Animal taxonomy
(classification)
by Christina Bergman
Grade level: 6,7
Pre-activity
Rationale
Students interact with living animals everyday. Students may wonder why some animals are alike and why some are different. Classification of animals will allow students to understand why some animals are alike and some are different. This activity will allow students to investigate the animal classification system and develop a knowledge base.
Objectives
Students will:
Develop working definitions in
classification system.
Develop classification system for animals
present in room.
Materials
Stuffed animals; butcher paper; markers; name tags for animals; wildlife music; boombox; overhead; transparency.
Procedure:
Anticipatory set
Teacher will set up animals around room before schools starts. Name tags with common and classification names will be set by each animal. As students arrive, they will hear wildlife music playing.
Activities
 | Students will be asked to look at each animal and write everything they know and see about each. |
| Teacher will begin a discussion about common aspects in each animal (i.e. mammal, four legs, coat color) |
| Teacher will introduce the classification system: kingdom, phylum, class, order, family, genus, species. Teacher will then ask students to write what they know about each word, if anything, |
| Class will develop working definitions with help of teacher for each word on the butcher paper. Teacher or students can write ideas on the paper. |
| Teacher will give example of a classification process (overhead). |
| Students in groups of three will then try to classify animals in room. They do not need to know scientific terms, just characteristics like the overhead. They will use notes taken when first observing animals to classify the animals. |
Closure
Teacher and students will finalize definitions with examples. Teacher will then explain the museum field trip and say that all animals exhibited have common and scientific names.
Considerations
It is important that teacher doesn’t emphasize the scientific names of animals quite yet. They may be too difficult for students to pronounce. Teacher should emphasize that there are many groups within the seven mentioned. The scientific terms on cards for stuffed animals are genus and species only.
Assessment
Teacher will assess students as they develop working definitions for the classification system. Teacher will also assess students’ classification of animals present in room after they turn papers in.
Extensions
| Students can pick one animal in the room and develop a short report on it. |
| Students can develop riddles for animals which may be presented to the class. Students must answer using scientific terms. |
| Students can look up word origins in dictionary and develop definitions for each animal. |
On-site activity
Rationale
Students interact with living animals everyday. It is important for students to know how these animals are different but similar. The museum will allow students to see the characteristics of animals in the different genus and species categories.
Objectives
Students will:
Find at least ten animals by locating
similar genus and species names.
Determine similar characteristics between
these animals.
Materials
Pen, paper.
Procedure
Anticipatory set
Students will assemble in the "lecture room" of the museum for directions of activity. The teacher or museum student will talk to students about rules and regulations. He/she will then take them on a short tour to help the students become familiar with the museum.
Activities
| Teacher will ask students to get into groups of three. It will be each groups mission to find as many same genus or species named animals as they can. Teacher should emphasize that there are at least ten of these groups out there. In each group there will be one recorder. This person must write down common name and classification name of the animal. The other two members must write down characteristics of the animals they find (i.e. color, two feet, and habitat). They will have � hour to � hour to do this. |
| Students will then assemble into the lecture room again. Each group reports their findings. The winners get to choose a place to go for a treat after the group leaves the museum (i.e. ice cream, hot cocoa). |
Closure
A group of students share their characteristics with another group. They can add to each others groups and discuss their findings. Each of the big groups will then develop a classification for that groups animals with they found.
Considerations
Teacher will want to keep in mind the size of the museum which is visited. The groups of students may need to be bigger so that they can be properly chaperoned while exploring the museum. Or more chaperones may be brought along.
Assessment
Teacher will collect each groups classification model and list of similar characteristics. Teacher will do informal assessment when students are sharing findings.
Extensions
| Students can pick a group of bird eggs to do research on. They will report facts and draw a picture of the bird after it has hatched and become an "adult". |
| Students can research the biomes or habitats that each of the similar animals live in (i.e. rodents live in prairie). |
Post activity
Rationale
Students interact with living animals everyday. It is important for students to know how these animals are different but similar. Students will be able to use higher cognitive skills to develop an animal of their own.
Objectives
Students will:
Further develop their understanding of
genus and species names by creating their own animal.
Develop a story for the new animal to be
printed in the 6th – 7th
grade newsletter.
Become proficient with the use of the
computer and Internet.
Materials
Markers, glue, construction paper, various animal/outdoor magazines, Internet access, Looney Tunes video, paper, pen.
Procedure
Anticipatory set
To begin class, the teacher will play a short clip from a Looney Tunes cartoon featuring Wild E. Coyote and Road Runner. Most of the time these have some name in parentheses (i.e. Runnius Fastius for Road Runner).
Activities
After viewing the video clip, students will be making their own animals and giving them made up names. They will cut out pictures from magazines and download animal pictures from the Internet.
Students will then cut different parts from each picture to develop their own animal and name it appropriately (e.g. octopus and elephant parts might be called an octophant).
Students will then write a newspaper article describing the new animal that was found. This article should include the food that it eats, characteristics, habitat, where it was found, etc.
Closure
Teacher will allow students to share their new animals with the class. Teacher will then lead a discussion about the naming of the animals-there is a purpose behind each name. Teacher will then ask students for a final copy of their newspaper article and picture for the newsletter.
Considerations
Teacher should send groups to use the computer for Internet access. The teacher may also want to limit the size of the final picture which is going to be published in a newsletter. Teacher should consider letting students add parts to their animals by drawing . Teacher may also decide whether or not the article should be word processed or hand written.
Assessment
Teacher will do informal testing while students are creating animals by asking questions. Teacher will assess students use of the Internet by requiring that the picture must be saved on a disk or in the students’ folders on the network. Teacher will assess students writing skills while preparing copies for print.
Extensions
| Students can use the Internet to find more information about genus/species to share with the class. |
| Students can become the editor, photo layout person, etc. for a monthly newsletter that is published. They decide the topics, due dates, etc. for the newsletter. |
| Students can make models of their animals using paper mache, clay, construction paper, etc. |
| September 28,
1998 Dear Parents: It is with my great pleasure to tell you that the school board has approved my request to take the 6th grade class of Montgomery Elementary School to the University of Wisconsin-Stevens Point Natural History Museum. This museum features many different habitats, animals, and the like. For more information on the museum feel free to call the museum at (715) 346-2858 or visit the website at http://www.uwsp.edu/museum I am planning the field trip to take place on Monday, November 2, 1998. This is a great time because it falls in perfectly with the curriculum. Enclosed is an itinerary for the planned trip. I am asking you to please sign and return the below permission form by Monday, October 19, 1998. I am also asking for as many volunteers to act as chaperones as possible. The trip costs nothing for you or your child. All I am asking for is a great turnout for the students and as many chaperones as I can get. Thank you for taking such great pride in your child’s education. It is wonderful to have parents like you who are so involved in education. Sincerely, Miss Christina Bergman Enclosure (1) ___________________________ (child’s name) has my permission to attend the 6th grade field trip the UWSP Natural History Museum on November 2, 1998. __________________________________Parent(s) signature _____Yes, I can be a chaperone for the field trip. _____No, I cannot be a chaperone for the field trip. Please sign and return by Monday, October 19, 1998. Thank you. |
Itinerary 12:00 Leave MES. 12:35 Arrive at UWSP; Unload bus. 12:45 Talk and tour with museum staff person. 1:00 Student activity at museum. 1:50 Assemble in lecture room; finish up activity. 2:15 Leave UWSP; head for Fenders for ice cream (paid for by school). 2:30 Leave Fenders; head for MES. 3:05 Arrive at MES. 3:15 Students load on bus to go home. |