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Classification of Animals

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Classification of Animals - Page Text Content

FC: Classification

1: Welcome to my Mixbook technology curriculum project! The following pages are examples of work that students might create and publish following the directions of my Classicfication lesson plan found at the end of this Mixbook. Technology is a powerful motivator for students. They can create projects that are aesthetically pleasing and that can be published to share with other students, family, and friends. In addition to being viewed on the Web, a Mixbook creation can be printed out as a hard copy book that can be housed in the classroom, presented to the school library, or purchased by parents and guardians as a keepsake of their student's work. -Lindsay Hughes

2: The Linnaean System The Linnaean System is still used by scientists today. It was developed in the 1700’s by a Swedish doctor and botanist, Carlos Linnaeus . He classified all the know organisms into two large groups; the kingdom of plants and animals. His aim was to name all of the plants and animals know at that time. Linnaeus started with the idea that the smallest unit was the species and that each species was nested into a higher group.

3: Taxonomy Taxonomy is a term for classification of plants and animals. It puts them in groups by their characteristics to show their relationship to one another and then names them. Taxonomy uses Latin to name all living things so scientists around the world will recognize it regardless of their own language. It is made up of two parts (like a first and last name) the first part is the creature's genus and second it's species.

4: Similarities and Differences Similarities and differences are the basis for classifying living organisms. There are many different groups and categories scientists use to group the different organisms together. By distinguishing their characteristics and traits, it is easy to see the ways the organisms can be placed together. Classifying is also a normal occurance in our daily lives. We organize things together such as placing our pencils together and our notebooks together.

5: This is the same concept the scientist use for organizing things such as animals and plants.

6: Plants vs. Animals Plants and animals have differences in the ways they survive and adapt. Plants have the ability to turn sunlight into energy indirectly. Plants store their energy for later use in their chemical bonds. Plants also produce food that we consume. Animals are different because they have to hunt and consume their food for survival. Their bodies are made up of organs that work together and regulate their body just like our bodies do.

9: The Five Kingdoms First we begin by classifying all living things into the biggest group named kingdoms. Today most biologist divide these kingdoms into five groups, based on how the living things are the same, and how they are different. These are the five kingdoms accepted by most scientists: The Moneran Kingdom, The Protist Kingdom, The Fungi Kingdom, The Plant Kingdom, and The Animal Kingdom.

10: Vertebrates Animals with an internal skeleton made of bone are called vertebrates. Vertebrates include: mammals, such as humans and monkeys; amphibians; reptiles; birds; and, fish. Although vertebrates represent only a very small percentage of all animals, their size and mobility often allow them to dominate their environment.

13: Invertebrates More than 98% of the world species are invertebrates. Invertebrates do not have an internal skeleton made of bone. Some have a hard outer shell such as insects or crustaceans. There are many types of invertebrates, the most common include: insects, arachnids, crustaceans, and myriapods.

