Life Science
Classifying Organisms
1. Georgia Performance Standard
2. Topic Websites
3.Activities
4. Software
Georgia Performance Standard
|
S5L1
Students will
classify organisms into groups and relate how they determined
the
groups with how and why scientists use classification.
a. Demonstrate how animals are sorted into groups (vertebrate and invertebrate) and how vertebrates are sorted into groups (fish, amphibian, reptile, bird, and mammal). |
Topic Websites
Animal Adaptions
learn about the different ways animals fit into their environments,
from structural adaptations to mimicry, hibernation, and more.
Animal Diversity Web
provides comprehensive data on all kinds of animals, from mammals to echinoderms.
Features a quick search tool for finding specific animals.
EcoKids Clubhouse
cool site that teaches you all about the planet and its animals. Includes games, news and facts about animals, special guests, gallery of children's art, and a discussion area.
Baby Tales
take a look at childhood in the animal kingdom, including breeding habits,
inter-species parenting, and some really cute animal pictures on this PBS site.
Animals of the World
guess the identity of the mystery animal by clicking on fun and interesting clues,
then learn about the animal you guessed!
Fun Activities
(specifically for classroom use)
| Activity#1 Invertebrate Casserole |
|
PLO
Students will identify and differentiate marine
organisms that belong to four invertebrate groups.
|
|
Materials
Link
to site, clipboard, blank sheet of paper, easel, markers, pencils,
paper plates with riddles (see attached).
|
|
Procedures
1. Welcome the
students at the entrance.2. Begin by inviting
them to a marine feast. “What foods could be on the menu?” Possible
answers: fish, turtle, shrimp, octopus, crab, snails, clams, and squid.
3. “I don’t eat turtles because they are endangered and I don’t like to eat fish because they have spines. What are spines? Why don’t shrimp, octopus, crabs, etc. have spines? What is the difference between a vertebrate and an invertebrate animal?” 4. Allow them to answer but emphasize the dorsal nerve chord (vertebrae) that characterizes vertebrates. 5. Explain that during their visit they will learn to recognize many marine invertebrates and discover their importance in the human and animal food chain. 6. Make four (4) groups, each representing an invertebrate group: The Mollusks, The Echinoderms, The Crustaceans, and The Cnidarians. 7. Each group will receive a clipboard with a pencil for taking notes. 8. Each group is to take notes and create a list of all the invertebrates they observe today which belong to their group. They will have an opportunity to see invertebrates at the aquariums, on the beach, and in videos if time permits. For example: The Mollusks group will include snails, slugs, Nerites, etc. to their list. 9. Docents should reinforce and guide each group by providing characteristics of the organisms and questioning whether it would make good food for humans, if not for humans then for whom? Be sure to emphasize the exoskeleton, presence or absence of appendages, and body shape and composition for each group. 10. Take the groups to the tide pool area. Two groups will go with one docent and the other two with the other guide. If there are only two teachers, one will go with each group (beach time is 20 minutes). 11. Proceed to the aquariums and allow the students to observe and touch the animals. Help them with the names and check their lists frequently to be sure they do not mix the groups (as well as on the beach). 20 minutes. 12. Sit them on the floor and have one group member read the list while another writes the list on the easel (the idea is that the list be legible). Once completed, ask if anyone has any doubts about the animals placed in each list (15 minutes). 13. Have the four groups separate again. “Are all our lists ready for our marine feast? The cook says that we may only eat if we can guess the menu.” 14. Give each student a paper plate with a riddle. Afterwards, list on the easel all the correct answers for each group. |
| Product:
Students will be able to use observation, analyzing, and deductions skills. |
| Activity #2 Vertebrate Mania |
| PLO Students will identify traits that are found in all vertebrates and will distinguish the different classes of vertebrates. |
| Materials
Link to website, pictures of different animals (vertebrates), graphic organizer for student and teacher to separate vertebrate, butcher paper, overhead, or board, markers, overhead markers, or chalk, pencils |
|
Procedures
1. Ask if any students know
the definition of a vertebrate. 2. If not, explain/describe what vertebrate means. 3. Once students know the definition of a vertebrate, pass out graphic organizer to each student. The teacher should display the same organizer on the overhead or draw it on the board or butcher paper. This organizer is divided into two sections: vertebrate and invertebrate. 4. Display pictures of animals. Be sure to include pictures of vertebrates as well as invertebrates. 5. As pictures are displayed, ask for a volunteer to distinguish whether or not it is a vertebrate. 6. Once all the vertebrates and invertebrates have been distinguished, call on another volunteer to categorize the vertebrates into the 5 classes (fish, birds, mammals, reptiles, and amphibians). Have students put the picture on the board. As an animal is distinguished, write the name of the animal on the graphic organizer. 7. Continue this until students are able to categorize correctly. |
| Product: students will be able to describe and explain the characteristics of each of the 5 classes of vertebrates and classify pictures of vertebrates into 5 groups: mammals, amphibians, reptiles, fish, and birds. |
| Activity #3 Classification Jeopardy |
| PLO Students will differentiate between invertebrate and vertebrate animals |
| Materials All of the websites above, index cards with questions written on one side and point value on the other, 1 sheet of paper for each group’s scorekeeper |
| Procedures 1.
