Kelly Lovejoy
Various Animal Classification Unit Plan
EDUC 351
St. John Fisher College
Table of contents
Common Core & Science Standards
Elementary Science: Core Curriculum
Standard 1, Engineering Design: Engineering design is an iterative process involving modeling
and optimization (finding the best solution within given constraints); this process is used to
develop technological solutions to problems within given constraints.
Common Core-Standards for English Language Arts & Literacy in History/Social Studies,
Science and Technical Subjects, Grade 4
4.S&L.3: Ask and answer questions about what a speaker says in order to gather additional
information or clarify something that is not understood.
Common Core-Standards for Mathematical Content, Grade 3 & 4
*Note: Some Grade 3 standards are being used in lessons because it is a more accurate
representation of where students are within this concept.
3.NF.1: Develop understanding of fractions as numbers
Understand a fraction 1/b as the quantity formed by 1 part when a whole is portioned into b
equal parts
3.NF.3: Explain equivalence of fractions in special cases, and compare fractions by reasoning
about their size
Compare two fractions with the same numerator or the same denominator by reasoning about
their size
4.OA.2: Use the four operations with whole numbers to solve problems.
Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using
drawings and equations with a symbol for the unknown number to represent the problem,
distinguishing multiplicative comparison from additive comparison.
4.NF.3.a: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
Understand addition and subtraction of fractions as joining and separating parts referring to the
same whole.
Enduring Understandings
Essential Questions
Science Related Enduring Understanding:
 There are many different types of animals, but all animals are classified into many
different groups. There are many types of Vertebrates & Invertebrates.
Science Related Essential Questions:
 What are the differences of animals with and without backbones?
 Why do you think that there are these two types of animals?
Math Related Enduring Understanding:
 Fractions represent parts of a whole. Fractions with the same denominator can be
compared to see which is greater or larger.
 Fractions represent more than just numbers. Fractions can represent various parts of a
given whole. It doesn’t matter what the whole is, it can be broken down by parts.
Math Related Essential Questions:
 What are fractions?
 How do we compare fractions?
 How can we use different relationships of numbers to find missing information?
 How can fractions help explain different views of “parts of a whole”?
Rationale
Objectives overview
Science Related Lesson Objectives:
 Students will be able to describe the importance of backbones for animals that have
them.
 Students will be able to act out/interpret the differences of animals with and without
backbones.
 Students will know the two main parts of a backbone.
 Students will be able to list out the animals that are classified under Vertebrates &
Invertebrates.
Math Related Lesson Objectives:
 Students will be able to understand what a fraction is
 Students will be able to put together a fraction using a hundredths chart
 Students will be able to see how fractions are parts of wholes
 Students will be able to see the correlation between fractions and percentages
Learning Outcomes:
 Students will be able to work through problems only knowing pieces of information
 Students will be able to explain the reasoning behind their thoughts/answers
Objectives Overview:
Day 1:
Animal overview
Objective:
Students will be
able to show the
various different
types of animals,
and recognize
that there are
different groups.
Day 2:
Vertebrates
Objective:
Students will be
able to describe
the importance
of backbones for
animals that
have them.
Day 3:
Further
classification
(Vertebrates)
Objectives:
Students will be
able to describe
the importance
of backbones for
animals that
have them.
Day 4:
Invertebrates
Objective:
Students will be
able to describe
why animals
without
backbones don’t
need them or
have them.
Day 5:
Further
Classification
(invertebrates)
Objective:
Students will be
able to describe
why animals
without
backbones, don’t
need them or
have them.
Day 6:
Endangered
Species
Objective:
Students will be
able to list out
and know the
effects humans
have on
endangered
species.
Day 7:
Endangered
Animal Fractions
Objective:
Students will be
able to use their
knowledge about
endangered
species as well as
create fractions
using a
hundredths
chart.
Day 8:
Performance
Task
Objective:
Students will be
able to see the
correlation
between
fractions and
percents.
