Classifying Animals Unit
Lesson 1 of 8: Unit Introduction & Mammals
Subject: Science
Grade level: Kindergarten, First Grade, Third Grade
Standards
SC.F.1.1.5: The student compares and describes the structural characteristics of
animals.
LA.A.2.2.7: Students will compare mammals to learn characteristics similar in all
mammals.
Duration of lesson: 45 minutes to1 hour
Goal
Students will recognize that scientific classification groups all animals on the basis
of certain characteristics they have in common.
Essential Questions
What is a backbone?
Where is your backbone located? Feel your own.
What does your backbone do for you?
What characteristics do warm-blooded animals have?
Name some animals that have fur, animals with claws, etc
Do dogs lay eggs? Are puppies hatched from eggs?
Where do baby kittens come from? How are they being fed?
Objectives
The student will comprehend different ways in which animals can be grouped
The students will identify selected characteristics of animals
The students will know that structural characteristics of animals are used to group
them
Students will recognize that the animals they are going to classify are vertebrates
(have backbone).
Students will identify a mammal and lists three of its characteristics.
Assessments
Students will explore different animals’ pictures and name some characteristics.
Teacher observation/participation
Students will complete, “Is it a mammal?” chart
Vocabulary: backbone, fur, wool, warm-blooded, lungs, breathe, alive
Lesson Procedures
Introduction
To motivate the students begin the lesson by warming them up with the Animal
Classification Song “Animals Belong in Class.” Students read song lyrics from chart
paper. Then, ask students what they mean by classification and why we classify
things. Introduce the word classification by drawing on their previous knowledge of
geometric shapes and had the students find as many ways as possible to group the
shapes (i.e. shape, size, color). Help them transfer their knowledge to animals by
telling them that animals can be classified into different groups using similar criteria.
Discuss with students the process of separating animals into groups or categories so
that they are more easily studied and talked about by scientists and others. Ask them
how they think animals can be classified considering what they already know about
animals and classifying. Write down their answers. Ask them to specify new things
they would like to know about classifying animals? (Begin a KWL chart.)
Whole Class Activity
Explain that we are going to talk about vertebrates "backbone" by having
students touch their own backbone and "breathing with lungs" by having students
take deep breathes and feeling their chests move. Show poster showing some
vertebrates backbones and discuss pictures. Explain that backbone help to stand
stay straight and bend.
Tell students that scientists classify animals depending on the features they share and
that animals can be classified in a number of different ways. For instance, they can
be classified by the ways they are born, by what they eat when they are babies and
when they grow up, by their body structure, and their habitat.
Introduce the Mammal Video and tell them that mammal is the name of the first
group of animals they are going to learn about. Set purposes for watching the video:
remember the name of the animals mentioned and their characteristics. (If they
cannot write, the teacher will write some information for them on the board). After
watching the tape, discuss with the students characteristics of animals watched.
Discuss vocabulary. Complete the chart, “Is it a mammal?” with the whole class.
Small Group Activity
Let groups of 2-3 students explore mammals in animals’ book and after 10 minutes,
the group reporter share with the class their mammals’ names and characteristics.
Students explore different mammals in animals’ books and note at least three
characteristics.
Individual Activity
Complete the chart “Is it a mammal”?
Closing Activity
To bring a closure to the lesson, as a class, revisit what students said they know about
animal classifications, clarify some ideas if necessary, add new things they learned about
animals’ classifications. Review mammals and characteristics. Replay the Animal
Classification Song “Animals Belong in Class” while students read song lyrics from chart
paper.
