogs similar and different?

ObjectivesStudents will observe and note characteristics of amphibians.Students will be able identify three reptiles.Students will classify animals as amphibian or not amphibian.Student will describe the life cycle of a frog or a toad.Students will read/listen for information.

Content SummaryAmphibians are vertebrates; they are called cold-blooded. They have soft, generally moist hairless thinned-skin without scales. They go through a two-stage life cycle, a larval stage and an adult stage and experience a metamorphosis or change. Some amphibians live in two places - on land and in water.

Vocabulary: metamorphosis, breathe, cold-blooded, moist, gills, larva, hatch

Lesson ProceduresIntroductionTo motivate the students begin the lesson by warming them up with the Animal Classification Song “Animals Belong in Class.” Students read song lyrics from chart paper. Recall why scientist classify animals, review characteristics of mammals and reptiles. Use Animals Posters showing a diversity of animals, and ask students to point to the mammals and show what attributes they have. Do the same for the reptiles.

Whole Class ActivityIntroduce the Amphibians Video and tell them that amphibian is the name of the third group of animals they are going to learn about. Set purposes for watching the video: remember the name of the animals mentioned and their characteristics. (If they cannot write, the teacher will write some information for them on the board).After watching the tape, discuss with the students characteristics of animals watched. Help them identify these three characteristics:

They are cold-blooded; this means that amphibians do not hold their body temperature constant like mammals, but their body temperature depends upon that of the immediate environment.

Most amphibians have a special thin moist skin that helps them breathe; this skin is very permeable (allowing liquids and gases to pass through it easily).

Most amphibians lay eggs, which hatch into larvae and undergo an amazing transformation (or metamorphosis) as they move from larval to adult stages.

Complete the chart “Is an amphibian?”

Small Group ActivityLet group of 2 to 3 students go to the computer to complete “Classifying Critters Activity” # 2, 3, and 5 online on the following website: www.hhmi.orgcollscience/critters/critters.html. They will print out their worksheet for teacher evaluation. While a group of students is using the computers, others are classifying animals’ cards in groups.

Closing ActivityWrap up the lesson by reviewing the characteristics of the amphibians - Write in the KWL what students have learned about animals’ classification. Sing the Animal Classification Song “Animals Belong in Class.”

Materials Posters showing amphibians and life cycle of a frog or toad Video Tape - TV/Video Player - CD/D Player “Animals Belong in Class” song (on CD) Worksheet Picture cards/cards labeled mammal, reptile, and amphibian Websites “Is it an Amphibian” worksheet

AssessmentStudents will explore different animals’ pictures, identify amphibians, and name three characteristics.Teacher observation/ParticipationStudents will complete: “Is it an Amphibian?” as a whole groupStudents will classify animals’ cards in reptiles, amphibians, and mammals.Students will go online to classify reptiles, amphibians, and mammals.

Works Cited/Resources Video Tape: “The Classification of Vertebrates” by Clearvue/eav TV/Video Player Books:

1. Jumpy, Green, and Croaky WHAT AM I? by Moira Butterfield and Wane Ford.2. Frog and Toad are Friends by Arnold Lobel

http://www.yahooligans.yahoo.com/content/animals/mammamls http://www.stlzoo.org/animals/abouttheanimals/amphibians/ www.hhmi.orgcollscience/critters/critters.html

AccommodationsMany adaptations were made to this lesson plan to reach the needs of all the students, such as the use of visuals representations, hands-on materials and different kinds of questions to help meet the needs of all students. Using visuals whenever possible helps the students remember information better, especially in kindergarten and first grade, as well as the less proficient third graders. Allowing the students to use as much time as they need for the written assignment is important as well.

Name_________________________________ Date___________________________

Is it an Amphibian?

Name of Animal

Does it leave on land and water?

Does it have smooth wet skin without scales?

Does it hatch from eggs?

Does it go through a two-stage life cycle?

Is it cold-blooded?

Is it an amphibian??

Salamander

Duck

Horse

Frog

Toad

Seal

Snake

Classifying Animals Unit

Lesson 4 of 8: Birds and Fish

Grade: Kindergarten, First Grade, and Third Grade

Subject: Science and Reading

Duration of lesson: 45 minutes to an hour

Standards:SC.F.1.1.5: The Student compares and describes the structural characteristics of animals.LA.A.2.2.7: Students will use a Venn diagram to compare and contrast fish and birds.

