Animal Classification


Authors:

Tina Serdjenian
Multiage
George J. Mitchell School
Waterville, ME 04901
Tel. (207) 873-0695
Email: tserdjenian@fc.wtvl.k12.me.us
Elaine Breton
Grade Two
George J. Mitchell School
Waterville, ME 04901
Tel. (207) 873-0695
Email: ebreton@fc.wtvl.k12.me.us

 

Grade Level: One

Group Setting: Small or Whole Group Instruction

Time Requirement: eight 45 minute sessions (2 sessions each for: mammals, fish, birds, insects)

Curriculum Area: Science
Topic:
Animals

Maine Learning Results Performance Indicators:

A2: Describe characteristics of living things
A3: Explain, draw, or otherwise demonstrate the life cycle of an organism
A4: Design and describe a classification system for objects
B1: Identify ways that organisms depend upon their environment
K2: Distinguish between important and unimportant information in simple arguments
K3: Make observations
K4: Participate in brainstorming activities
L1: Describe and compare things in terms of number, shape, texture, size, weight, color and behavior

Waterville Curriculum Document Indicators:

Identify body coverings of different animals (Classifying Life Forms, 2b)
Classify ways in which different animals move (Classifying Life Forms, 2d)
Describe the characteristics of: mammals, birds, insects, fish (Classifying Life Forms, 2e)
Communicate that animals eat different foods (Classifying Life Forms, 2f)
Communicate similarities/differences between animal parents and their babies (Classifying Life Forms, 3b)
Communicate 2 ways people use animals: work, clothing, food, enjoyment (Classifying Life Forms, 4b)
Communicate that animals eat different foods (Classifying Life Forms, 3a)
Communicate that people use animals for food (Ecology, 2b)
Communicate some ways people use animals (Ecology, 4a)
Describe and compare things in terms of number, shape, texture, size, weight, color and behavior (Communication, 1a)
Distinguish between important and unimportant information in simple arguments (Scientific Reasoning, 2b)
(Classify: mammals, birds, fish, insects using 2 pertinent characteristics)
Make observations (Scientific Reasoning, 3a)
(Communicate the ways different animals move)
Participate in brainstorming activities (Scientific Reasoning, 4a)
(Communicate ways people can use animals)

Task Description:

Students will gather pertinent information about animals through the use of various ARC resources. Students will make observations and distinguish between important and unimportant information over the course of 4 sessions. These resources will provide students with data necessary for them to complete teacher created table (See model).

Student Products/Performances:

Completed table
Participation in brainstorming activity

Teaching Materials/ARC Resources:

Title suggestions for presentation of ARC materials related to this lesson’s focus include:

Code Number
Material Title
SP574.5-41 Endangered Species: Mammals
SP574.5-42 Endangered Species: Birds
SP574.92-5
Familiar Fresh Water Fish
FSC591-13
Animals and How They Grow
KC591-40
Animal Families
VC595.7-12
Incredible Insects
VC595.7-14
Ants
FSC595.7-19
Insects are Amazing
KC595.7-27
Butterflies
VC597-12
Fish
SP598.2-1
Common Birds
SP598.2-10
Familiar Birds
ARC/CB
Butterflies of North America Display
ARC/CB
Insect Diversity Display
ARC/CB
Bird Song Cassettes
ARC/CB
Perch Model

 

Model for Teacher Made Chart used for this lesson:

Animal Group Adult Name Eats Animal Use F C P W* Animal Movement F S W/H** Baby Name Body Covering Body Temperature
Mammals              
Fish              
Birds              
Insects              

*F-Food, C-Clothing, P-Pet, W-Work
**F-Fly, S-Swim, W/H-Walk/Hop


Made Possible by:
The Colby Partnership for Science Education
The Howard Hughes Medical Institute
The Bell Atlantic Foundation