Materials
 Chart Paper and markers
 Posters showing the classification groups
 Video Tape: Eyewitness-Mammal
 Worksheet
 Picture cards
 Books on animals and animal classification
 “Animals Belong in Class” song (on CD)
 CD player
Works Cited/Resources
 Video Tape: Eyewitness-Mammal
 TV/Video Player
 http://www.yahooligans.yahoo.com/content/animals/mammamls
 http://www.everythingesl/net/lessons/animalstwo
Misconceptions about mammals
a. All mammals do not live on land. There are also marine mammals (whale,
dolphin, etc.)
b. The bat is a flying mammal
Accommodations
Many adaptations were made to this lesson plan to reach the needs of all the
students, such as the use of visuals representations, hands-on materials, different
kinds of questions to help meet the needs of all students highlighting important
information, using visuals where possible and allowing some students to circle/draw
information instead of writing it.
Name_____________________________________
Date_________________
Is it a Mammal?
Name of
Animal
Cat
Parrot
Horse
Person
Elephant
Seal
Frog
Snake
Does it have
hair, fur, or
wool in its
body?
Is it
warmblooded?
Are babies
born alive?
Does the mother
feed its babies
milk?
Does it
breathe air
with lungs?
Is it a
mammal?
Classifying Animals Unit
Lesson 2 of 8: Reptiles
Grade: Kindergarten, First Grade, and Third Grade
Subject: Science
Duration of lesson: 45 minutes to an hour
Standards:
SC.F.1.1.5: The student compares and describes the structural characteristics of animals.
Essential Questions:
What characteristics do reptiles have?
Which animals are categorized as a reptile?
What different body coverings do reptiles have?
What characteristics do cold-blooded animals have?
Are reptiles cold-blooded? How do you know?
Goals:
Students will be able to identify what is a reptile by observing its characteristics.
Objectives:
Students will describe the physical characteristics of animals.
Students will recognize that reptiles have backbones.
Students will identify the characteristics of a reptile.
Students will be able to identify three animals that are reptiles.
Students will discuss the meaning of words and develop their vocabulary through the use of text, and
video.
Vocabulary: reptile, cold-blooded, backbone, hatch
Lesson Procedures:
Introduction
To motivate the students begin the lesson by warming them up with the Animal Classification Song
“Animals Belong in Class.” Students read song lyrics from chart paper. Teacher will continue the
lesson by reviewing the characteristics of mammals, and examples of mammals.
Whole Group Activity
Teacher will introduce the vocabulary words that will be seen throughout the day’s lesson. Teacher
will introduce the video on reptiles. Teacher will also set a purpose for watching: remember the names
of some animals from the video, and their characteristics. Students will then watch a short video on
reptiles. The teacher will ask questions to check for comprehension.
Small Group Activity
After watching the video students will be divided into groups of three or four students. The teacher
will then facilitate a word web, where the students can think of examples of reptiles they saw in the
video. Teacher will show students pictures of different animals. The students are to decide if the
animal is a reptile by observing its characteristics.
Individual Activity
Students will complete the worksheet, “Is it a Reptile?”
Closing Activity
Teacher will replay “Animals Belong in Class” while students read the words from chart
paper.
Materials:
 Video “The Classification of Vertebrates,” by Clearvue/eav
 Chart paper and markers
 “Is it a Reptile” worksheet
 Picture cards
 “Animals Belong in Class” song (on CD)
 CD player
Assessment:
Teacher observation of the students’ participation
Worksheet
Accommodations:
Both the picture cards and the video are a visual way for students to grasp the concept of reptiles.
Teacher Directed Instruction and questions will be aimed toward specific students to monitor
comprehension.
Works Cited/Resources:
Video “The Classification of Vertebrates,” by Clearvue/eav
http://yahooligans.yahoo.com/content/animals/reptiles/
http://www.nature.ca/notebooks/english/reppg.htm
http://netvet.wustl.edu/reptiles.htm
http://www.kidport.com/RefLib/Science/Animals/AnimalIndexV.htm
http://www.everythingesl.net/lessons/animalstwo.php
Classifying Animals Unit
Lesson 3 of 8: Amphibians
Subject: Science/Language Arts
Grade level: Kindergarten, First Grade, Third Grade
Standards
SC.F.1.1.5: The student compares and describes the structural characteristics of animals.
