Melissa Reath
Day3SMARTBoardLessonPlanREATH
Essential Questions:
How are living things classified?
Why are living things classified?
Student Objectives:
1. Students will be able to define vocabulary terms of: classify, kingdom,
phylum, class, species.
2. Students will be able to classify objects based on characteristics.
3. Students will be able to identify why there is a classification process.
State Standards:
Science
3.1.4.A1: Classify plants and animals according to the physical characteristics
that they share.
3.4.5.E7 : Describe the relationships between organisms in different ecosystems.
Materials Needed:
SMARTBoard file for Classification of Animals
Letters for Acronym Activity
Name Sticks for random SMARTBoard Contributions
Anticipatory Set:
Teacher will have students arrange themselves on either side of the room
according to: wearing glasses; long, dark, hair; types of shoes. Ask students if
they know what we just did. Explain that this is the process of classifying, using
certain characteristics to place into groups.
Procedures:
1. Display the SMARTBoard file for Classification of Animals.
2. Slide #3 (first two are introductory for the teacher only).
 What does it mean to classify?
 Call on a student randomly (may use name sticks) to come to the
SMARTBoard to classify the pictures. Ask the class what
characteristics the student is using to classify.
 Move the black boxes at the bottom of the page to reveal the
answers to the question (Classifying means to put things into
groups! By observing and comparing and contrasting the objects!)
3. Slide #4
 Graphic Organizer for Sorting
 Call on a student to reveal the categories by touching the labels –
categories will appear
 Categories are walks, swims, flies
Melissa Reath
Day3SMARTBoardLessonPlanREATH

4.
5.
6.
7.
8.
Call on students one at a time to slide an animal into the graphic
organizer: Note that some animals will be in one, two, or three
categories
 Have class discuss if the classifications are correct
 Discuss how an animal was be classified by more than one method
Slide #5
 Social Studies connection - Map of US and information on Lewis
and Clark 1804-1806
 Point out that we can make connections between subjects. Give
background information on the Lewis and Clark expedition. Lewis
and Clark and their team were to find a route between the Atlantic
and Pacific Oceans as well as collect samples and provide
descriptions of the plants and animals they encountered. Then,
biologists took on the task of classifying these samples thus
beginning out system of classification.
Slide #6
 Reasons why we classify
 Have a student reveal Reason #1 – Makes it easier to
communicate when an animal has only one name.
 Have a student reveal Reason #2 – Helps to organize the
information.
Slide #7
 Take Note:
 The classification system is always changing.
 Started with just the kingdoms of plants and animals but now
includes: Archaebacteria, Eubacteria, Protists, and Fungi
Slide #8
 Classification System Interactive
 Have a student pull down arrow to reveal the acronym used to
remember the classification system:
i. King
Kingdom
ii. Philip
Phylum
iii. Can
Class
iv. Only
Order
v. Find
Family
vi. Green
Genus
vii. Shoes
Species
 Practice using the acronym: Give students a letter, have them
stand in order. Each student says the acronym in order and then
each student will say the classification system that goes with that
letter. Exchange letters if time permits.
Slide #9
 Classification chart for the grey wolf species. This reveals the
classification system from kingdom to species. It also reveals
information about each step of the system.
Melissa Reath
Day3SMARTBoardLessonPlanREATH

Have a student pull out the orange tab to reveal a question:
Describe one advantage of having a classification system?
 Have a student pull out the blue tab to reveal the answer: A
classification system helps to organize.
9. Slide #10
 Activity interactive with vocabulary practice:
i. classify
put an organism in a group (by characteristics)
ii. class
the next level of classification after phylum
iii. kingdom
the highest level of classification
iv. phylum
the second highest level of classification
v. species
the lowest level of classification
 Have students come up to drag vocab word to its definition.
 CHECK
10. Slide #11
 Copy of workbook page – have students answer questions by
volunteering – may write their answers on the board.
11. Slide #12
 Answers to workbook page – check as needed
12. Slide #13
 Link to A – Z animals website
i. www.a-z-animals.com
 Have students choose and animal of their choice to read about and
review fact box which reveals information on classification. Write
down kingdom, phylum, class, and species. Also include habitat,
prey, and predators for a later assignment.
13. Slide #14
 Show the link to blabberize as part of a reinforcement activity
students will conduct with their animal of choice.
 Explain that they will keep this animal and will work with the animal
later in the year on further projects.
Closure:
Teacher states: Today, we examined how animals are classified, letting us know
if they are related to one another. We also learned the importance of classifying
– who can tell me the reason? (organize and communicate) We will be learning
more about the animal you have chosen throughout the year when we discuss
habitats and food chains.
Reinforcement Activity:
Students will complete a Screen shot of their animal and using Blabberize, will
report the following information: kingdom, phylum, class, species, habitat, prey,
and predators.
Assessment:
Students will complete the guided practice activity as a class and check their own
answers.
Melissa Reath
Day3SMARTBoardLessonPlanREATH
Students will complete SMARTBoard interactive to define vocabulary.
Students will create a character at Blabberize and report the following
information: kingdom, phylum, class, species (name of animal), habitat, prey,
and predators.
Students will be able to state the reason for classification.