Science
SCI.III.2.1
Grade: K
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:
Explain characteristics and functions of observable body parts in a variety of
animals.
Constructing & 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.1.5 - Develop strategies and skills for information gathering and problem solving.
SCI.II.1.3 - Describe ways in which technology is used in everyday life.
SCI.II.1.4 - Develop an awareness of and sensitivity to the natural world.
Vocabulary / Key Concept
Context
Observable characteristics:
• fur
• scales
• feathers
• horns
• claws
• eyes
• quills
• beaks
• teeth
• skeleton
• muscles
• exoskeleton
Vertebrate and invertebrate animals:
• humans
• cows
• sparrows
• goldfish
• spiders
• insects
• crayfish
Functions:
• insulation
• support
• movement
• food-getting
• protection
Knowledge and Skills
•
Resources
Coloma Resources:
Students will categorize animals according to its
characteristics and how those characteristics
work.
•
Newbridge Discovery Links (and reproducible
book):
•
•
•
•
•
•
Insulation: fur, feathers, blubber
Support: exoskeleton (outer)
endoskeleton (inner)
Food getting: claws, beaks, teeth
Protection: quills, horns, claws, eyes
Movement: legs, wings, fins, webbed feet
•
How Animals Move
Scott Foresman Big Book:
•
Jump Into the Jungle
•
ZooPhonics Program
•
All About Animals Photo Library
(Lakeshore AA191)
Other Resources:
•
BCISD Video Conferences
Instruction
Assessment
Benchmark Question: What are the functions of
observable body parts of animals?
Children will sort animal cards into given
categories listed under the Instruction section.
Focus Question: It’s a part; what’s its function?
Using “Animal Photo Library” have children sort
15 picture cards into three categories.
Students will select a familiar animal to analyze. All
of the observable body pats of the chosen animal
will be listed. The students will work to put each of
the body parts into at least on of the function
categories:
14 – 15 correct – Secure Level
10 – 13 correct – Developmental
0 – 9 correct – Beginning
•
Insulation
•
Support
•
Movement
•
Food Getting
•
Protection
and/or
Students will sort animal cards into categories:
Which animals have
•
Wings?
•
Claws?
•
Fur?
•
Scales?
•
Beaks?
•
Feathers?
•
Horns?
•
Quills?
•
Teeth?
•
Muscles?
•
Skeleton/Exoskeleton?
Teacher’s Comments
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.