S.C.F.1.1/SC.F.1.2: The student describes pattern of structure and function in living things
LA.C.1.1/LA.C.2.2: The student uses listening strategies effectively.
LA.C.2.1/LA.C.2.1: The student uses viewing strategies effectively.
Duration of lesson: 1 hour
Goal: Students will compare and describes the structural characteristics of amphibians and describe
how their organisms change as they grow and mature. They will describe the life cycle of amphibians.
Essential Questions
How do amphibians might adjust their body temperature when the environment is too cold or too hot?
Why do you think it is important for amphibians to have a moist, permeable, thinned skin?
How is the amphibian different in the larval stage and the adult stage?
What is another word for metamorphosis?
How many types of amphibians are there?
How are toads and frogs similar and different?
Objectives
Students will observe and note characteristics of amphibians.
Students will be able identify three reptiles.
Students will classify animals as amphibian or not amphibian.
Student will describe the life cycle of a frog or a toad.
Students will read/listen for information.
Content Summary
Amphibians are vertebrates; they are called cold-blooded. They have soft, generally moist hairless
thinned-skin without scales. They go through a two-stage life cycle, a larval stage and an adult stage
and experience a metamorphosis or change. Some amphibians live in two places - on land and in
water.
Vocabulary: metamorphosis, breathe, cold-blooded, moist, gills, larva, hatch
Lesson Procedures
Introduction
To motivate the students begin the lesson by warming them up with the Animal Classification Song
“Animals Belong in Class.” Students read song lyrics from chart paper. Recall why scientist classify
animals, review characteristics of mammals and reptiles. Use Animals Posters showing a diversity of
animals, and ask students to point to the mammals and show what attributes they have. Do the same for
the reptiles.
Whole Class Activity
Introduce the Amphibians Video and tell them that amphibian is the name of the third group of animals
they are going to learn about. Set purposes for watching the video: remember the name of the animals
mentioned and their characteristics. (If they cannot write, the teacher will write some information for
them on the board).
After watching the tape, discuss with the students characteristics of animals watched. Help them
identify these three characteristics:
 They are cold-blooded; this means that amphibians do not hold their body temperature constant
like mammals, but their body temperature depends upon that of the immediate environment.
 Most amphibians have a special thin moist skin that helps them breathe; this skin is very
permeable (allowing liquids and gases to pass through it easily).
 Most amphibians lay eggs, which hatch into larvae and undergo an amazing transformation (or
metamorphosis) as they move from larval to adult stages.
Complete the chart “Is an amphibian?”
Small Group Activity
Let group of 2 to 3 students go to the computer to complete “Classifying Critters Activity” # 2, 3, and
5 online on the following website: www.hhmi.orgcollscience/critters/critters.html. They will print out
their worksheet for teacher evaluation. While a group of students is using the computers, others are
classifying animals’ cards in groups.
Closing Activity
Wrap up the lesson by reviewing the characteristics of the amphibians - Write in the KWL what
students have learned about animals’ classification. Sing the Animal Classification Song “Animals
Belong in Class.”
Materials
 Posters showing amphibians and life cycle of a frog or toad
 Video Tape - TV/Video Player - CD/D Player
 “Animals Belong in Class” song (on CD)
 Worksheet
 Picture cards/cards labeled mammal, reptile, and amphibian
 Websites
 “Is it an Amphibian” worksheet
Assessment
Students will explore different animals’ pictures, identify amphibians, and name three characteristics.
Teacher observation/Participation
Students will complete: “Is it an Amphibian?” as a whole group
Students will classify animals’ cards in reptiles, amphibians, and mammals.
Students will go online to classify reptiles, amphibians, and mammals.
Works Cited/Resources
 Video Tape: “The Classification of Vertebrates” by Clearvue/eav
 TV/Video Player
 Books:
1. Jumpy, Green, and Croaky
WHAT AM I? by Moira Butterfield and Wane Ford.



