Classifying Vertebrates

Designed by: Marian Davis, Meadowfield Elementary

Core Curriculum Objective: Classify vertebrate animals as belonging to the 5 groups (mammals, reptiles, amphibians, birds, fish). (2SLS-6)

Grade Level: Two         Subject: Science

Overview: Students will be able to classify vertebrate animals according to their body characteristics. They will observe pictures of different animals by searching the Internet.

Focus/Essential Question(s): How can we classify vertebrate animals? What makes them different/alike?

Time Frame: One fifty minute class period. One day for a field trip to the zoo.

Resources/Materials:Online Field Guides at http://www.enature.com/guides/select_group.asp

Computer with Internet access

Television

Averkey

Chart Paper

Student Science Journals

Culminating Assessment: Students will record in their Science Journals the 5 groups of vertebrate animals (mammals, reptiles, amphibians, birds, fish). They will then draw a picture of an animal to represent each group. The teacher will assess the student's understanding by using the following rubric. Animal Classification 

Rubric

Instructional Activities:

The teacher will begin the lesson by reviewing the concept that animals can be classified into two groups, the vertebrates and the invertebrates.

Ask students to predict how we could put the animals that are vertebrates into groups. Record their responses on the board.

Discuss the different groups that the students suggested. Help them to categorize using such terms as mammals, reptiles, amphibians, fish, and birds.

Make an Animal Chart using the names of the groupings discussed.

Show students pictures of animals using the online Field Guides at http://www.enature.com/guides/select_group.asp. Use an Averkey if possible to show the site on a TV screen so that all students will be able to see the pictures.

Choose a picture from the bird group. Ask students to identify the animal. Have them observe and describe the specific characteristics that make this animal a bird. Record these observations on the Animal Chart. Click on a different picture from the bird group. Discuss the observable characteristics of this animal.

Now look at the Animal Chart and see whether the bird characteristics match this picture.

Explain to students that these are the observable characteristics that make these animals birds.

Follow the same procedure by observing an animal in each group (reptiles, fish, amphibians, mammals).

Have students identify each animal, describe their observable characteristics, and record these observations on the Animal Chart under the appropriate heading.

Show students a different animal in each group and discuss whether the characteristics match.

After each observation and discussion, ask students to select one of the animals from each group to draw. Have them draw the picture to correspond to the appropriate heading (birds, fish, reptiles, amphibians, mammals).

Instruct students to be accurate in their drawings and to use detail.

After students have finished their drawings, have them play "What Animal Am I?" The teacher will tape a picture card of an animal to the back of each student without letting him/her know the identity of the animal. Have the students ask his/her classmates dichotomous questions to determine the identity of the animal. Encourage students to classify it as a vertebrate animal (Bird, fish, mammal, reptile, amphibian).

As a culminating activity on another day, arrange a field trip to the zoo. Tell the students that they are going on a science safari. Their job will be to classify the vertebrate animals according to their observable characteristics.

Extensions:

1) Invite a local veterinarian to provide visual aids such as x-rays to place on an overhead projector, charts of animal skeletons, and actual sample skeletons. Use these materials to help students observe the characteristics of vertebrates and the similarities and differences among the vertebrate groups..

2) Make animal dioramas.

3) Play a game in which the teacher supplies a list of animals. The students must tell why these animals are grouped together. Example: Animals Category Duck, trout, whale.................animals that swim Robin, butterfly, bat...............animals that fly

4) Have students complete the following research activity using information found on each animal in the online Field Guides at http://www.enature.com/guides/select_group.asp.

What Animal Would You Like To Be?

Gather information about this animal by using the online Field Guide. Draw or write the answers to the following questions:

* What animal did you select? 
* Where do you live? 
* What kind of foods do you eat? 
* How do you protect yourself? 
* Are you a mammal, bird, fish, reptile, or amphibian?