For example, Ashlynn could pick the name Sponge Bob. . The answer is written in the appropriate square on the Name Game sheet. Guess the animals in the second food chain and write for yourself. Every living thing needs energy in order to live. When you teach kids of how to classify animals, it may not be possible to explain it all in one go. Grade 3, Unit 3L.1. To prepare for the following lessons, gather fields guides and other materials that show pictures and give information about classifications of animals and their properties. Plants are very helpful to us. Sign up for our Interactive Classroom - Coming Soon! The plants which creep on land or need support of others to climb are called climbers. develop a simple classification system for grouping organisms. Remember, the properties are characteristics that cannot change. One person thinks of a specific animal and its properties and says, Im thinking of an animal. The other students ask yes-no questions about the animals properties in an effort to guess its identity. at the end of the video , there are many questions . This will show them that there are many ways to group, or classify, animals. A bud is an undeveloped shoot from which leaves or flower parts grow. Organisms with similar anatomical and morphological characteristics are placed in one group while those with different structures are grouped separately. We obtain wood from trees which is used to build houses. Students report to the class about how they have grouped their animal cards. Student C: Does Runner have straight hair? About This Chapter Make this chapter available to your 3rd graders as they go over the classification of animals. Some animals eat plants, some animals eat other animals. For example, Student A: Does Runner have curly hair? The teacher takes the list and asks, What properties of these students can we ask questions about? Classification of plants and animals. Students may think that humans are not animals. 2.1.4 Look for simple patterns in observations made. They provide us with foods such as fruits and vegetables. 5 Psychological Traits That Would Help In Giving A Longer Life. The game continues in this manner until the students have enough information to guess the identity of one student. Students use the classification properties used in previous games (lays eggs, has feathers, etc) or just ask, Is it an amphibian? and then use even more specific properties, such as color, size, how it moves, what it eats, where it lives, how it grows, etc., to help identify the animal. 1. have four limbs with digits ending in claws, nails, or hooves (except whales). Look at the following pictures. Students form small groups and take with them the animals cards that they created for. have hair on at least part of their body. The members of kingdom Animalia are further classified into different Phyla, Class, Order, Family, and Genus based on certain identifiable characteristic features. CLASSIFICATION OF ANIMALS Learning Objectives : To explain how animals are classified into groups. There are at least five million species on Earth, and some scientists believe there could be double that number. Leaves provide trees with all their food because they turn sunlight into food energy through photosynthesis. The plants which are very big and have longer lifespan are called trees. 5. Classifying your house. How do different organisms meet their needs for survival? 3.5.1 Use the observable characteristics of animals and plants to cluster them into meaningful groups. 2. What is classification? A given rank subsumes under it less general categories, that is, more specific descriptions of life forms. Animals are grouped, or classified, by similar characteristics. The children in the small group choose new names for themselves. Teacher: Yes. (writes Annie under Aphrodite in the box). You have already learnt about different types of animals in your previous class. Mammals are of different types and can be distinguished up into marine mammals, smaller mammals and larger mammals. However animals and plants differ from each These names could be any name, even names of objects. 2. Here are examples of two food chains. have three pairs of legs originating from the thorax. Eggs. You can also expand the number of properties to five, and use page 3 of the Worksheet. It also consists of seeds which are for propagation of plant. Teacher: Yes. Hang them up side-by-side, PO Box 137 Riderwood, MD 21139-0137 USA (410) 244-7507, PO Box 555 Nanyuki 100400 KENYA +254-62-32758. have three body parts: head, thorax and abdomen. 3. Teacher: Annie, are you Aphrodite? this video describes the classifications of animals. Coach the students not to look at each other or smile, as that might give their identities away. Think about the grocery store; is the The game continues until the students have guessed, one at a time, the identity of each student in the small group. Animal groups. Student D: Does Runner have wavy hair? Leaves also make the oxygen in the air that we breathe. This clip explains how fish, reptiles, mammals and birds are classified into groups based on shared characteristics. If an animal drinks milk when it is a baby and has hair on its body, it belongs to the mammal class. Reading comprehension and worksheet completion Individual work (20 min) 2. VIVIPAROUS ANIMALS are born live They depend on their mothers when they are THE CLASSIFICATION OF ANIMALS We can classify animals using different criteria: 3. Tunicates and lancelets are both invertebrates. S1 Topic 6: Classifying Animals 3 Steps: Revision whole-class activity (10 min) 1. Mammals are the largest class in the animal world. After becoming more familiar with the attributes of the classes of animals, students play the Name Game (from Activity 1) again, but this time, instead of using made-up names, they use animal properties and their classifications (mammal, bird, reptile, amphibian, insect, fish).
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