2. Frog and Toad are Friends by Arnold Lobel
http://www.yahooligans.yahoo.com/content/animals/mammamls
http://www.stlzoo.org/animals/abouttheanimals/amphibians/
www.hhmi.orgcollscience/critters/critters.html
Accommodations
Many adaptations were made to this lesson plan to reach the needs of all the students, such as the use
of visuals representations, hands-on materials and different kinds of questions to help meet the needs
of all students. Using visuals whenever possible helps the students remember information better,
especially in kindergarten and first grade, as well as the less proficient third graders. Allowing the
students to use as much time as they need for the written assignment is important as well.
Name_________________________________
Date___________________________
Is it an Amphibian?
Name of
Animal
Salamander
Duck
Horse
Frog
Toad
Seal
Snake
Does it leave
on land and
water?
Does it have
smooth wet
skin without
scales?
Does it hatch
from eggs?
Does it go
through a
two-stage life
cycle?
Is it coldblooded?
Is it an
amphibian??
Classifying Animals Unit
Lesson 4 of 8: Birds and Fish
Grade: Kindergarten, First Grade, and Third Grade
Subject: Science and Reading
Duration of lesson: 45 minutes to an hour
Standards:
SC.F.1.1.5: The Student compares and describes the structural characteristics of animals.
LA.A.2.2.7: Students will use a Venn diagram to compare and contrast fish and birds.
Essential Questions:
What characteristics do birds have?
What characteristics do fish have?
Which animals are categorized as birds?
Which animals are categorized as fish?
What different body coverings do birds have?
What kinds of body coverings do fish have?
How are birds and fish the same?
How are birds and fish different?
Goals:
Students will be able to identify birds and fish by observing their characteristics, as well as finding the
similarities and differences between the two animals.
Objectives:
Students will describe the physical characteristics of animals.
Students will recognize that birds and fish have backbones.
Students will identify the characteristics of a bird, and those of a fish.
Students will be able to identify three animals that are birds and three that are fish.
Students will discuss the meaning of words and develop their vocabulary through the use of text, and
video.
Vocabulary: bird, fish, feathers, scales, gills, beak, backbone, hatch
Lesson Procedures:
Introduction
To motivate the students begin the lesson by warming them up with the Animal Classification Song
“Animals Belong in Class.” Students read song lyrics from chart paper.
Whole Group Activity
Teacher will describe an animal to the class. “This animal has feathers all over its body, some of them
fly, and it lays eggs.” The students will guess—desired answer: the animal is a bird. The teacher will
then introduce the vocabulary words and describe the characteristics that are related to birds. Discuss
the different kinds of birds. Teacher will show a poster of different kinds of birds and their
characteristics.
Teacher will continue by asking the students to guess which animal “Lays eggs, uses gills to breathe
and is covered with scales.” Students will guess Fish. The teacher will then introduce the vocabulary
words and describe the characteristics that are related to fish. Discuss the different kinds of fish. The
teacher will show a poster of the different kinds of fish, and their characteristics.
Small Group Activity
The teacher will show pictures of the two groups of animals, and the students must identify which
group it belongs to. The teacher will ask questions to check for comprehension.
Individual Activity
The teacher will then ask the students how birds and fish are alike. Which characteristics are the
same? Then the teacher will ask how birds and fish are different. Students will then complete the
Venn Diagram individually by cutting and pasting.
Closing Activity
Teacher will replay the Animal Classification Song “Animals Belong in Class,” while students read
song lyrics from chart paper.
Materials:
 Chart paper and markers
 Venn Diagram sheet
 Picture cards
 “Animals Belong in Class” song (on CD)
 CD player
Assessment:
Teacher observation of the students’ participation, and the Venn Diagram
Accommodations:
The picture cards are a visual way for students to grasp the concept of birds and fish. The teachers
lecture and questions will allow her to check for comprehension. For the kindergarten students, and
first grade students, the words will be written out and they will have to cut and paste in the appropriate
part of the Venn Diagram.