Day 9:
Performance
Task:
Presentation
Preparation
Objective:
Students will be
able to explain
the reasoning
behind their
thoughts and
answers.
Day 10:
Performance
Task:
Presentation
Objective:
Students will be
able to explain
the reasoning
behind their
thoughts and
answers.
Unit Calendar:
Day 1:
Standard Connection:
Objective:
Materials:
Learning Activities:
Assessment:
Day 2:
Animal Overview
Students will understand that there are many types of animals that can be
classified into groups.
PLAN:
TOOL(S):
EVALUATION:
Vertebrates *See Animal with Backbone Lesson Plan*
Day 3:
Further Classification (Vertebrates) *See Classification Lesson Plan*
Day 4:
Standard Connection:
Objective:
Materials:
Learning Activities:
Assessment:
Invertebrates
Day 5:
Standard Connection:
Objective:
Materials:
Learning Activities:
Assessment:
Further Classification Invertebrates
Day 6:
Standard Connection:
Objective:
Materials:
Learning Activities:
Assessment:
Endangered Species
Day 7:
Endangered Animal Fractions
*See Endangered Animal Fractions Lesson Plan*
Day 8:
Performance Task *See Performance Task: Save the Species*
Day 9:
Standard Connection:
Objective:
Materials:
Learning Activities:
Performance Task: Presentation Preparation
PLAN:
TOOL(S):
EVALUATION:
PLAN:
TOOL(S):
EVALUATION:
PLAN:
TOOL(S):
EVALUATION:
Assessment:
PLAN:
TOOL(S):
EVALUATION:
Day 10:
Standard Connection:
Objective:
Materials:
Learning Activities:
Assessment:
Performance Task: Presentations
PLAN:
TOOL(S):
EVALUATION:
Animals with Backbones
Grade: 4
Materials:
Make a spine:
 Lifesavers
 Twizlers
 Life savers gummies
Animals with Backbones SmartBoard
Brain Pop: http://www.brainpopjr.com/science/animals/classifyinganimals/
Ticket out the Door
Preparation:
Prepare technology portions of lesson. Be sure that all technology is working and ready to go
during the lesson.
Standards:
Common Core-Standards for English Language Arts & Literacy in History/Social Studies,
Science and Technical Subjects, Grade 4
4.S&L.3: Ask and answer questions about what a speaker says in order to gather additional
information or clarify something that is not understood.
Elementary Science: Core Curriculum
Standard 1, Engineering Design: Engineering design is an iterative process involving modeling
and optimization (finding the best solution within given constraints); this process is used to
develop technological solutions to problems within given constraints.
Enduring Understanding:
There are many different types of animals, but all animals are classified into many different
groups. There are many types of Vertebrates.
Essential Questions:
What are the differences of animals with and without backbones?
Why do you think that there are these two types of animals?
Lesson Objectives:
 Students will be able to describe the importance of backbones for animals that have
them.
 Students will be able to act out/interpret the differences of animals with and without
backbones.
 Students will know the two main parts of a backbone.
Anticipatory Set: (Engage) To begin this lesson, I will ask students about backbones. What is a
backbone? What purpose does it serve? After students have enough time to think & pair, I will
ask them to share out with the class. Students responses will be recorded on a blank smart
board response (organized in a t chart: one side labeled backbone and the other labeled no
backbone). I will then ask them all to stand. Students will then be asked to walk around the
room as though they have a backbone (which we know they do). After students walk as an
animal or human with a backbone, they will then be asked to move around the room as an
animal with no backbone. Students’ attention should be directed back to their chart of
characteristics of animals with no backbones. After students have had enough time (1-2
minutes) to explore what it would be like to have no backbone, the lesson will begin).
Procedure & Activities:
1. Activity (Explore): Make a Spine
 Use the above materials to allow students to “make a spine”. Students should
alternate regular lifesavers (bone) with lifesavers gummies (cartilage). Talk to
students about the different parts of the spine. Talk about why the two main
parts are both important.
