Lesson title: Classifying Vertebrates!
Grade level: Third grade
Objectives:
 Cognitive:
1. The students will identify that vertebrates have backbones and internal skeletons.
2. The students will identify examples of vertebrates.
Sunshine State Standards:
 SC.3.L.15.1: Classify animals into major groups (mammals, birds, reptiles, amphibians,
fish, anthropoids, vertebrates, and invertebrates, those having live births and those which
lay eggs) according to their physical characteristics and behaviors.
Materials:
 Appendix D
 Appendix G
 Five labeled buckets
 Pictures of animals
Science process skills:
 Observing
 Inferring
 Classifying
Learning Cycle Procedures:
Exploration (about 5 minutes)
The teacher will divide the class up into pairs. As a pair, students will feel the
backbones of their partners (the “bumps” on the back of their necks). The teacher will
demonstrate with the cooperating teacher to find each other’s backbone (up between your
shoulders).
Explanation (about 20 minutes)
The class will discuss their findings. “A great way to classify animals is by
looking at their skeletons. Those bumps are small bones, and they go all the way down
your back. They make your backbone.” (Show Appendix D and identify the backbones)
“Your backbone is made up of tiny bones all lined up together. These bones are
called vertebrae. Animals that have backbones are called vertebrates. What would happen
if we didn’t have backbones?” (Discuss answers)
The teacher will then explain to the students that there are five groups of animals
that are classified as vertebrates (MR. FAB – mammals, reptiles, fish, amphibians, and
birds). He or she will define each of the five groups and their characteristics. (Show
Appendix G) The teacher will then bring back Appendix D to look at and compare the
vertebrate pictures. He or she will ask the students, “Which animal has bigger bones, this
lion or this frog?” to make sure they are grasping the information and paying attention.
“Animals are placed into groups because they have particular features. For
example, birds have feathers, beaks, and wings, while fish have scales and live in water.”
Key terms:
 Vertebrate: animal with a backbone or internal skeleton
 Invertebrate: animal without a backbone or internal skeleton
Expansion (about 10 minutes)
The teacher will begin this stage by asking the review question, “How do you
think animals are placed into groups?” The students will play “Bucket Groups” to
classify vertebrates. There will be five buckets; each labeled mammals, reptiles, fish,
amphibians, or birds. The teacher will instruct students to drop their animal in the correct
bucket one their name is called to come up to the front of the classroom.
Assessments:
 “Bucket Groups”: The students will accurately place their animals in the correct bucket
for their animal. (Objective 1 and 2)
 The students will actively participate in the class discussion and accurately answer the
teacher’s questions when called on. (Objective 1 and 2)
Productive questions:
1. Does everyone in this class have a spine? (Attention-Focusing - Exploration)
2. What would happen if we didn’t have backbones? (Action - Explanation)
3. Which animal has bigger bones, this lion or this frog? (Comparison - Explanation)
4. How do you think animals are placed into groups? (How and Why - Expansion)
ESOL:
 Adaptations for activities and curriculum: (Objective 1 and 2)
o Level 1: The student will be allowed to work with a partner, especially if the
partner speaks the ESOL student’s native language. The teacher will also provide
a list of all the vocabulary terms a few days before. He or she will also go over the
terms with the student. The student will have a specific card for “Bucket Groups”
that already has his or her native language’s translation of the animal. The teacher
will also use step-by-step directions to the class to model for the student.
o Level 2: The teacher will circulate the room stopping at the student’s desk to ask
questions and assist in the activities. He or she will also pick a specific animal for
the student with the native language’s translation on it. The animal will hopefully
connect to student’s personal experience and culture.
 Adaptation for assessments: (Objective 1 and 2)
o Level 1 & 2: The student will not be called on to answer specific questions due to
him or her getting embarrassed from not knowing the answer or understanding the
question. Instead, answering the question orally or on paper privately to the
teacher will assess the student. The students will be allowed to ask an elbow
buddy for help during the “Bucket Groups” game.
Citations:
Colorado Unit Writing Project. (2004). [Third grade, Classifying Animals lesson
plan]. Lincoln Academy Charter School.
Core Knowledge. (2004). National Conference, third grade, MR. FAB.