Works Cited/Resources:
 http://yahooligans.yahoo.com/content/animals/reptiles/
 http://www.nature.ca/notebooks/english/reppg.htm
 The Electronic zoo: http://netvet.wustl.edu/reptiles.htm
 http://www.kidport.com/RefLib/Science/Animals/AnimalIndexV.htm
 http://www.everythingesl.net/lessons/animalstwo.php
Classifying Animals Unit
Lesson 5 of 8: Comprehensive Review and Classification Activity
Subject: Science
Grade level: Kindergarten, First Grade, Third Grade
Standards:
SC.F.1.1.5: The student compares and describes the structural characteristics of animals.
Duration of lesson: 45 minutes
Goal
Students will recognize that scientific classification groups all animals on the basis of certain
characteristics they have in common.
Essential Questions
What characteristics describe a mammal?
What characteristics describe a reptile?
What characteristics describe an amphibian?
What characteristics describe a bird?
What characteristics describe a fish?
Objectives
The student will recognize the different groups of animals.
The students will identify selected characteristics of animals.
The students will know that structural characteristics of animals are used to group them.
Assessments
Students will revisit exploring different pictures of animals and name some of each animal’s
characteristics.
Teacher Observation/Participation
Vocabulary: Review previous vocabulary words: backbone, fur, wool, warm-blooded, lungs,
breathe, alive
Lesson Procedures:
Introduction
Revisit KWL chart, reviewing the KW and then adding new information under the “L” column.
Whole Class Activity
Put Web transparency on overhead. Students will work together (K and 1—Teacher Directed;
3rd—small groups then Teacher Directed Review) to fill in three characteristics of each
animal.
Small Group Activity
Students will be given a bag full of 10 animal pictures on magnets. Students will then sort t he
animals together onto the magnetic board. (Third Grade--If there is a disagreement the student
will have to justify their reasoning by explaining what characteristics the animal has to their
classmates)
Closing Activity
Teacher will review the KWL chart, the Web and the magnet board sorting activities,
emphasizing on the characteristics of each animal group. Teacher will then replay the song
“Animals Belong in Class,” while students read song lyrics from chart paper.
Materials
 Posters showing the classification
 Overhead
 Transparency
 Picture cards on magnets
 Magnet boards
Works Cited/Resources
 http://www.yahooligans.yahoo.com/content/animals/mammamls
 http://www.everythingesl/net/lessons/animalstwo
Accommodations
Many adaptations were made to this lesson plan to reach the needs of all the students such as, use
of visuals representations, hands-on materials, different kinds of questions to help meet the needs
of all students highlighting important information, using visuals where possible.
Classifying Animals Web Review
Mammals
Reptiles
Vertebras
Amphibians
Birds
Fish
Classifying Animals Unit
Lesson 6 of 8: Internet Search activity and presentations
Subject: Science/Language Arts
Grade level: Kindergarten, First Grade, Third Grade
Standards
SC.F.1.1.5: The student compares and describes the structural characteristics of animals.
S.C.F.1.1/SC.F.1.2: The student describes pattern of structure and function in living things
LA.C.1.1/LA.C.2.2: The student uses listening strategies effectively.
LA.C.2.1/LA.C.2.1: The student uses viewing strategies effectively.
Duration of lesson: 2 hours
Goal
Students will use technology to further their knowledge on the different classifications of animals.
Students will focus on one group of animals and present their findings to the class.
Essential Questions
How do we research information on the Internet?
What are the characteristics of each of the animal classification?
What are some different animals in each animal classification group?
Objectives
Students will use the Internet to research one group of animals.
Students will identify what their animal of choice eats, where it lives, when it sleeps and how it looks.
Students will be able to present factual information effectively to classmates.
Vocabulary: Internet search, mammal, reptile, bird, fish, amphibian
Lesson Procedures
Introduction
To motivate the students begin the lesson by warming them up with the Animal Classification Song
“Animals Belong in Class.” Students read song lyrics on chart paper. Review why scientists classify
animals.
Whole Class Activity
Introduce the Internet Search and tell the students that they will each be assigned to a group of animals.