2. Brainpop (Explain)
 Allow students to watch the Brainpop movie. This will explain the concept of
classification and the differences of the various types of animals.
3. Smartboard (Elaborate)
 After the Brainpop, have students complete the Smartboard sorting activity as a
class. Sort animals into vertebrates and invertebrates. Allow students to come
up to the board to sort the animals (students may get help from their “Team” to
figure out which animal goes where.
4. Game(Elaborate & Closure)
 Explained fully in the closure section.
5. Ticket out the door (Evaluation)
 Hand out the ticket out the door (attached). Explain that students need to fill in
the blanks, or circle the answer. Make a note to students that the activities (like
make a spine) will help them answer the questions. Allow students to answer
questions and hand in.
Closure:
To end this lesson, students will play “What animal am I?”. Students will pair up and pretend to
be an animal. That animal can either be a vertebrate or an invertebrate. Their partner has to
guess what type of animal they are, and which classification (vertebrate or an invertebrate). As
students guess each other’s animals, they can move onto another partner/another animal.
Allow students to play for 3-5 minutes.
Assessment/Evaluation:
The main assessment for this lesson is the ticket out the door (attached). Students will be
graded on the following rubric.
*Note: Although the ticket out the door is the main assessment, the teacher should be either
taking mental note or printed notes on the students’ ability to follow the lesson and participate
throughout all of the activities.
Needs Work
Average
Good Understanding
Correctness of
Students answer no
Student attempts an
Student answers all
answers
questions, or all
answer of all
questions 3 or more
questions are wrong. questions 2 or more
questions are right.
questions are correct.
Misconception: This topic can present many different misconceptions. Students may believe
that all animals that have a backbone are mammals. Students could also believe that all animals
have a backbone. It is important not to generalize in this lesson and to present the facts, and the
various species that do and do not have backbones.
Differentiation of instruction: Students of all learning types are addressed in this lesson.
Students are able to do partner work/hands on activities as well learning individually and
creating different ways for themselves to understand the topic. By being able to frequently act
like a certain type of animal not only gets students out of their seats, but allows them to think in
an abstract way.
Children’s Literature Comment: Although there is no children’s literature directly involved with
this lesson, there are other literacy components. Students will be reading the SmartBoard
activities, along with listening (listening comprehension) to the Brainpop.
Bloom’s Taxonomy: Throughout this lesson, students are supported by the concept of Bloom’s
Taxonomy. All but one stage in the cognitive domain are touched upon.
 Knowledge
o Students are asked throughout the lesson the basic concepts (facts and
terms) of the topic. Even in the evaluation, students are asked to recall
the terms.
 Comprehension
o Students demonstrate the understanding of the facts that they learned
by putting them in place by creating their own spine and discussing the
parts and the importance of the spine in the animals that have one.
 Application
o Students are applying what they have learned by acting like an animal
that has a spine or does not. They are able to support their reasoning.
 Analysis
o Students are able to look at the relationships, or similarities that these
animals have in common, and the differences of what they may not
have in common.
 Evaluation
o Students are asked to think about and examine if It is better for animals
to have a spine or not. Would it be better for an invertebrate to become
a vertebrate?
Technology: There is technology throughout this lesson. To walk through the lesson, students
will be going through an interactive SmartBoard lesson. This is hands on and allows the students
to explore the topics that we are covering. There is also a Brainpop video for the students to
watch. This is a fun and engaging way for students to learn more about the topic that we are
covering.
Areas of Child Development:
 Cognitive Development
o Is supported through this lesson because students are learning and discovering
a basic understanding of the idea that there are different types of animals, who
all have different characteristics.
 Linguistic Development
o

Is supported through this lesson because students need to verbally explain their
thinking and their findings not only to each other but also to the teacher.
Social Development
o Is supported through this lesson because students are communicating and
working together to figure out the differences of the animals, and how that
impacts their daily life.
