Grade: 3 (from 4th)
Science
SCI.III.2.2
Strand:
Using Scientific Knowledge in Life Science
- Organization of Living Things
Standard:
All students will use classification systems to describe groups of living things
Benchmark:
Classify familiar organisms on the basis of observable physical
characteristics.
Constructing and Reflecting:
SCI.I.1.1 - Generate reasonable questions about the world based on observation.
SCI.I.1.2 - Develop solutions to problems through reasoning, observation, and investigation.
SCI.I.1.3 - Manipulate simple devices that aid observation and data collection.
SCI.I.1.5 - Develop strategies and skills for information gathering and problem solving.
SCI.I.1.6 - Construct charts and graphs and prepare summaries of observations.
SCI.II.1.4 - Develop an awareness of and sensitivity to the natural world.
Vocabulary / Key Concept
Context
•
•
Animals that look similar
- snakes, worms, millipedes
•
•
•
•
•
Flowering and not flowering plants
Pine tree
Oak tree
Rose
Algae
Backbone “Vertebrate”
Observable characteristics:
• fur
• scales
• skin
• feathers
• horns
• claws
• eyes
• quills
• beaks
• teeth
• skeleton
• muscles
• exoskeleton
• limbs
• roots
• leaves
• stems
• flowers
Functions:
• insulation
• support
• movement
• food-getting
• protection
Vertebrate and invertebrate animals:
• humans
• cows
• sparrows
• goldfish
• spiders
• insects
• crayfish
• owls
Knowledge and Skills
Resources
Coloma Resources:
Benchmark Clarification:
Plants and animals may have similar and/or
different features. Plants and/or animals may be put
into groups based on similarities and differences.
Students will:
•
•
•
Compare and contrast flowering (tulip) and
non-flowering (philodendron) plants
Compare and contrast vertebrates (snake)
and invertebrates (worm)
Compare and contrast endoskeletons
(human) and exoskeletons (lobster)
Discover the Wonder (Scott Foresman) – Grade 3
Module D, pg. 10 – 17
Note: Text does not include information on
vertebrates/invertebrates. Resources can be found in
Carolina Science and Math catalog.
Vertebrate Survey Set
Invertebrate Set
Sarett Visit – Owls and other cool animals!
Other Resources
Owl Cam – Web site with photos and narrative of
nesting owls and their owlets. FACINATING!
http://www.owlcam.com/index.htm
Resources (continued from column on right.)
“The Secret Life of Owls” – links to lots of resources on
the Carolina site – lots of info to accompany a teaching
unit about owls – evolution, diet, hunting, nesting,
quicktime videos and more.
http://www.carolina.com/owls/index.asp
The Owl Pages – Lots of information about owls
around the world – http://www.owlpages.com/
Carolina Biological – Tips – Owl Pellets – good
information to accompany a pellet dissection.
http://www.carolina.com/tips/98mar/tips398a.asp
Slide show – various bird beaks – with adaptation
information – excellent photos. –
http://www.teachersdomain.org/35/sci/life/colt/birdfood/index.html
Barn Owl Pellet Interactive Study – students compare pellet
dissection results with other students around the USA.
http://www.carolina.com/owls/form.asp
Quicktime video – What sounds do Animals Make?
– meshes nicely with the OwlCam sound clips –
http://www.teachersdomain.org/35/sci/life/colt/sound/index.html
Teacher Domain – Characteristics of Living Things
– lots of clips and images of various animals and
adaptations! AWESOME –
http://www.teachersdomain.org/35/sci/life/colt/index.html
Owl Pellet Bone Chart – Carolina Biological –
http://www.carolina.com/manuals/manuals8/Owl_Pellet_
Bone_Chart.pdf
Rat Skeleton Chart – Carolina Biological –
http://www.carolina.com/owls/guide/ratskeleton.pdf
Bird Skeleton Chart – Carolina Biological –
http://www.carolina.com/owls/guide/birdskeleton.pdf
Owl Pellet Student Study Manual –
http://www.carolina.com/manuals/manuals8/Owl_Pellet_
Study_Kit_tm.pdf
Instruction
Benchmark Question: How are groups of
living things classified?
Focus Question: How can observable
characteristics help us classify animals?
Assessment
OWL STUDY Or –
Post the six animal characteristics (backbone, skin, shell,
limbs, feathers, and scales) (See Key Concepts). Have
students brainstorm a list of animals for each of the six
categories. Students should then choose two of the
categories. Challenge each student to consider the similarities
and differences among the animals in the categories he or
she has chosen and to create one more division for each
category based on personal observation. Each student will
then design a graphic organizer that begins with animals
(Level I) and is
OWL STUDY
Or –Read a biography of Gregor Mendel to students
and discuss his contributions to the classification of
living things.
Divide students into groups of four. Provide
each group with a container filled with
approximately twenty different items. Ask each
group to find a small, inconspicuous item in the
container. Appoint one student in each group
to be the “timer” and record how long it takes
the group to find the item.
Challenge each group to divide the items in
their container into three groups or categories.
Groups then will explain the criteria they used
to group the items. All of the items will then be
returned to the container and the students will
divide the items into four groups or categories,
again providing their rationale. Repeat the
process once more, this time challenging the
groups to create five subdivisions.
With the items still sorted into five categories,
ask each group to find another small,
inconspicuous item and have the “timer” record
how long it takes the group to find the item.
Bring the whole class together and discuss the
differences in the two times. (Reflect on how
categorizing the items made it easier to find a
specific item.)
As a class, use one of the team’s groupings
and further subdivide. The class will then
create a graphic organizer of the new
groupings.
divided into two of the posted categories (Level II). From
there, the student will divide each of the two chosen
categories once more based on personal observation (Level
III). The graphic organizer is then completed by adding the
names of the animals from the original brainstormed list (Level
IV).
(Give students rubric before activity.) Scoring Rubric
Criteria Apprentice Basic
Meets
Complet
eness of
characte
ristics
Exceeds
Completes
Level II by
choosing two
of the posted
characteristics
; creates two
or more subdivisions for
each of those
characteristics
(Level III).
Completes
Level II by
choosing
two of the
posted
characterist
ics (Level
III is
omitted).
Completes
Level II by
choosing two
of the posted
characteristic
s; creates two
sub-divisions
for one of
those
characteristic
s (part of
Level III).
Completes
Level II by
choosing
two of the
posted
characterist
ics; creates
two subdivisions
for two of
those
characterist
ics (all of
Level III).
Complet Lists all of
eness of the animals
animals from the
brainstorme
d list that
fit the
characterist
ics (Level
IV).
Lists all of
the animals
from the
brainstormed
list that fit the
new divisions
(Level IV).
Lists all of
the animals
from the
brainstormed
list that fit the
new divisions
(Level IV).
Lists all or
more
animals that
fit the new
division
(Level IV).
Teacher Notes:
Use classification systems to describe groups of living things.
With the help of the big yellow bird or the purple dinosaur, children at an early age sort "which one doesn't
belong." There is a tremendous diversity of life forms. With over 1,500,000 identified organisms, biologists
need some way of organizing these life forms so they can be studied.
Students informally observe a wide variety of living things in and out of school. Just like scientists, they note
similarities and differences in their observations. At the elementary level, students focus on observable
characteristics. These informal categories will be challenged with the acquisition of additional knowledge of
anatomical differences, in particular those characteristics that are not observable.