They will search the Internet together. Kindergarteners will work with a partner to find information on
one animal in their group, first graders will work in groups of three to find information on two animals
in their group, third graders will work in groups of four or five and each student will report on a
different animal. They will be responsible for finding out what their animal eats, where it lives, when
it sleeps and how it looks. They will also be able to include their favorite fact about the animal. They
will write down the information on their “Animal Report Form”. Teacher will give example of what
an “Animal Report Form” should look like; students will be given a chance to ask questions about the
project. Teacher will assign animal groups.
Small Group Activity
Let groups of 3 to 4 students go to the computer to research on their animal group. They will fill out
the “Animal Group” handout, writing down their names and up to six characteristics of their animal
group. Once each student has chosen an animal of their group, they will fill out the “Animal Report
Form” (third grade only). Students will complete a self-evaluation, “About our Report” handout (one
per group). Students will draw a picture of their animal after completing the handout.
Closing Activity
Students will present their information about their animal group to the class. After presentations,
students will sing the Animal Classification Song “Animals Belong in Class.”
Materials
 “Animal Group” handout
 “Animal Report Form” handout
 “About our Report” handout
 Websites
 “Animals Belong in Class” song (on CD)
 CD player
Assessment
Handout, “Animal Report Form”
Teacher observation/Participation
Works Cited/Resources
 http://search.yahooligans.yahoo.com/search/ligans?p=mammals
 http://search.yahooligans.yahoo.com/search/ligans?p=reptiles
 http://search.yahooligans.yahoo.com/search/ligans?p=birds
 http://search.yahooligans.yahoo.com/search/ligans?p=amphibians
 http://search.yahooligans.yahoo.com/search/ligans?p=fish
Accommodations
Many adaptations were made to this lesson plan to reach the needs of all the students, such as the use
of small groups. Some students are more used to doing Internet searches, so they will be able to help
the students who are not as confident searching the Internet. Repeating the song “Animals Belong in
Class” every day will also help students remember some characteristics that animal groups share.
Animal Group
Our animal group is _______________________________________________________.
Members of your group:
1.
2.
3.
4.
List as many characteristics of your animal group as you can find (no more than 6).
1.
2.
3.
4.
5.
6.
Name_________________________
Date__________________
Animal Report Form
My animal is a
__________________________________________________________________________________
My animal eats….
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
My animal lives….
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
My animal sleeps….
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
My animal looks…
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
My favorite fact about my animal is….
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Draw your animal in the box below.
About Our Report
Circle the right answer: Our report was about
1.
2.
3.
4.
5.
Mammal
Reptile
Fish
Bird
Amphibian
Group Members
1. ________________________________________
2. _________________________________________
3. _________________________________________
4. __________________________________________
5. __________________________________________
Great
We used the internet
and books
We drew and wrote
neatly
Our animal looks like
a real animal in our
drawing
We spoke clearly and
loud when we shared
our report
OK
Hard
Classifying Animals Unit
Lesson 7 of 8: Review, watch short film, test
Subject: Science
Grade level: Kindergarten, First Grade, Third Grade
Standards:
SC.F.1.1.5: The students will culminate the Classifying Animals Unit by visiting the Metro Zoo.
LA.C.1.1/LA.C.2.2: The student uses listening strategies effectively.
LA.C.2.1/LA.C.2.1: The student uses viewing strategies effectively.
Duration of lesson: 1 hour to an hour and a half
Goal
Students will review the different groups of animal classification.
Students will recognize animals that belong to each of the different groups.
Essential Questions
Why is it necessary to classify objects?
What are the five groups of animal classification?
What is an example of each of the groups of classification?
What are three characteristics of each of the groups of classification?
Objectives
The students will apply their new knowledge about the characteristics of each of the five groups
of animal classification.
The students will watch a short film on animals.
