SCIENCE LESSON PLAN 3:

Classifying Organisms I. Objectives Students will be able to identify, distinguish, and classify characteristics of organisms using physical characteristics, body structures, and behavior. Students will understand how vertebrates are classified, characteristics that describe vertebrates, and characteristics that help us organize vertebrates. Students will be able to identify common vertebrates. (VA SOL Science) o 5.5 The student will investigate and understand that organisms are made of one or more cells and have distinguishing characteristics that play a vital role in the organisms ability to survive and thrive in its environment. Key concepts include b) classification of organisms using physical characteristics, body structures, and behavior of the organism c) traits of organisms that allow them to survive in their environment. o 5.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which a) items such as rocks, minerals, and organisms are identified using various classification keys. (VA SOL Health) 5.1The student will demonstrate the interpersonal skills necessary to build healthy relationships. Key concepts/skills include a) the development of positive social skills; b) the use of refusal and conflict-resolution skills; c) effective verbal and nonverbal communication skills that convey care, consideration, and respect for self and others. (VA SOL Technology) C/T 3-5.2 Identify and use available technologies to complete specific tasks. A. Identify the specific uses for various types of technology and digital resources. Demonstrate the ability to choose appropriate resources when completing assignments in various content areas. B. Communicate about technology with appropriate terminology. Use basic technology vocabulary in daily practice. C/T 3-5.2 Identify and use available technologies to complete specific tasks. B. Use content-specific tools, software, and simulations to complete projects. Use tools in various content areas as directed by the teacher. C/T 3-5.6 Plan and apply strategies for gathering information, using a variety of tools and sources, and reflect on alternate strategies that might lead to greater successes in future projects. A. Collect information from a variety of sources. Conduct research using various types of text- and media-based information. B. Apply best practices for searching digital resources. Apply effective search strategies that will yield targeted information. Identify basic indicators that a digital source is likely to be reliable.

C/T 3-5.7 Draw conclusions from research and relate these findings to real-world situations. A. Use research to support written and oral presentations. Apply research derived from digital resources to original work. Demonstrate how to cite digital resources when developing nonfiction reports and presentations. B. Apply knowledge when conducting research to develop accurate and balanced reports. Use best practice guidelines for evaluating research results. (NGSS) 3-LS3-1. Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. 3-LS3-2. Use evidence to support the explanation that traits can be influenced by the environment. 3-LS4-2.Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. II. Materials for Learning Activities Students will need computers with access to Animal Classification PowerPoint presentation (Google Docs), Internet access and references sources, pencil, and animal classification charts. Teacher will need Animal Classification PowerPoint presentation, laptop, and animal classification charts for students. III. Procedures for Learning Activities 1. Introduction (5 min) Review with students that the Animal Kingdom is divided into many categories (phyla), two of which are informally called vertebrates and invertebrates. Look over classification of organisms chart on the first page of the animal classification packet. Tell students that they will be exploring an interactive PowerPoint on animal classification including the classes of mammals, fish, amphibians, reptiles, and birds. While they are reading information about the different animals, they will be taking notes on the worksheet given. They will then take the quiz on the PowerPoint. Instructional strategies (1 hour) 1. Students will investigate the Animal Classification PowerPoint. 2. They will take notes as needed in the appropriate columns of the Animal Classification charts given to them. 3. After filling out the chart, students will complete the quiz within the PowerPoint to test their knowledge. 4. Students will then choose one animal and conduct research on it to complete one PowerPoint slide with information including: the animal name, a picture of the animal, the classification of the animal, whether it is a vertebrate or an invertebrate, and distinguishing characteristics about the animal.

5. Students will then each take about 2 minutes to present the PowerPoint slide to the class. Summary (10 min) The teacher will go over each animal class and ask students: What are the features of each? Why do you think some animals have backbones and some do not? What inferences can you make? How would you classify humans? Can you distinguish between vertebrates and invertebrates? What is the function of feathers/scales/gills/fins/fur? Extensions- Have students compare and contrast invertebrates with vertebrates. Have students choose a vertebrate animal and explain how its adaptations enable it to live in its environment.

IV. Assessment Ask students questions afterward: What are the features of each? How are vertebrates classified? What characteristics describe vertebrates? How do the characteristics help us organize vertebrates? Identify common vertebrates. Why do you think some animals have backbones and some do not? What inferences can you make? How would you classify humans? Can you distinguish between vertebrates and invertebrates? What is the function of feathers/scales/gills/fins/fur? PowerPoint slides created by students and presentation. Animal classification charts completed by students. V. Differentiation ELLs: Students may use resources available online or in the classroom to help with reading and writing. They may work with a partner to complete the assignment or get help from the teacher as needed. Lower students: Students may work with a partner or the teacher as needed. Each students PowerPoint slide will be suited to their own learning style because as long as the information required is included they may create it however they want. Higher students: These students may go above and beyond if they desire and add any extra information they want into their slide or make another slide about a different animal. VI. Health/Safety Safety risk: They could damage the computers, although I do not think there are any safety risks for the students themselves. Prevention strategy: Keep all liquids and food away from computers. Resolution strategy: Clean up computers.