Materials and Resources:

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1 Keywords: class classification family genus invertebrates kingdom order phylum species 1. Engage: Introduction: Students investigate different questioning techniques through a classification game. Materials and Resources: - Animal Picture Flash Cards ( Who Am I? Game) Who Am I Energizer Tape one of the animal cards to the back of each student. Explain that their task is to try and discover what animal they are by asking questions to their classmates. Explain that they must ask questions that can only be answered yes or no. Indicate to the students that they want to ask everyone a question before they ask the same person again. Give the students a chance to ask questions to determine their identity. When they have discovered which animal they are, have the students post the animals on the front board. Strand: Life Systems The Big Idea: Biodiversity includes diversity of individuals, species, and ecosystems. Classification of the components within a diverse system is a beginning point for understanding the interrelationships among the Process Skill: Ask questions Assessment Type: Teacher anecdotal not Inquiry Type: Guided 2. Explore: Classification Activity.Put the students into groups of four and give each group an envelope of animal names. (Refer to TM-1: Animal Cards.).Assign the roles of Facilitator, Encourager, Recorder and Reporter..Have the students classify the animals according to their common characteristics..once all of the groups have classified the animals have the reporters explain the classification system that their group chose. April 8, 2008 Page 80 of 165

2 3. Explain: Refer back to the original Who Am I? activity (Engage Section). Explain how each person asked a variety of questions to discover his/her identity. Show TM-2: Types of Questions (as a handout or overhead), and review it together. Explain how each group will choose a group of animals to investigate further. Together, they will generate a variety of questions for their animal grouping. The Recorder writes the questions onto TM-3: Investigating Animals (Handout). Give the students the opportunity to choose an animal family to investigate and provide each group withn "Investiging Animals" handout to record their answers. Provide the opportunity for the Reporter from each group to share some examples of the questions that they generated. 4. Elaborate: The students could work in groups to research the targeted questions. 5. Evaluate: Record anecdotal notes to assess the student s variety and depth of questions. April 8, 2008 Page 81 of 165

3 Background Information for the Teacher In classifying animals, animals are grouped according to their common characteristics. The Animal Kingdom can be split up into main groups, vertebrates (with a backbone) and invertebrates (without a backbone). When you think of an animal, you usually think of something like a cat, a dog, a mouse, or a tiger. All told, around 800,000 species have been identified in the Animal Kingdom -- most of them in the Arthropod phylum. Most people do not normally think of a clam, a jellyfish, or an earthworm as an animal. Yet all of them belong to the kingdom of animals. The science of classifying organisms is called taxonomy. In order to study living things, scientists classify each organism according to its: Kingdom Phylum Class Order Family - Genus - Species. Where Does This Lesson Fit in Your Unit Plan? When the students investigate a specific animal through questioning this will directly relate to the 2 following enduring understandings: 1) Vertebrates which have a backbone can be further classified in 5 main classes based on structural characteristics. 2) Invertebrates which all lack a backbone can be further classified based on structural characteristics. April 8, 2008 Page 82 of 165

4 Instructional Intelligence Strategy: What to Look For: Examine the student s ability to ask a variety of questioning during the first activity. Observe the application of the levels of questions during the second activity. Teaching Masters: T.V.D.S.B. Unit at a Glance Framework Grade 6 Life Systems TM-1: Animals Cards TM-2: Types of Questions (Handout/Overhead) TM-3: Investigating Animals (Handout) References / Websites: Animal Classifications - Online Game How well do you know what group your favourite animal belongs to? ( Science-Teacher.com Life Sciences Additional activities waiting to be printed off (includes flash cards with suggestions for a Go Fish game, and an Animal Kingdom crossword). ( Discovery School Animal Classification More lesson ideas related to the classification of animals. ( ) Safety Considerations: N/A April 8, 2008 Page 83 of 165

5 Incorporating Numeracy in your Lesson Incorporating Literacy in your Lesson: * working in whole class, small group and/or partner activities 6e5 Active Listening Strategies 1.2 demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a variety of situations, including work in groups 6e14 Interactive Strategies 2.2 demonstrate an increasingly sophisticated understanding of appropriate speaking behaviour in a variety of situations, including paired sharing, dialogue, and small- and large-group discussions 6e15 Clarity and Coherence 2.3 communicate orally in a clear, coherent manner, using appropriate organizing strategies and formats to link and sequence ideas and information 6e16 Appropriate Language 2.4 use appropriate words and phrases from the full range of their vocabulary including inclusive and non-discriminatory language, and stylistic devices appropriate to the purpose and context, to communicate their meaning accurately and engage the interest of their intended audience * Listing questions on Investigating Animals handout 6e49 Developing Ideas 1.2 generate ideas about a potential topic and identify those most appropriate for the purpose Read-a-louds: Lauber, Patricia. Fur, Feathers and Flippers.NY. Scholastic,1994 Patent, Dorothy. Why Mammals Have Fur.NY:Cobblehill books, 1995 Specific Expectations Covered in this Lesson: 2.2 investigate the organisms found in a specific habitat and classify them according to a classification system 2.3 use scientific inquiry/research skills (see page 15) to compare the characteristics of organisms within the plant or animal kingdoms 2.4 use appropriate science and technology vocabulary, including classification, natural community, interrelationships, vertebrate, invertebrate, stability, characteristics, and organism, in oral and written communication 3.1 identify and describe the distinguishing characteristics of different groups of plants and animals April 8, 2008 Page 84 of 165

6 TM-1 (Who Am I?) Animal Cards Task Cards Elephant Horse Bat Goldfish Perch Salmon Parrot Crow Penguin Ladybug Grasshopper Butterfly Turtle Snake Lizard Frog Salamander Toad

7 TM-2 (Who Am I?) Handout/Chart Types of Questions Knowledge # questions that focus on gathering information ex., Write, List, Define, Name, Recall Comprehension # questions that focus on understanding information ex., Explain, Describe, Indicate, Illustrate Application # questions that focus on using information ex., Solve, Demonstrate, Classify, Construct Analysis # questions that focus on breaking down information into parts and examining it ex., Categorize, Compare, Contrast, Test Synthesis # questions that focus on applying information and skills into a new pattern ex., Combine, Design, Invent, Plan Evaluation # questions that focus on judging information ex., Recommend, Explain, Decide, Justify

8 TM-3 (Who Am I?) Handout Group Members: Investigating Animals Name of Animal: (Ex. Owls) To find out more about our animal, we would like to ask 1) Knowledge (Write, List, Define, Name, Recall, Label) (Define the term vertebrate. List the characteristics of an owl that classifies it as a bird.) 2) Comprehension (Explain, Describe, Illustrate, Indicate) (Explain how the structure of an owl s wing can help it to fly silently through the air?) 3) Application (Solve, Demonstrate, Classify, Construct) (Construct a model of a great horned owl to show the structure of its wing.) (Over L )

9 4) Analysis (Categorize, Compare, Contrast, Test) (Compare the structure of the great horned owl to the structure of a flying squirrel.) 5) Synthesis (Combine, Design, Invent, Plan) (Design a new flying animal that is half bird/half mammal.) 6) Evaluation (Recommend, Explain, Decide, Justify) (Do you think a bat is more of a bird or a mammal? Justify your answer)