Divide the class into groups of no more that 5.
2. Decide on a team leader who will be the spokesperson for the team. Appoint a scorekeeper for each team. 3. Questions will be worth between 10 to 50 points. Copy and cut up the questions and place them on one side of the index card with the value of the question on the other. Tape the questions on the board in column and row format. Head each column with letters A, B, C, D, and E. Place 10 point questions below column heading forming the top row, 20 point questions below the 10 point questions forming the next row down, continuing until all questions have been put in place. 4. Review the rules of the game: a. The entire team must decide which question to choose. b. The answers MUST be decided upon by the entire team. c. The only acceptable answer to the question will be given by the team’s leader within 30 seconds. d. If the answer is incorrect, the team loses the amount of points indicated for that question. Also, the next team has the option to answer the missed question for the same number of points, except for 10 point questions. e. If the answer is correct, the points are added to the team’s total. f. Rules for the bonus question: In a bonus situation (which could happen at any time, at the discretion of the teacher), the first person in the class to raise his/her hand may answer the question. Remember, if this person answers incorrectly, the points are subtracted from his/her team’s total. The question must be answered immediately or all the points are forfeited. There will be no discussion with other team members before answering the question. 5. The last Jeopardy question is worth 80 points. Each team has a chance to answer the question. The teacher will read the question below. The answer must be written on a paper and approved by the entire team before being submitted to the teacher. If answered incorrectly, the team will lose 80 points. The team has the right to “pass” on the question. Give the group 2–3 minutes to write the answer. Have the answers passed to you to be read. 80 POINT QUESTION: List the 3 of the 5 vertebrate animal classes, 2 of the 4 invertebrate animal classes and give an example of an animal in each class. |
| Product: Students will be able to identify and classify animals with or without a backbone |
Interactive Software
 |
| Title of software program: I Love Science! |
| Published by: Global Software Publishing |
| Description: A fully interactive science lab that teaches science in the most fun and effective manner possible: by letting young players discover the principles of science for themselves. Includes three friendly animated characters guide you through one hundred exciting experiments and science activities. |
| Possible problems: Installing the software may be difficult if user's computer is not compatible. |
 |
| Title of software program: Studyworks! Teaching Pro: Science Complete |
| Published by: Global Software Publishing |
| Description: Science Complete delivers interactive, engaging lessons covering 11 comprehensive science topics - in great depth! Includes: Earth Science, Chemistry, Astronomy, Science Writing, Biology, Physics, Oceanography, and Internet Technology. Meets mandated curriculum standards in all states! |
| Possible problems: some students may have difficulty with this software because it is designed for higher grade levels. |
 |
| Title
of software program: Achieve! Math & Science Grades 3-6 |
| Published
by: The Learning Company |
| Description: This collection of award-winning software titles is designed to improve grades and skills in school - regardless of a child's current level. ACHIEVE! Math & Science offers 14 activities to make learning fun, and the interactive computer setting provides hours and hours of learning possibilities. Whether it's exploring the solar system or grasping the fundamentals of geometry, ACHIEVE! can help. Give your child the boost he or she needs to ACHIEVE! in school. |
| Possible problems: students
should have little difficulty using this product because they can
choose a grade level that is below or above their own. |
 |
| Title
of software program: Microsoft Word |
| Published
by: Microsoft |
| Description: generic software students can use
to enhance their typing and word processing skills. |
| Possible problems: students
should have little difficulty using this product. |
 |
| Title
of software program: Microsoft Paint |
| Published
by: Microsoft |
| Description: generic software students can use
to be creative and draw or paint their favorite animals. |
| Possible problems: students
should have little difficulty using this product. |
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