Essential Questions:What characteristics do birds have?What characteristics do fish have?Which animals are categorized as birds?Which animals are categorized as fish?What different body coverings do birds have?What kinds of body coverings do fish have? How are birds and fish the same?How are birds and fish different?

Goals:Students will be able to identify birds and fish by observing their characteristics, as well as finding the similarities and differences between the two animals.

Objectives:Students will describe the physical characteristics of animals.Students will recognize that birds and fish have backbones.Students will identify the characteristics of a bird, and those of a fish.Students will be able to identify three animals that are birds and three that are fish. Students will discuss the meaning of words and develop their vocabulary through the use of text, and video.

Vocabulary: bird, fish, feathers, scales, gills, beak, backbone, hatch

Lesson Procedures:IntroductionTo motivate the students begin the lesson by warming them up with the Animal Classification Song “Animals Belong in Class.” Students read song lyrics from chart paper.

Whole Group ActivityTeacher will describe an animal to the class. “This animal has feathers all over its body, some of them fly, and it lays eggs.” The students will guess—desired answer: the animal is a bird. The teacher will then introduce the vocabulary words and describe the characteristics that are related to birds. Discuss

the different kinds of birds. Teacher will show a poster of different kinds of birds and their characteristics.

Teacher will continue by asking the students to guess which animal “Lays eggs, uses gills to breathe and is covered with scales.” Students will guess Fish. The teacher will then introduce the vocabulary words and describe the characteristics that are related to fish. Discuss the different kinds of fish. The teacher will show a poster of the different kinds of fish, and their characteristics.

Small Group ActivityThe teacher will show pictures of the two groups of animals, and the students must identify which group it belongs to. The teacher will ask questions to check for comprehension.

Individual ActivityThe teacher will then ask the students how birds and fish are alike. Which characteristics are the same? Then the teacher will ask how birds and fish are different. Students will then complete the Venn Diagram individually by cutting and pasting.

Closing ActivityTeacher will replay the Animal Classification Song “Animals Belong in Class,” while students read song lyrics from chart paper.

Materials: Chart paper and markers Venn Diagram sheet Picture cards “Animals Belong in Class” song (on CD) CD player

Assessment:Teacher observation of the students’ participation, and the Venn Diagram

Accommodations:The picture cards are a visual way for students to grasp the concept of birds and fish. The teachers lecture and questions will allow her to check for comprehension. For the kindergarten students, and first grade students, the words will be written out and they will have to cut and paste in the appropriate part of the Venn Diagram.

Works Cited/Resources: http://yahooligans.yahoo.com/content/animals/reptiles/ http://www.nature.ca/notebooks/english/reppg.htm The Electronic zoo: http://netvet.wustl.edu/reptiles.htm http://www.kidport.com/RefLib/Science/Animals/AnimalIndexV.htm http://www.everythingesl.net/lessons/animalstwo.php

Classifying Animals UnitLesson 5 of 8: Comprehensive Review and Classification Activity

Subject: Science

Grade level: Kindergarten, First Grade, Third Grade

Standards:SC.F.1.1.5: The student compares and describes the structural characteristics of animals.

Duration of lesson: 45 minutes

GoalStudents will recognize that scientific classification groups all animals on the basis of certain characteristics they have in common.

Essential QuestionsWhat characteristics describe a mammal?What characteristics describe a reptile?What characteristics describe an amphibian?What characteristics describe a bird?What characteristics describe a fish?

ObjectivesThe student will recognize the different groups of animals.The students will identify selected characteristics of animals.The students will know that structural characteristics of animals are used to group them.

AssessmentsStudents will revisit exploring different pictures of animals and name some of each animal’s characteristics.Teacher Observation/Participation

Vocabulary: Review previous vocabulary words: backbone, fur, wool, warm-blooded, lungs, breathe, alive

Lesson Procedures:IntroductionRevisit KWL chart, reviewing the KW and then adding new information under the “L” column.

Whole Class ActivityPut Web transparency on overhead. Students will work together (K and 1—Teacher Directed; 3rd—small groups then Teacher Directed Review) to fill in three characteristics of each animal.

Small Group ActivityStudents will be given a bag full of 10 animal pictures on magnets. Students will then sort the animals together onto the magnetic board. (Third Grade--If there is a disagreement the student will have to justify their reasoning by explaining what characteristics the animal has to their classmates)

Closing ActivityTeacher will review the KWL chart, the Web and the magnet board sorting activities, emphasizing on the characteristics of each animal group. Teacher will then replay the song “Animals Belong in Class,” while students read song lyrics from chart paper.