Vocabulary: classification, characteristic, mammal, reptile, amphibian, bird, fish
Lesson Procedures
Introduction
To motivate the students begin the lesson by warming them up with the Animal Classification Song
“Animals Belong in Class.” Students read song lyrics from chart paper. Begin lesson by reviewing
completed KWL chart. Review misconceptions that have been discussed (kindergarten and first
grade will be more teacher directed; third grade will be more of a student -led discussion).
Whole Class Activity
Students will watch short film. Third grade students will be required to write down three new facts
they learn from watching the movie. After the movie, third graders will share their facts with
tablemates. Kindergarten and first grade students will discuss the movie as a class. Students will be
given the opportunity to share something they learned.
Small Group Activity
Students will sort picture cards, discussing reasons behind their sorting.
Individual Activity
Students will complete Classifying Animals Assessment. (First two pages for kindergarten
assessment, first three pages for first grade assessment, all pages for third grade assessment.)
Closing Activity
Teacher will replay song “Animals Belong in Class,” while students read song lyrics from chart paper.
Materials
 Video
 Picture Cards
 Classifying Animals Assessment
 “Animals Belong in Class” song (on CD)
 CD player
Assessments
Teacher observation/Participation
Assessment
Works Cited/Resources

Misconceptions
 Review all misconceptions discussed during the unit
Accommodations
Many adaptations were made to this lesson plan to reach the needs of all the students involved.
Developmental abilities such as reading and writing enable the third graders to complete tasks
involving more writing, which is why the kindergarten and first graders discuss as a class as opposed
to writing their thoughts down. Also, since third grade is an FCAT grade, multiple choice questions
are used to prepare them for the types of questions they will see on the test.
Animal Classification Unit Rubric
Participation during whole group and small group activity
Students
Minimal participation
Off task most of the time.
Did not cooperate with group most of the
time.
Date: __________________
Participated most of the time.
Put forth adequate effort.
Cooperated with the group most of the
time.
Actively participated and put
forth effort and enthusiasm the
whole time.
Cooperated with the group the
whole time.
Display leadership skills.
Name: ________________________
Date: ____________
Classifying Animals
Cut out animals from Animal Pictures worksheet and paste them in the correct column.
Fish
Amphibians
Reptiles
Birds
Mammals
Animals Pictures Worksheet
Salamander
Iguana
Fish
Kangaroo
Giraffe
Snake
Whale
Turtle
Person
Rooster
Duck
Parrot
Jellyfish
Frog
Name: _____________________
Date: ___________________
What Am I?
Write the animal group under each picture. You will use some words more than once.
amphibians
birds
1. Robins have feathers. The female lays
hard-shelled eggs.
Robins are ____________________.
3.
Frogs have smooth, damp skin. The
female lays jellylike eggs.
Frogs are
________________________________.
5.
Whales have warm blood. Their bodies
are covered with hair.
Whales are ________________________.
7.
Rabbits have hair. The female feeds her
babies milk.
Rabbits are
_______________________________.
fish
mammals
2.
reptiles
Garter snakes have scales. The female
lays rubbery eggs.
Garter snakes are
__________________________.
4.
Turtles have scales. Turtles breathe with
lungs.
Turtles are
_______________________________.
6.
Penguins have beaks and feathers. They
give birth by laying eggs.
Penguins are _____________________.
8. Tuna have scales. Tuna breathe with gills.
Tuna are
_________________________________.
Name: _______________________
Date: _________
Classifying Animals Assessment
Part 1: Multiple Choice--Read each question and circle the letter that best answers the question.
1. What is one characteristic of all
mammals?
a. They have feathers.
b. They swim.
c. They run.
d. They breathe with lungs.
3. Choose the animal that is an amphibian.
a. Snake.
b. Lizard.
c. Frog.
d. Turtle.
2. What is NOT a characteristic of a bird?
a. They lay eggs.
b. They fly.
c. They are covered with feathers.
d. They have a backbone.
4. Choose the animal that is NOT a reptile.
a. Snake.
b. Tiger.
c. Alligator.
d. Salamander.
