Differentiation Ideas
S5L1
S5L1. Students will classify organisms into groups and relate how they determined the groups with
how and why scientists use classification.
a. Demonstrate how animals are sorted into groups (vertebrate and invertebrate) and how
vertebrates are sorted into groups (fish, amphibian, reptile, bird, and mammal).
b. Demonstrate how plants are sorted into groups.
Differentiation ideas:
During your mini lesson, create a class anchor chart with the class to determine how animals are
sorted into groups. Divide a piece of chart paper into 2 sections. Label on vertebrate and the
other invertebrate. Begin by explaining the difference between the two groups. Write a brief
definition for each group on the chart. Then begin brainstorming the names of animals that will
fit in each group. Record the first few student responses in each category on the chart.
Assign one of the activities below to different groups of students depending upon their needs:
1. Ask students to divide their paper into 2 sections just like the anchor chart that was
completed during the mini lesson. Have them copy the definition for each group
from the class anchor chart to their paper. Then ask them to draw pictures of animals
that go in each group that are not listed on the class anchor chart. They may include
animals that were mentioned but not recorded on the class chart.
2. Ask students to divide their paper into 2 sections just like the anchor chart that was
completed during the mini lesson. Have them write a definition for vertebrate and
invertebrate in their own words. They may use the class anchor chart to help but
should not copy the definition word for word. Then ask them to write the names of
animals that go in each group that are not listed on the class anchor chart. They may
include animals that were mentioned but not recorded on the class chart.
3. Ask students to complete a chart that shows the difference between vertebrates and
invertebrates and identifies animals that belong in each group.
Complete a similar activity to the one described above to demonstrate how vertebrates are
sorted into groups (fish, amphibian, reptile, bird, and mammal). Start by creating a class anchor
chart during your mini lesson and then have students show what they have learned or extend
their learning by assigning different tasks to students.
Differentiated Informal Assessment Ideas:

Support:
Have students divide their paper into 2 sections. Label one section vascular plants and the
other section nonvascular plants. Ask students to draw pictures or write names of plants that
belong in each category.
On Target:
Have students write a few sentences describing a vascular plant and a few sentences
describing a nonvascular plant.
Extended:
Have students write a brief informational piece describing a vascular plant and a
nonvascular plant and then explain how they are different, or you may ask students to
complete a Venn diagram to compare and contrast a vascular plant and a nonvascular
plant.

Support:
Have students play "Animal Charades," acting out the behaviors of organisms classified as
animals.
On Target:
Have students cut out pictures of plants and animals from magazines or old books. Have
them sort the pictures to classify each organism as a plant or an animal.
Extended:
As students to write a sentence describing why classification is helpful to scientists.