Classifying Plants and Animals

CLASSIFICATION

Week 14

Week Overview

• Day 1 – Explore the phenomena using shoes

• Day 2 - Students create a web based on an animal sort.

• Day 3 – Students take notes on the different animals and create a

dichotomous key. Give students a 20 minutes timer to work.

• Day 4 – Students work on Science Textbook pages to deeper understanding.

Students who may need support can use IXL Classification activities.

• Day 5 – Classification of animals' assessment

DAY 1

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).

Day 1 – What is this?

On the next few slides, I am going to show you
some pictures. I want you to observe and think
about what you are seeing.

Day 1 – These are…?

Day 1 – What is this a picture of?

Day 1 – And this?

Day 1 – In this picture, there are different sections of shoes.

Day 1 – Shoes, shoes, shoes..

Not that we have a firm idea of what we are
looking at… I want you to compare and contrast
what you see in the pictures on the next two
slides.

What do you notice?

One store

is

organized.

One is

cluttered.

Organization makes things easier to locate. These shoes are classified by brand
and size in order to organize information to make it easier to find.

Day 1 – Shoes, shoes, shoes..

Now, what I am about to say may seem crazy,
but I would like you all to gather in a standing
circle around the carpet…

Step 1

Now that we are in a circle… everyone take off
their RIGHT shoe and JUST their RIGHT shoe
and place it in the center of the carpet. Do not
toss it, because we all need to be able to see
them upright.

Next

As a group, let’s choose two set characteristics
of the shoes and then sort them into two
groups.

For example, laces or no laces.

Next

As a group, let’s choose two set characteristics
of the shoes and then sort them into two
groups.

For example, laces or no laces.

Next

Now, we will take group one and choose
another set of characteristics to sort them into.

We will continue to do this until all the shoes
from Group 1 are sorted.

Next

Now, we will take group one and choose another
set of characteristics to sort them into.

We will continue to do this until all the shoes
from Group 1 are sorted.

1. What is classification?
2. What are other ways you

can use classification in real-
life?

3. Is there more than one way

you could classify shoes?

Next

Now that we are done, let’s draw a web map in
our science journal to demonstrate how we
classified our shoes into different groups.

DAY 2

Welcome back to another day of classifying!

You are going to work in your table groups today and sort the
animals.

I will be passing out a group of cards and you and your table group
will sort them into groups.

You can either make a poster about how you sorted them or make a
PowerPoint. You will have 20 minutes to work and then I will give
you 10 minutes to write an explanation.

After your group will present it to the class.

DAY 3

vertebrates

HOW DO WE CLASSIFY

VERTEBRATES?

How do we classify vertebrates?

• We classify them by subphylum.

• Phylum is a level of classification rank below kingdom and above

class.

SUB

(UNDER)

PHYLUM

SUBPHYLUM

OR

CLASSIFIED

UNDER
PHYLUM

The scientific
classification chart

What animal is
included in
Kingdom, but not
phylum?

Why?

The butterfly, because it
is an insect. Insects are
part of the Kingdom, but
they are not an animal.

SO WHAT ARE THE VERTEBRATE

SUBPHYLUMS?

How do we classify invertebrates?

• There are more than a million

species

• Every invertebrate you know is also

known by a scientific name.

• Some Phylums of Invertebrates:

1. Mollusks
2. Worms
3. Cnidarians
4. Arthropods

• Mollusks- soft body, no bones;

snails, slugs, clams, squids

• Worms- wet/damp habitats;

roundworms, earthworms

• Arthropods- “jointed feet” or

bodies divided into parts; lobster,
grasshopper, spiders

• Cnidarians- jellyfish, coral

Dichotomous Key

• Used to ID unknown organism

• Answers a set of questions

Work Time

• Create your own

dichotomous key

• In pairs, choose five

animals and create your
own dichotomous key on
poster. It should include the
questions you ask.

• The example on the right is

for a badger, owl, turtle,
fish, tree frog.

Another Example

DAY 4

Welcome back to another day of classifying!

Today, you are going to do more investigation and research about
animals and how we classify them.

You will work on the science textbook pages (313 – 319) and (358-
361)

As you read, remember that active readers stay focused on the
topic when they ask – What fact or information does this sentence
ADD to the topic?

Early finishers can create a powerpoint/poster/song or movement
to represent the following key terms: classification, dichotomous
key, domain, genus, species, vertebrates, invertebrates

DAY 5

Today… we are going to be discussing classifying
another type of item.. Let’s watch this video first.

In your notebook, fill out the chart as we create it
together.

What We Know

Questions We

Have

What We
Learned?

These can live for over 4,000 years!

These only live for a few months!

In your notebook, fill out the chart as we create it
together.

Next, we are going to look at descriptions of
plants and determine if they are flowering
and non-flowering. You will follow along in

your science notebook.

Non-flowering

Non-flowering

Non-flowering

Non-flowering

Flowering

Flowering

Flowering

Flowering

Flowering