Vertebrate Classification
Grade: 4
Materials:
Brainpop: https://www.brainpop.com/science/diversityoflife/vertebrates/
Image: http://jvillis.edublogs.org/files/2012/05/Classification_2-1en08sq.jpg
iPads or Computers for students
SmartBoard
Preparation: Prepare technology portions of lesson. Be sure that all technology is working and
ready to go during the lesson.
Standards:
Common Core-Standards for English Language Arts & Literacy in History/Social Studies,
Science and Technical Subjects, Grade 4
4.S&L.3: Ask and answer questions about what a speaker says in order to gather additional
information or clarify something that is not understood.
Elementary Science: Core Curriculum
Standard 1, Engineering Design: Engineering design is an iterative process involving modeling
and optimization (finding the best solution within given constraints); this process is used to
develop technological solutions to problems within given constraints.
Enduring Understanding:
There are many different types of animals, but all animals are classified into many different
groups. There are many types of Vertebrates.
Essential Questions:
What are the differences of animals with and without backbones?
Why do you think that there are these two types of animals?
Lesson Objectives:
 Students will be able to describe the importance of backbones for animals that have
them.
 Students will be able to list out the animals that are classified under Vertebrates.
Anticipatory Set: (Engage) To begin this lesson, I will ask students about backbones, using the
same questions from the day before. What is a backbone? What purpose does it serve? After
students have enough time to think & pair, I will ask them to share out with the class. Students
responses will be recorded on a blank smart board. I will then ask if they think that there are
different classifications of vertebrates, or if animals with a backbone are all called vertebrates,
nothing else.
Procedure & Activities:
1. Activity (Explore): Play the elimination game. Have students create a list of all of the
animals that they can think of that have a backbone. Allow them to quietly create the
list for 2-3 minutes. After the time is over, have students one by one read out an animal,
and write it on the SmartBoard. If someone else has that animal they are eliminated.
The goal is to get the most animals on the main list as possible.
2. Brainpop (Explain)
 Allow students to watch the Brainpop movie. This will explain the concept of
Vertebrates and the animals that fall in it.
3. Smartboard (Elaborate): Go back to the list that the students made. If there are any
animals that were thought of during the Brainpop, be sure to add them. Allow students
to work in groups or individually to group together the animals into subheadings
(Reptiles, Fish, Amphibians, Birds, and Mammals). Allow groups to share out where they
think the animals go.
4. Ticket out the door (Evaluation)
 Allow students to work on the iPads or computers (if there is not enough,
partner students up or print out the quiz from Brainpop). Allow students to
complete the quiz & hand it in.
Assessment/Evaluation:
The main assessment for this lesson is the Quiz from the Brain pop video. Students will be
graded on the following rubric.
*Note: Although the Quiz is the main assessment, the teacher should be either taking mental
note or printed notes on the students’ ability to follow the lesson and participate throughout all
of the activities.
Needs Work
Average
Good Understanding
Correctness of
Students answer no
Student attempts an
Student answers all
answers
questions, or all
answer of all
questions.
questions are wrong. questions, half or less
are correct.
Misconception: This topic can present many different misconceptions. Students may believe
that all animals that have a backbone are mammals. Students could also believe that all animals
have a backbone. It is important not to generalize in this lesson and to present the facts, and the
various species that do and do not have backbones.
Differentiation of instruction: Students of all learning types are addressed in this lesson.
Students are able to do partner work/hands on activities as well learning individually and
creating different ways for themselves to understand the topic.
Children’s Literature Comment: Although there is no children’s literature directly involved with
this lesson, there are other literacy components. Students will be reading various activities,
along with listening (listening comprehension) to the Brainpop.
Bloom’s Taxonomy: Throughout this lesson, students are supported by the concept of Bloom’s
Taxonomy. All but one stage in the cognitive domain are touched upon.
 Knowledge
o Students are asked throughout the lesson the basic concepts (facts and
terms) of the topic. Even in the evaluation, students are asked to recall
the terms.
