Classification
Grade Level: 8th grade
Area of Study: Science, classification
Duration of Lesson: 45 minutes to an hour
Standards:
A-5: Connections
The study of earth and space science, life and environmental science, and
physical science are interconnected by
unifying themes.
C-2: Make Connections to Prior Knowledge.
Use prior knowledge of scientific facts, concepts, and investigations to make
predictions and help answer the question being investigated.
Objective:
The students will be able to correctly identify a species and be able to place
them into their correct classifications.
Rationale Statement:
In this lesson, the primary goal for learning is to understand classification. We
begin by using a guided notes worksheet and power point so students become
familiar with classification. After the notes are done, the students will use the
knowledge they’ve just acquired to create their own animal species. The
students are participating in this activity is to demonstrate their knowledge of
classifying living things by similar characteristics. The methods use activate
auditory, visual and kinesthetic learning styles.
Materials:
Teacher Materials:
Classification Powerpoint
Guided notes worksheet
Animal phylum samples
Create Your Own Species worksheet
True/false cards
Student Materials:
Colored pencils, markers, crayons
Pencil/pen
Lesson Introduction: (Katelyn)
Class discussion, the teachers will ask the student’s the following questions and
the students will hold up true or false cards to answer the question.
Good morning class, today we are going to be learning about classification. To
start, we are going to pass our some true/false cards and ask you some true and
false questions. To answer the question, raise your true/false cards. Do not worry
if you do not answer correctly, its just a fun little activity to get us warmed up.
1) All living things were once classified as either plants or animals (True)
2) Members of the kingdom Protista are prokaryotes. (false) Teacher: The
members of the kingdom Protista are single celled or simple multicellular
organisms.
3) The kingdom Fungi contains multicellular, photosynthetic organisms. (false)
Teacher: Fungi, do not perform photosynthesis, they absorb nutrients from
substances in their surroundings.
4) The kingdom Animalia contains multicellular organisms that do not
photosynthesize. (True)
Procedure:
The teacher will go over guided notes with the class through a worksheet and a
powerpoint presentation. After notes are completed, Nikki will pass out the
create your own species worksheet. As Nikki is passing out the worksheet, Ben
will go over the directions with the class.
Nikki: What is the strangest looking animal you have ever seen? How do you
think it got that way? This project will give you a chance to go mother nature
one better. Using the information you know about ecology and evolutionary
adaptations you are to create the strangest looking animal that ever "could" be
on earth. Be creative, let your imagination flow and have fun.
Nikki: Before we begin the activity, you will be working with the person sitting
next to you to create your own animal. So what domain would your animal be
in? They would be in the domain Eukarya. Correct! Good job. Ben will go over
the instructions with you. (Pass out worksheet)
Ben:
1) Select an environment for your animal and decide what adaptations the
animal would have and record it on a data record.
2) Decide what the animal would look like and sketch a picture of the animal.
3) Name the animal using proper Genus and species format and classify it in a
REAL(appropriate)phylum.
4) Describe the animal's behavior, including the way it obtains food, the kind of
dwelling it lives in, reproduction (if it lays eggs or gives birth), its defensive
behavior, and how it moves and gets oxygen. Record all this information.
5) Answer the analysis questions and write a conclusion. (Depending on how
we are doing with time, this might be homework)
Analysis Questions and Conclusion:
Katelyn: On the back of your Create Your Own Animal worksheet are some
analysis questions for you to answer about your animal. We will go over the
questions now and answer any questions you may have before you begin.
1. DESCRIBE the specific physical conditions that exist in your animal's
environment including climate and land forms. (temp, wind, rain, soil & sunshine)
2. For Each of the conditions mentioned above, describe a characteristic of
your animal that makes it well suited to the environment.
3. State the characteristics that enable you to CLASSIFY the animal in the
phylum you selected.
4. On the basis of what you saw when you looked at another students animal
model, formulate a HYPOTHESIS about the environment to which the animal is
adapted. EXPLAIN your answer.
Adapt Instruction to meet all student’s needs:
The lesson is designed to fit students’ needs. Students are placed into pairs to
avoid any conflicts with students with any disabilities; the pairs will work together
to combine ideas and complete the activity.
Engage in ongoing assessment throughout the lesson
The formative assessment during the lesson are the responses from the students
using the true/false cards in the beginning of class. The formative assessment will
also be present while students work on their animals and the teachers walk
around the class and help the students/answer any questions that may come
up during the process. The summative assessment is the back page of the
animal worksheet; students will answer analysis questions after creating their
animal.
End of lesson assessment
Students will be assessed whether or not they have completed their Animal
worksheet; they must have completed the drawing portion, the classifications as
well as the analysis questions.