Science
Strand:
SCI.III.2.1
Grade: 5
Using Scientific Knowledge in Life Science
Standard:
Organization of Living Things - All students will use classification
systems to describe groups of living things
Benchmark:
Compare and classify organisms into major groups on the basis of their
structure
Constructing and Reflecting:
SCI.I.1.1 - Generate scientific questions about the world based on observation.
SCI.I.1.5 - Use sources of information in support of scientific investigation.
SCI.II.1.1 - Evaluate the strengths and weaknesses of claims, arguments, or data.
Vocabulary / Key Concepts
Context
Characteristics used for classification:
• vertebrates/invertebrates
• cold-blooded/warm-blooded
• single-cell / multicellular
• flowering / nonflowering
Representative organisms:
• dog
• worm
• snake
• Amoeba
• geranium
• bacterium
• insect
• mold
Groups of vertebrates
• mammals
• birds
• fish
• reptiles
• amphibians
Observation tools:
• hand lens
• microscope
Knowledge and Skills
Compare and classify organisms into major groups on
the basis of their structure.
Resources
Coloma Resources:
Amazing Animal Facts – DK Pub. 2003 –
Whole book
Other Resources:
• Michigan Teacher Network Resources
•
Scope Unit – Cell Theory and
Biological Organization (Sixth)
•
The Budding Botanist. AIMS.
http://wwws.aimsedu.org/aimscatalog/
default.tpl
•
Exploring Environments. AIMS.
http://wwws.aimsedu.org/aimscatalog/
default.tpl
•
Project WILD.
http://www.projectwild.org/
•
Unique U. AIMS.
http://wwws.aimsedu.org/aimscatalog/
default.tpl
Videoconferences Available
For more information, see
www.remc11.k12.mi.us/dl or call Janine
Lim 471-7725x101 or email
jlim@remc11.k12.mi.us
III.2.MS.1
Classification from the Cincinnati Zoo
Animal Classification from the Columbus
Zoo
Classification Series from the
Indianapolis Zoo
Animal Classifications from the San
Diego Zoo
Instruction
Students need several experiences classifying
organisms in order to understand better the key
scientific concepts of diversity and unity of living
things.
• Each student should be given a similar set of
15-20 pictures of vertebrate and invertebrate
animals.
• Have them sort the pictures into different
groups, according to their own classification
system. Have them repeat this process two
more times, using different classification rules
each time.
• Students will record each sort on paper, give
each group a title and list common
characteristics they used to classify these
organisms.
• Pair students and have them share their data.
The team will use their data to select a system
that they think will work best.
• Continue combining pairs of students and have
them share their method until the entire class
agrees upon one system.
• Discuss, as a class, the titles and identify
characteristics for each group.
Students should become familiar with terminology
contained in the key concepts. They should be
introduced to more formal classification systems,
such as a dichotomous key (a tool used by
scientists to classify organisms).
Assessment
Students will classify a variety of organisms into
groups according to their structure. Students will
use the following categories:
• vertebrate/invertebrate
• categories of vertebrates:
• mammals
• birds
• fish
• amphibians
• reptiles
• single-celled/multi-cellular
• flowering/non-flowering
These categories could be used in class games such as
Jeopardy or Concentration.
Scoring Rubric
(give rubric to students prior to activity)
Criteria: Correctness of classification:
Apprentice - Classifies with 60%-69% accuracy.
Basic - Classifies with 70%-79% accuracy.
Meets - Classifies with 80%-99% accuracy.
Exceeds - Classifies with 100% accuracy.
Criteria: Identification of common characteristics
Apprentice - Lists one common characteristic for each
category.
Basic - Lists two common characteristics for each
category.
Meets - Generalizes several key characteristics for
each category.
Exceeds - Compiles a detailed description of common
characteristics for each category.
Teacher Notes:
“Animals and plants have a great variety of body plans and internal structures that contribute to their being able to make
or find food and reproduce. Similarities among organisms are found in internal anatomical features, which can be used to
infer the degree of relatedness among organisms. In classifying organisms, biologists consider details of internal and
external structures to be more important than behavior or general appearance.” (BSL)
The middle school classification benchmark does not require students to be able to name or classify
organisms into the major kingdoms, or to explain the difference between plant and animal cells. These two
ideas are included in the corresponding high school benchmark (III.2.HS.1). Students are not responsible for
knowing the difference between bacteria and viruses, or among various types of single-celled organisms: The
organisms listed in the real-world contexts are only examples to be used in instruction, not organisms that
students must commit to memory.
Focus Question: Using a variety of classification systems, how can we classify different groups of
organisms?