 Application
o Students are applying what they have learned in the Brainpop by doing
various activities to support their knowledge.
 Analysis
o
Students are able to look at the relationships, or similarities that these
animals have in common, and the differences of what they may not
have in common.
Technology: There is technology throughout this lesson. There is also a Brainpop video for the
students to watch. This is a fun and engaging way for students to learn more about the topic
that we are covering.
Areas of Child Development:
 Cognitive Development
o Is supported through this lesson because students are learning and discovering
a basic understanding of the idea that there are different types of animals, who
all have different characteristics.
 Linguistic Development
o Is supported through this lesson because students need to verbally explain their
thinking and their findings not only to each other but also to the teacher.
 Social Development
o Is supported through this lesson because students are communicating and
working together to figure out the differences of the animals, and how that
impacts their daily life.
Endangered Animal Fractions
Grade: 4
Materials:
Brainpop: http://www.brainpopjr.com/math/fractions/basicpartsofawhole/
SmartBoard Questions
Protecting Animals sheet
Hundredths chart sheets
Preparation:
Prepare technology portions of lesson. Be sure that all technology is working and ready to go
during the lesson.
Standards:
*Note: Grade 3 standards are being used for this lesson because it is a more accurate
representation of where students are within this concept.
Common Core-Standards for Mathematical Content: Measure Measurement & Data, Grade 3
3.NF.1: Develop understanding of fractions as numbers
Understand a fraction 1/b as the quantity formed by 1 part when a whole is portioned into b
equal parts
3.NF.3: Explain equivalence of fractions in special cases, and compare fractions by reasoning
about their size
Compare two fractions with the same numerator or the same denominator by reasoning about
their size
Enduring Understanding:
Fractions represent parts of a whole. Fractions with the same denominator can be compared to
see which is greater or larger.
Essential Questions:
What are fractions?
How do we compare fractions?
Lesson Objectives:
 Students will be able to understand what a fraction is
 Students will be able to put together a fraction using a hundredths chart
Anticipatory Set(Explore): To begin this lesson, I will ask students what they believe a fraction is.
Allow students to discuss amongst themselves. Accept ideas and examples of what a fraction
might be. Have students try to come up with a definition of a fraction. (Part/whole)
Procedure & Activities:
 I have, You have questions(Explore)
o Use the SmartBoard lesson and have students discuss as groups. Allow them to
use white boards to answer the questions. (Sample question: I have 5 pieces of
candy, you take 3 what is the fraction of the candy you have and the fraction I
have?)
o Redirect back to definition of a fraction that students made. Be sure to adjust
the definition as needed.
 Brainpop(Explain)
o Allow students to watch the Brainpop movie. This will solidify the concept that
fractions are parts of a whole.



Protecting Animals Sheet & Questions (Elaborate)
o Hand out the Protecting Animals sheet. Explain that a percent of the total is the
part out of 100. Example to students how to use the hundredths chart to help
them figure out the answers to questions regarding the sheet.
o Use the SmartBoard to show questions that relate to the Protecting Animals
sheet. Have students use the hundredths chart to answer the questions.
Closure
o Let students work in teams to create their own fraction word problem. *Teacher
should filter around the groups to make sure students are on task and
concentrating on the focus learning tasks. If time allows, let students share their
word problem with the class.
Ticket out the Door (Evaluate)
o Hand out the ticket out the door (attached). Explain that students need to fill in
the blanks, or simply answer the questions. Make a note to students that the
activities within the lesson will help them answer the questions. Allow students
to answer questions and hand in.
Assessment/Evaluation:
The main assessment for this lesson is the ticket out the door (attached). Students will be
graded on the following rubric.
*Note: Although the ticket out the door is the main assessment, the teacher should be either
taking mental note or printed notes on the students’ ability to follow the lesson and participate
throughout all of the activities.
Correctness of
answers
Needs Work
Students answer no
questions, or all
questions are wrong.