Materials Posters showing the classification Overhead Transparency Picture cards on magnets Magnet boards

Works Cited/Resources http://www.yahooligans.yahoo.com/content/animals/mammamls http://www.everythingesl/net/lessons/animalstwo

AccommodationsMany adaptations were made to this lesson plan to reach the needs of all the students such as, use of visuals representations, hands-on materials, different kinds of questions to help meet the needs of all students highlighting important information, using visuals where possible.

Classifying Animals Web Review

Vertebras

Mammals Reptiles

Amphibians

Fish

Birds

Classifying Animals Unit

Lesson 6 of 8: Internet Search activity and presentations

Subject: Science/Language Arts

Grade level: Kindergarten, First Grade, Third Grade

StandardsSC.F.1.1.5: The student compares and describes the structural characteristics of animals.S.C.F.1.1/SC.F.1.2: The student describes pattern of structure and function in living thingsLA.C.1.1/LA.C.2.2: The student uses listening strategies effectively.LA.C.2.1/LA.C.2.1: The student uses viewing strategies effectively.

Duration of lesson: 2 hours

GoalStudents will use technology to further their knowledge on the different classifications of animals.Students will focus on one group of animals and present their findings to the class.

Essential QuestionsHow do we research information on the Internet?What are the characteristics of each of the animal classification?What are some different animals in each animal classification group?

ObjectivesStudents will use the Internet to research one group of animals.Students will identify what their animal of choice eats, where it lives, when it sleeps and how it looks.Students will be able to present factual information effectively to classmates.

Vocabulary: Internet search, mammal, reptile, bird, fish, amphibian

Lesson ProceduresIntroductionTo motivate the students begin the lesson by warming them up with the Animal Classification Song “Animals Belong in Class.” Students read song lyrics on chart paper. Review why scientists classify animals.

Whole Class ActivityIntroduce the Internet Search and tell the students that they will each be assigned to a group of animals. They will search the Internet together. Kindergarteners will work with a partner to find information on one animal in their group, first graders will work in groups of three to find information on two animals in their group, third graders will work in groups of four or five and each student will report on a different animal. They will be responsible for finding out what their animal eats, where it lives, when it sleeps and how it looks. They will also be able to include their favorite fact about the animal. They will write down the information on their “Animal Report Form”. Teacher will give example of what an “Animal Report Form” should look like; students will be given a chance to ask questions about the project. Teacher will assign animal groups.

Small Group ActivityLet groups of 3 to 4 students go to the computer to research on their animal group. They will fill out the “Animal Group” handout, writing down their names and up to six characteristics of their animal

group. Once each student has chosen an animal of their group, they will fill out the “Animal Report Form” (third grade only). Students will complete a self-evaluation, “About our Report” handout (one per group). Students will draw a picture of their animal after completing the handout.

Closing ActivityStudents will present their information about their animal group to the class. After presentations, students will sing the Animal Classification Song “Animals Belong in Class.”

Materials “Animal Group” handout “Animal Report Form” handout “About our Report” handout Websites “Animals Belong in Class” song (on CD) CD player

AssessmentHandout, “Animal Report Form”Teacher observation/Participation

Works Cited/Resources http://search.yahooligans.yahoo.com/search/ligans?p=mammals http://search.yahooligans.yahoo.com/search/ligans?p=reptiles http://search.yahooligans.yahoo.com/search/ligans?p=birds http://search.yahooligans.yahoo.com/search/ligans?p=amphibians http://search.yahooligans.yahoo.com/search/ligans?p=fish

AccommodationsMany adaptations were made to this lesson plan to reach the needs of all the students, such as the use of small groups. Some students are more used to doing Internet searches, so they will be able to help the students who are not as confident searching the Internet. Repeating the song “Animals Belong in Class” every day will also help students remember some characteristics that animal groups share.

Animal Group

Our animal group is _______________________________________________________.

Members of your group:

1.

2.

3.

4.

List as many characteristics of your animal group as you can find (no more than 6).

1.

2.

3.

4.

5.

6.

Name_________________________ Date__________________

Animal Report Form

My animal is a

__________________________________________________________________________________

My animal eats….

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

My animal lives….

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

My animal sleeps….

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

My animal looks…

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

My favorite fact about my animal is….

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Draw your animal in the box below.

