Animal and Plant Classification

On a recent field trip to the zoo, Mr. Hancock asked his students to take pictures of different animals. He asked his students to sort the animals into further groups.

How can the student develop a model to classify their animals?

Student A: Sea Turtle

Student B: rattlesnake

Student C: Neon Tetra (fish)

Student D: Green tree frog

• Students A, B, and D have reptiles because they have dry scaly skin and breathe with lungs. Student C has a fish because it has scales and breathes with gills.

• Students A and B have reptiles because they have dry scaly skin and breathe with lungs. Students C and D have to fish because they have scales and breathe with gills.

• Students A and B have reptiles because they have dry scaly skin and breathe with lungs. Student C has a fish because it has scales and breathes with fills. Student D has an amphibian since it starts with gills and develops lungs.

• Student B has a reptile because I have dry scaly skin and breathes with lungs. Student C has a fish because it has scales and breathes with gills. Students A and D have amphibian since it starts with fills and develops lungs.

Tags

NGSS.MS-LS4-2

Why might a scientist make this model a plant?

• to show the process of reproduction and seed formation

• to understand and explain how plants move toward sunlight

• to show the details of how the plant uses sunlight to make energy

• to understand and explain how plants transport materials internally

Tags

NGSS.MS-LS1-6

Which animals do X and Y MOST LIKELY represent?

• X is a reptile and Y is an amphibian

• X is an amphibian and Y is a reptile

• X is a mammal and Y is a fish

• X is a fish and Y is a mammal

Tags

NGSS.MS-LS4-2

These plants look different, but they all belong to the same group of plants. Which group do all three plants belong to?

• plants that produce seeds

• plants that produce flowers

• plants that produce spores

• plants that produce needles

Plants are officially classified according to all of the following EXCEPT

• temperature requirements (cool-season, warm-season)

• life cycles (annual, biennial, perennial)

• temperature tolerance (hardy, tender)

• life preference (indoor, outdoor, greenhouse

What does the picture show?

• seeds spreading, as the wind carries them to new locations

• pollination, as the pollen gets moved around inside the flower

• germination, as the seeds sprout into new flowers

• fertilization, as the dandelion makes new seeds

Which of the following types of wildlife are NOT vertebrates?

• birds

• reptiles

• mammals

• crustaceans

Which animals is the amphibian?

• The snake is an amphibian because it has no legs

• The alligator is an amphibian because it has large teeth.

• The frog is an amphibian because it has no scales.

• The turtle is an amphibian because it has a shell.

Both oak trees and pond apple trees produce fruit. Ater the fruits of these trees reach the ground, the seeds inside take root and begin to grow. What is the next stage of the life cycle of oak trees and pond apple trees?

• adult

• seed

• flower

• seedling

Which TWO questions could the student ask to classify the plants into groups?

• Does the plant need sunlight?

• Does the plant produce seeds?

• Does the plant make its own food?

• Does the plant have a root system?

• Does th eplant need water?