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Classification Activity

This document provides information about a 5th-8th grade life science lesson on classifying animals. The objective is for students to group a list of animals into at least two subgroups with 90% accuracy. The introduction discusses how classification organizes living things and relates it to how people naturally organize objects. The activity asks students to independently sort lists of animals and objects into groups of their choosing, then discuss other ways the items could be grouped.

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erin killeen
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232 views

Classification Activity

This document provides information about a 5th-8th grade life science lesson on classifying animals. The objective is for students to group a list of animals into at least two subgroups with 90% accuracy. The introduction discusses how classification organizes living things and relates it to how people naturally organize objects. The activity asks students to independently sort lists of animals and objects into groups of their choosing, then discuss other ways the items could be grouped.

Uploaded by

erin killeen
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Classification Practice - Animals

Subject: Life science, classification

Grade: 5-8

Lesson Topic: Classifying animals

Length: 1-2

Learner Objective:
With minimal instruction, the students will demonstrate their ability to group a
given list of animals into specific, related groupings by creating a minimum of two
subgroups from the given group with 90% accuracy.

Introduction:
Grouping, or classification, facilitates study by allowing focus on like species, and
is simply an extension of a practice we all use to organize our world and the non-living
objects we use regularly. Since early times, biologists have attempted to classify
organisms in order to understand them and their relationships to other forms of life.

Content:
To classify things means to arrange them into groups based upon some
similarity. Much of what we do in our daily lives can be considered classification. For
example, when we put our clothes away, we tend to group them according to types,
i.e. shirts, pants, socks, etc. Some things can be classified in more than one way, and
there is no wrong or right way to do it.

Materials and Supplies:


Student Worksheet (below)

Anticipatory Set:
Show them some animal pelts and prompt them to describe the animal with as
much information as they can deduce. There are no wrong answers. Write the list on
the board. Encourage them to realize the importance of their powers of observation, to
pay attention to details and how to really look at things. Just like sometimes when we
read we skip over words we dont know, sometimes we look at things and forget to go
back and ask what it really was we saw.

Activity Outline:
Provide the students with the worksheet on animal groups. Have them group
the animals in any way they choose. They should work independently. When they are
finished (approx. 10 min.) have them share with the class the different ways the
animals were grouped. Ask them to think about other characteristics, which could have
been used to group the same animals.

Created by Mark Goddard for Aliens In Your Neighborhood - 2003

Closure and Assessment:


This activity is meant to be a warm-up to other lessons in classification. Have
them turn in their worksheets to evaluate their progress on this activity.

Independent Practice and Related Activities:


Have the students create their own classification system of things at home,
either within the entire home or a classification system of things in their bedroom.
Their systems of classification should be shared in class, with special attention to how
different students may classify the same objects in different ways.

Resources:
None noted for this intro lesson.

Vocabulary:
Classification

National Science Education Standards:


Life Science - CONTENT STANDARD C:
As a result of their activities in grades 5-8, all students should develop understanding of
Structure and function in living systems
Reproduction and heredity
Regulation and behavior
Populations and ecosystems
Diversity and adaptations of organisms

Created by Mark Goddard for Aliens In Your Neighborhood - 2003

Name______________________________
Animal Grouping Worksheet
Part A
In the exercises that follow, arrange the items listed into different groups. Give
each group a title indicating what the members of that group have in common.
1) German Shepherd, Great Dane, parrot, Irish setter, canary, husky, robin, pigeon
Title

_____________________ Title ______________________


_____________________

______________________

_____________________

______________________

_____________________

______________________

_____________________

______________________

2) apples, peas, orange, banana, carrot, lettuce, turnip, pear, grape, potato
Title

_____________________ Title______________________
_____________________

______________________

_____________________

______________________

_____________________

______________________

_____________________

______________________

_____________________

______________________

3) steak, football, sausage, chair, table, bacon, sofa, baseball bat, cleats, ham,
bookcase
Title

_________________

Title___________________

Title_________________

_________________

__________________

________________

_________________

__________________

________________

_________________

__________________

________________

_________________

__________________

________________

_________________

__________________

________________

Created by Mark Goddard for Aliens In Your Neighborhood - 2003

Name _____________________________

Part B
Study the following list of living things:
mare, trout, parrot, quarterhorse, woodpecker, spaniel, goldfish, Great Dane,
eagle, bass, beagle, hawk, stallion, Dalmatian, shark
Classify them into two groups.
Group 1 ____________________

Group 2 ___________________

1) Using the same list of living things show how they could be classified into three
groups.
Group 1 _____________

Group 2 ______________ Group 3 _____________

2) Using the same list, show how they could be classified into four groups.
Group 1 ______________
Group 2 ______________
Group 3 ______________
Group 4 ______________

Created by Mark Goddard for Aliens In Your Neighborhood - 2003

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