About Our Report

Circle the right answer: Our report was about

1. Mammal2. Reptile3. Fish4. Bird5. Amphibian

Group Members1. ________________________________________2. _________________________________________3. _________________________________________4. __________________________________________5. __________________________________________

Great OK Hard

We used the internet and books

We drew and wrote neatly

Our animal looks like a real animal in our drawingWe spoke clearly and loud when we shared our report

Classifying Animals Unit

Lesson 7 of 8: Review, watch short film, test

Subject: Science

Grade level: Kindergarten, First Grade, Third Grade

Standards:SC.F.1.1.5: The students will culminate the Classifying Animals Unit by visiting the Metro Zoo.LA.C.1.1/LA.C.2.2: The student uses listening strategies effectively.LA.C.2.1/LA.C.2.1: The student uses viewing strategies effectively.

Duration of lesson: 1 hour to an hour and a half

GoalStudents will review the different groups of animal classification.Students will recognize animals that belong to each of the different groups.

Essential QuestionsWhy is it necessary to classify objects?What are the five groups of animal classification?What is an example of each of the groups of classification?What are three characteristics of each of the groups of classification?

ObjectivesThe students will apply their new knowledge about the characteristics of each of the five groups of animal classification.The students will watch a short film on animals.

Vocabulary: classification, characteristic, mammal, reptile, amphibian, bird, fish

Lesson ProceduresIntroduction

To motivate the students begin the lesson by warming them up with the Animal Classification Song “Animals Belong in Class.” Students read song lyrics from chart paper. Begin lesson by reviewing completed KWL chart. Review misconceptions that have been discussed (kindergarten and first grade will be more teacher directed; third grade will be more of a student-led discussion).

Whole Class ActivityStudents will watch short film. Third grade students will be required to write down three new facts they learn from watching the movie. After the movie, third graders will share their facts with tablemates. Kindergarten and first grade students will discuss the movie as a class. Students will be given the opportunity to share something they learned.

Small Group Activity Students will sort picture cards, discussing reasons behind their sorting.

Individual ActivityStudents will complete Classifying Animals Assessment. (First two pages for kindergarten assessment, first three pages for first grade assessment, all pages for third grade assessment.)

Closing ActivityTeacher will replay song “Animals Belong in Class,” while students read song lyrics from chart paper.

Materials Video Picture Cards Classifying Animals Assessment “Animals Belong in Class” song (on CD) CD player

AssessmentsTeacher observation/ParticipationAssessment

Works Cited/Resources

Misconceptions Review all misconceptions discussed during the unit

AccommodationsMany adaptations were made to this lesson plan to reach the needs of all the students involved. Developmental abilities such as reading and writing enable the third graders to complete tasks involving more writing, which is why the kindergarten and first graders discuss as a class as opposed to writing their thoughts down. Also, since third grade is an FCAT grade, multiple choice questions are used to prepare them for the types of questions they will see on the test.

Animal Classification Unit Rubric

Participation during whole group and small group activity Date: __________________

Students

Minimal participationOff task most of the time.Did not cooperate with group most of the time.

Participated most of the time.Put forth adequate effort.Cooperated with the group most of the time.

Actively participated and put forth effort and enthusiasm the whole time.Cooperated with the group the whole time.Display leadership skills.

Name: ________________________ Date: ____________

Classifying Animals

Cut out animals from Animal Pictures worksheet and paste them in the correct column.

Fish Amphibians Reptiles Birds Mammals

Animals Pictures Worksheet

Fish Iguana

Kangaroo Snake

Whale Turtle Jellyfish

Frog

Giraffe

Salamander

RoosterPerson

Duck Parrot

Name: _____________________ Date: ___________________

What Am I?

Write the animal group under each picture. You will use some words more than once.

amphibians birds fish mammals reptiles

1. Robins have feathers. The female lays hard-shelled eggs.

Robins are ____________________.

2. Garter snakes have scales. The female lays rubbery eggs.

Garter snakes are __________________________.

3. Frogs have smooth, damp skin. The female lays jellylike eggs.

Frogs are ________________________________.

4. Turtles have scales. Turtles breathe with lungs.

Turtles are _______________________________.

5. Whales have warm blood. Their bodies are covered with hair.

Whales are ________________________.

6. Penguins have beaks and feathers. They give birth by laying eggs.

Penguins are _____________________.

7. Rabbits have hair. The female feeds her babies milk.

Rabbits are _______________________________.

8. Tuna have scales. Tuna breathe with gills.

Tuna are _________________________________.