Average
Student attempts an
answer of all
questions 2 or more
questions are correct.
Good Understanding
Student answers all 3
questions and they
are almost all correct.
Closure: Let students work in teams to create their own fraction word problem. *Teacher
should filter around the groups to make sure students are on task and concentrating on the
focus learning tasks. If time allows, let students share their word problem with the class.
Misconception: This topic can present many different misconceptions. Students may believe
that all fractions are numbers out of 100, and may get confused when asked to reduce fractions.
Differentiation of instruction: Students of all learning types are addressed in this lesson.
Students are able to do partner work/hands on activities as well as practicing individually and
seeing different ways to accomplish the task. Students are also able to see how the teacher
would do it, as well as the Brainpop.
Bloom’s Taxonomy: : Throughout this lesson, students are supported by the concept of Bloom’s
Taxonomy. All but one stage in the cognitive domain are touched upon.
 Knowledge
o Students are asked throughout the lesson the basic concepts (facts and
terms) of the topic. Even in the evaluation, students are asked to recall
the terms.


Comprehension
o Students demonstrate the understanding of the facts that they learned
by putting them in place by creating their own way to represent
fractions.
Application
o Students are applying what they have learned by creating their own
word problem for a fraction.
Children’s Literature: Although there is no children’s literature directly involved with this lesson,
there are other literacy components. Students will be reading the SmartBoard activities, along
with listening (listening comprehension) to the Brainpop.
Technology: There is technology throughout this lesson. To walk through the lesson, students
will be going through an interactive SmartBoard lesson. This is hands on and allows the students
to explore the topics that we are covering. There is also a Brainpop video for the students to
watch. This is a fun and engaging way for students to learn more about the topic that we are
covering.
Areas of Child Development:
 Cognitive Development
o Is supported through this lesson because students are learning and discovering
a basic understanding of the idea that fractions, in the most basic form, are
simply a number out of 100, or a percent.
 Linguistic Development
o Is supported through this lesson because students need to verbally explain their
thinking and their findings not only to each other but also to the teacher.
 Social Development
o Is supported through this lesson because students are communicating and
working together to figure out how the fractions are similar, as well as how to
represent certain fractions.
Save the Species
A Performance Task
for students in grade 4
Help NEEDED:
The United States Fish and Wildlife Service, or USFWS, keeps a list of species that are
endangered. They currently have a list of the animals that are endangered, but it is incomplete.
The people of USFWS are very busy searching the world to help save endangered animals, so
they need YOU to help complete their information table. The people of USFWS are looking for a
new part of their team to look over all of the data that goes with assisting endangered species.
You are a perfect applicant for this job!
In order to show the people of USFWS that you are ready to take on the job, you need
to finish their information chart, as well as organize the animals in order from greatest risk to
least risk of becoming extinct in percent format. This way they will know which animals to focus
more of their efforts on.
To help prepare you to finish the chart, you will work through the following expedition.
Each expedition will assist you in being able to more accurately fill in the missing information.
Once you have completed all three expeditions, you will be required to inform the
United States Fish and Wildlife Service of your findings through a presentation. You will be
required to explain how you came to the conclusions that you came to. Be ready to share your
findings and get the job!
You will be evaluated on the correctness of your answers, as well as your explanation of how
you arrived at those answers!
Information:
Animal Group
Percent of Total
Mammals
Number of
Endangered
Species
68
Birds
76
19
Reptiles
14
3
Amphibians
13
3
17
Fractions
Simplified
Fractions
Fishes
75
18
Insects & Spiders
59
14
Other Invertebrates
105
26
Total
410
100
Expedition One:
Where to Start?
We know that each different species is a piece of the bigger picture, all of the endangered
animals.
This means that each species is a
And the overall list of endangered species is the
What else has a part and a whole?
FRACTIONS!