Part 2: Matching—Draw a line to match the animal to its correct group. You will not use all five
groups.
Amphibian
Bird
1.
2.
Fish
Mammal
Reptile
3.
4.
Part 3: Short Response (2 points)—Read the question below. Use details discussed throughout
the unit to answer this question in a complete sentence.
1. What are two DIFFERENCES between fish and birds?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Classifying Animals Unit
Lesson 8 of 8: Field trip to Metro Zoo
Subject: Science, Writing, Art
Grade level: Kindergarten, First Grade, Third Grade
Standards:
SC.F.1.1.5 The students will culminate the Classifying Animals Unit by visiting the Metro Zoo.
Duration of lesson: All day
Goal
Students will recognize animals from each of the five groups of classification.
Essential Questions
What is an example of a mammal?
What is an example of a reptile?
What is an example of an amphibian?
What is an example of a bird?
What is an example of a fish?
Objectives
The student will use new knowledge about the characteristics of each of the five groups of animal
classification.
The students will match animals to the group that they belong to.
The students will further knowledge about animals by participating in classroom presentations at
the Miami Metro Zoo.
Assessments
Students will be observed by teacher, and level of participation will be documented.
Students will take notes during field trip.
Vocabulary: mammal, reptile, amphibian, bird, fish
Lesson Procedures
Introduction
On the morning of the field trip, students will create notepads to take with them on the field trip.
Kindergarten and first grade students will use one sheet of computer paper folded and cut into four
equal parts and then stapled. Third grade students will each use two sheets of compute r paper
folded and cut into two equal parts and then stapled. Students will title their book Classifying
Animals and put their names on the cover. They will label each of the additional pages with one of
the categories of animals. Teacher will inform students that this book will be used for them to take
notes. Kindergarteners and first graders will draw one of each animal that they see, as well as write
its name. Third graders will extend this by writing at least two characteristics that make this
animal fit into that category.
Whole Class Activity
First and third graders will attend the “Classified Information” Program in the Ecology Theater (outdoor
auditorium) at Miami Metro Zoo’s Children’s Zoo. This program includes a live animal encounter and
allows students to discover the simple characteristics that divide vertebrates into their five classes.
Kindergarteners will attend the “Furry Friends” Program. This program focuses on mammals,
specifically pointing out that they come in many shapes and sizes and can live in the water, in the
treetops, or even underground. This program is hands-on, enabling students to recognize the differences
between some of the furry, warm-blooded friends and their unique characteristics.
Small Group Activities
Kindergarten and first grade students will participate in the Private Tram Tour. The tour around
the Zoo is privately narrated and takes the students to behind-the-scenes areas. Knowledgeable tour
guides inform riders of interesting Zoo animal facts and about the different sections of the Zoo.
In small groups, third graders will participate in a Walking Tour with a trained Docent guide.
The students will tour the different areas of the Metro Zoo including Africa, Asia, Australia or
the Aviary. Small groups with chaperones are used so students can get a more personal
experience.
Individual Activity
Students will complete their Classifying Animals booklet while touring the Zoo.
Closing Activity
After returning to school, the students will share the animals the y drew and write about in their
booklets with the class. Teacher will clarify any aspects where the students incorrectly categorized
animals or did not include correct information, while reviewing what each student brings to the
class discussion. Teacher will replay the song, “Animals Belong in Class,” while students read song
lyrics from chart paper.
Materials
 Computer paper
 Stapler
 Pencil
 “Animals Belong in Class” song (on CD)
 CD player
Works Cited/Resources
 http://www.miamimetrozoo.com/index.asp
Accommodations
Many adaptations were made to this lesson plan to reach the needs of all the students involved. For
example, Miami’s Metro Zoo offers many different Programs for School Groups but not all programs
were aimed toward the appropriate grade levels. While our original intentions were to have all three
grade levels participate in the same activities after reading the descriptions of the programs we realized
that accommodations were necessary and changes had to be made. The kindergarten activities are more
hands-on and the material presented to them will be better aimed toward them.