Name: _______________________ Date: _________

Classifying Animals Assessment

Part 1: Multiple Choice--Read each question and circle the letter that best answers the question.

1. What is one characteristic of all mammals?

a. They have feathers.b. They swim.c. They run.d. They breathe with lungs.

2. What is NOT a characteristic of a bird?a. They lay eggs.b. They fly.c. They are covered with feathers.d. They have a backbone.

3. Choose the animal that is an amphibian.a. Snake.b. Lizard.c. Frog.d. Turtle.

4. Choose the animal that is NOT a reptile.a. Snake.b. Tiger.c. Alligator.d. Salamander.

Part 2: Matching—Draw a line to match the animal to its correct group. You will not use all five groups.

1. 2.

3. 4.

Part 3: Short Response (2 points)—Read the question below. Use details discussed throughout the unit to answer this question in a complete sentence.

1. What are two DIFFERENCES between fish and birds?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Amphibian

Bird

Fish

Mammal

Reptile

Classifying Animals Unit

Lesson 8 of 8: Field trip to Metro Zoo

Subject: Science, Writing, Art

Grade level: Kindergarten, First Grade, Third Grade

Standards:SC.F.1.1.5 The students will culminate the Classifying Animals Unit by visiting the Metro Zoo.

Duration of lesson: All day

GoalStudents will recognize animals from each of the five groups of classification.

Essential QuestionsWhat is an example of a mammal?What is an example of a reptile?What is an example of an amphibian?What is an example of a bird?What is an example of a fish?

ObjectivesThe student will use new knowledge about the characteristics of each of the five groups of animal classification.The students will match animals to the group that they belong to.The students will further knowledge about animals by participating in classroom presentations at the Miami Metro Zoo.

AssessmentsStudents will be observed by teacher, and level of participation will be documented.Students will take notes during field trip.

Vocabulary: mammal, reptile, amphibian, bird, fish

Lesson ProceduresIntroduction

On the morning of the field trip, students will create notepads to take with them on the field trip. Kindergarten and first grade students will use one sheet of computer paper folded and cut into four equal parts and then stapled. Third grade students will each use two sheets of computer paper folded and cut into two equal parts and then stapled. Students will title their book Classifying Animals and put their names on the cover. They will label each of the additional pages with one of the categories of animals. Teacher will inform students that this book will be used for them to take notes. Kindergarteners and first graders will draw one of each animal that they see, as well as write its name. Third graders will extend this by writing at least two characteristics that make this animal fit into that category.

Whole Class ActivityFirst and third graders will attend the “Classified Information” Program in the Ecology Theater (outdoor auditorium) at Miami Metro Zoo’s Children’s Zoo. This program includes a live animal encounter and allows students to discover the simple characteristics that divide vertebrates into their five classes.

Kindergarteners will attend the “Furry Friends” Program. This program focuses on mammals, specifically pointing out that they come in many shapes and sizes and can live in the water, in the treetops, or even underground. This program is hands-on, enabling students to recognize the differences between some of the furry, warm-blooded friends and their unique characteristics.

Small Group Activities Kindergarten and first grade students will participate in the Private Tram Tour. The tour around the Zoo is privately narrated and takes the students to behind-the-scenes areas. Knowledgeable tour guides inform riders of interesting Zoo animal facts and about the different sections of the Zoo.

In small groups, third graders will participate in a Walking Tour with a trained Docent guide. The students will tour the different areas of the Metro Zoo including Africa, Asia, Australia or the Aviary. Small groups with chaperones are used so students can get a more personal experience.

Individual ActivityStudents will complete their Classifying Animals booklet while touring the Zoo.

Closing ActivityAfter returning to school, the students will share the animals they drew and write about in their booklets with the class. Teacher will clarify any aspects where the students incorrectly categorized animals or did not include correct information, while reviewing what each student brings to the class discussion. Teacher will replay the song, “Animals Belong in Class,” while students read song lyrics from chart paper.

Materials Computer paper Stapler Pencil “Animals Belong in Class” song (on CD) CD player

Works Cited/Resources http://www.miamimetrozoo.com/index.asp

AccommodationsMany adaptations were made to this lesson plan to reach the needs of all the students involved. For example, Miami’s Metro Zoo offers many different Programs for School Groups but not all programs were aimed toward the appropriate grade levels. While our original intentions were to have all three grade levels participate in the same activities after reading the descriptions of the programs we realized that accommodations were necessary and changes had to be made. The kindergarten activities are more hands-on and the material presented to them will be better aimed toward them.