When we write a fraction, we write the
Let’s look at our information table:
Animal Group
Mammals
Birds
Reptiles
Amphibians
Fishes
Insects & Spiders
Other Invertebrates
Total
Number of Endangered
Species
68
76
14
13
75
59
105
410
Percent of Total
17
19
3
33
18
14
26
100
Is there a way to make our information into fractions that could help us fill in the rest of the
table?
*Remember:
Use the following chart to fill in your fractions, just fill in the information that you know for sure:
Animal Group
Mammals
Birds
Reptiles
Percent of Total
Fractions
Amphibians
Fishes
Insects & Spiders
Other Invertebrates
Total
100
Expedition Two:
Can it be simplified?
Look at your fractions in the first expedition. Can they be simplified? Is there a way to make
them smaller? Use the following space to figure out if you can simplify the fractions:
Use the following space to check your work:
*Remember, all parts should equal the whole!
Now, fill in the missing pieces of the chart with the information that you found!
*The total is the whole, so the animal groups are the
Animal Group
Number of
Endangered
Species
Mammals
17
Birds
76
Reptiles
14
Amphibians
3
Fishes
75
Insects & Spiders
59
Other Invertebrates
Total
Percent of Total
26
410
100
Fractions
Simplified
Fractions
Expedition Three:
Who Needs the Most Help?
We know that a percent is equivalent to a fraction out of 100. Look at your table to help find the
percent’s!
Mammals:
Birds:
Reptiles:
Amphibians:
Fishes:
Insects & Spiders:
Other Invertebrates:
Now we need to list them in order from greatest risk (#1) to least risk (#7) of becoming extinct in
percent format. List the species group along with the percent!
1.
2.
3.
4.
5.
6.
7.
End result
What are YOU thinking?
Take a few minutes to think about the process that you went through. Why is what you found
correct? How did you get to that answer? On the lines below, explain your thought process and
how you came to the answers that you came to.
Task Analysis
Teachers’ Edition
Common core:
4.OA.2:
Use the four operations with whole numbers to solve problems.
2. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using
drawings and equations with a symbol for the unknown number to represent the problem,
distinguishing multiplicative comparison from additive comparison.
4.NF.3.a
Build fractions from unit fractions by applying and extending previous understandings of
operations on whole numbers.
a. Understand addition and subtraction of fractions as joining and separating parts referring to
the same whole.
Enduring Understanding:
Fractions represent more than just numbers. Fractions can represent various parts of a given
whole. It doesn’t matter what the whole is, it can be broken down by parts.
Essential Questions:
How can we use different relationships of numbers to find missing information?
How can fractions help explain different views of “parts of a whole”?
Learning Outcomes:
 Students will be able to work through problems only knowing pieces of information
 Students will be able to see how fractions are parts of wholes
 Students will be able to explain the reasoning behind their thoughts/answers
 Students will be able to see the correlation between fractions and percentages
GRASPS:
Goal: To assist the United States Fish and Wildlife Service in finishing their information
table, as well as ranking the types of animals that are in the most danger of extinction.
Hopefully this will end in getting a job working with USFWS.
Role: You are a job applicant for the USFWS.
Audience: The USFWS committee in charge of information collecting.
Situation: The United States Fish and Wildlife Service, or USFWS, keeps a list of species
that are endangered. They currently have a list of the animals that are endangered, but
it is incomplete. The people of USFWS are very busy searching the world to help save
endangered animals, so they need YOU to help complete their information table. The
people of USFWS are looking for a new part of their team to look over all of the data
that goes with assisting endangered species.
Product, Performance, or Purpose: Students need to finish the information table for the
people of USFWS, explain their answers as well as listing the animals with the most
need. Students need to create some sort of presentation to present their information to
the people of USFWS.
Standards/Criteria for Success: The presentation must include the following to be
considered for the job:
 Correct answers to finish the information table


Complete explanation of answers
Correct listing of animals, based on the percentage
Resources
Science a closer look. (2011). Columbus, OH: Macmillian/McGraw-Hill.