15: MixBook Lesson Plan SECTION ONE Author: Lindsay Hughes Email Address: lhughes07@hotmail.com Semester Created: Summer 2009 LESSON OVERVIEW Title: Classification Brief Description: In this activity students studying classification in science will create a Mixbook from mixbook.com describing and showing their acquired knowledge of classifying animals. ESSENTIAL QUESTIONS/GENERALIZATIONS: The student understands that the basis for classification is similarities. Students should be able to recognize the difference between vertebrates and invertebrates and know the classifications for vertebrates’ classes. ENGAGING QUESTION/SCENARIO: The teacher will engage students by explaining that a Mixbook is just like an online book they can create on their own. Mixbook allows the students to show their creativity and knowledge combined to make a nice presentable project. The teacher will show students an example of a Mixbook she had previously made. SUBJECT AREA(S) (Put an X by all relevant subject areas.) ___ Math X Science X Reading ___ Writing ___ Social Studies/History ___ Foreign Language X Art ___ Music ___ PE X Information and Technology Literacy GRADE LEVEL (Put an X by all relevant grade levels.) ___ Kindergarten ___ Grade 1 ___ Grade 2 ___ Grade 3 ___ Grade 4 X Grade 5 ___ Grade 6 ___ K-12 Elementary ___ K-12 Middle ___ K-12 Secondary ___ Secondary DETAILED LESSON DESCRIPTION GLE #1: The SWBAT explain that similarities are the basis for classification, classify animals as vertebrate or invertebrates, and classify vertebrate animals into classes (GLE Science, Characteristics and Interactions of Living Organisms , Strand 1 There is a fundamental unity underlying the diversity of all living organisms, Concept E - Grade 5) (Performance Standards 1.2, 1.4, 2.1, 2.7, 4.5) GLE #2: The SWBAT apply post-reading skills to comprehend and interpret text by summarizing and reflecting (GLE Reading, Strand 1 Develop and apply skills and strategies to the reading process, Concept H- Grade 5) (Performance Standards 1.1, 4.1) STUDENT ASSESSMENT The students will be using their learning notebooks throughout the lesson to record information they learn in each lesson. Student will be asked to summarize the reading passage of “Classification History” in their learning notebook. The students will also be asked to integrate art and science on two days of the lesson. The students will be asked to draw a scientist on day 2 and place pictures of vertebrates on the scientist for a grade. On day 3 students will create a web of invertebrates using pictures of invertebrates. Finally, the students will be graded based upon a rubric for the Mixbook. PERFORMANCE ASSESSMENT CRITERIA Mixbook Rubric or see the link from the front page of my pbworks account (“Animal Classification” Scoring Guide) COLLABORATION For this lesson you will be using many resources from your school. The library must be available for the class to use effectively. The computer teacher will also be needed to aid the teacher with any technology help or difficulties. The teacher must also ensure she can locate a computer for each student to use throughout the lesson. LESSON IMPLEMENTATION Students must be able to distinguish the difference between plants and animals and have a basic understanding that animals are divided into many different classes and names based on their characteristics. •This unit will take a total of 9 days with each lesson lasting 50 minutes. The students will be allowed an extra day if they are running behind. ACCOMMODATION OPTION ELL/IEP Students: In the art section of the lesson plan the student with IEP might struggle cutting out and gluing pictures, I would have to review their specific IEP and find other options for them to complete the assignment. Assistive Technology Needs: If needed, we will use the technology accommodations included in Windows XP. MANAGEMENT/ORGANIZATION TIPS This lesson is going to vary by the students’ ability to independently use the Mixbook program. As a teacher we must remember to give the students plenty of time to effectively finish the project. MATERIALS AND RESOURCES REQUIRED FOR UNIT •Learning notebook for each student (to keep homework and findings) •Ten items from students desk •“History of Classification” (reading passage) •Dictionary (optional) •White lab coat/ or large men’s white button up shirt •Spectacles or glasses (optional) •Masking tape •Safety pins •Cut out pictures of animals from magazines ( one from each vertebrate class) •Extra magazines for students to cut pictures out •Scissors •Glue •White drawing paper •Pencils •Crayons, colored pencils, and/or markers •Strand of beads •Silly putty in the shape of a worm •Silly putty for students •Computer for each stud TECHNOLOGY Web-based resources Mixbook UNIT PLAN FLOW CHART/TIMELINE This unit should take 9 days to complete but should be monitored for the students to have adequate time to finish their Mixbooks. This lesson is integrating science with reading, art, and information and technology literacy. The students are required to research and learn how to use a new program to present their information to the class. This unit also requires some collaboration in using resources around the school such as the library, computers, and technical help from the computer teacher. Day 1: Classification & History The teacher will begin the unit by introducing what classification is and its history of why scientists created it. The teacher will begin the class by having students classify ten items in their desks into at least three groups, and record their classification groups in their learning notebook. This will show students that classification is based on organizing items by their similarities. Next the teacher will being talking to the students about the history of classification. Students will read a short excerpt about the history of classification over viewing the Linnaean System and taxonomy. Students will have to summarize and look up unknown words from the passage and record them in their learning notebook along with their own summary and understanding of the history of classification. Day 2: Vertebrates The teacher will introduce the topic of vertebrates by dressing as MR.FAB the scientist; MR.FAB is an acronym to help them remember all the classifications of vertebrate animals (mammals, reptiles, fish, amphibians, and birds). The teacher will come in with wacky hair and dressed in a white lab coat with pictures of each class of vertebrate pinned on the coat. The students will have to indentify which class each picture belongs to. Students will draw and create their own version of MR.FAB and they must include examples of each class of vertebrate. Magazines will be provided for students to find pictures of vertebrates. The students will present their drawing to the class. Day 3: Invertebrates The teacher will catch the student’s attention by showing them a silly putty worm representing invertebrate versus a strand of beads representing vertebrates. The teacher will explain that invertebrates are much like silly putty because they do not have a backbone to hold them up. She proves her example by standing up the silly putty worm and watching it fall over. The teacher will give each student a small amount of silly putty and allow them to manipulate it for a few minutes. Then, she will show the students different example of invertebrates which make up 98% of our world species. The students will make a web using pictures of invertebrates in their different classes. Day 4: Mixbook Introduction The teacher will begin class by showing students her example Mixbook she made. The teacher will show students the introduction to using the Mixbook in front of the class. The students will be able to ask any questions they have about using the Mixbook program. The students will be allowed to create their own Mixbook account and begin trying out the different features it offers. The teacher will circle the room to clarify any questions the students might have. Day 5: Research in the Library The students will have the opportunity to research the classification of animals in the library. The teacher will divide students up, and half will look at the encyclopedias and the other half will use the card catalog or computer to find other useful books or sources. The students will copy any information down into their learning notebooks. Day 6: Research on computers Today the students will begin finding pictures they would like to use for their Mixbooks, they may also want to find additional information on educational sites that they may not have found in the library. Students who are ahead and have all the information they need may start typing out their information in a word document to use for their Mixbook. Day 7: Combine Research and Begin Mixbooks The teacher will bring up her example Mixbook once again for the class to view as the students being creating their Mixbooks. All students will have a computer to work independently. The school computer teacher will also be in the classroom for the next couple of days to aid the teacher in helping the students with technical difficulties. Students will be allowed to browse the internet for additional pictures or information they may still need. Day 8: Finishing Touches and Editing Mixbooks This will be the last class period for students to work on their Mixbooks. The teacher will hand out the rubric to ensure that students see exactly what they need to do. The students will have the entire class period to make any changes and /or edits that are needed. The teacher will allow an additional day if there are still several students who need extra time. Day 9: Publish and Present Mixbooks The teacher will begin class by asking students to each say the favorite thing they learned by making their own Mixbooks. The students will each publish their final version of the Mixbook and present to the class their own creation and design of classifying animals. The teacher will grade each Mixbook based on the rubric each student was given.

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