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Lesson Plan

Animal Classification by Discovery Education

Subject

Science (NYS P-12)

Grade Levels

Elementary, 2nd Grade, 3rd Grade, 4th Grade

Duration

One class period

Objectives

Students will understand the following:

Classification is the arrangement of objects, ideas, or information into groups, the members of which have one or more characteristics in common.
Classification makes things easier to find, identify, and study.
Scientific classification groups all plants and animals on the basis of certain characteristics they have in common.
Scientific classification uses Latin and Greek words to give each animal and plant two names (similar to a first and last name) that identify the animal or plant.

Materials

For this lesson, you will need:

Pictures of a variety of animals
General research materials on animals (e.g., biology books, encyclopedia)
Computer with Internet access

Procedure

Asian introduction to the activity, discuss classification in general. Ask students what we mean by classification and why we classify things. For example, why do we classify certain objects as tools, others as food, and so on? Establish that classification—the arrangement of objects, ideas, or information into groups—makes things easy to find, identify, talk about, and study.
As background information, let students know that, beginning in ancient times, scientists tried to develop a system of classifying animals and plants. The system we use today was developed by the Swedish naturalist Carolus Linnaeus (1707-1778), who separated animals and plants according to certain physical similarities and gave identifying names to each species.
Go on to explain that Linnaeus's system classified plants and animals on seven levels, using Latin and Greek words. On the chalkboard, reproduce the example below, which shows how a brown squirrel is classified:

Kingdom (Animalia, or "animal")
Phylum (Chordata, or "has a backbone")
Class (Mammalia, or "has a backbone and nurses its young")
Order (Rodentia, or "has a backbone, nurses its young, and has long, sharp front teeth)
Family (Scuridae, or "has a backbone, nurses its young, has long, sharp front teeth, and has a bushy tail)
Genus ( Tamiasciurus , or "has a backbone, nurses its young, has long, sharp front teeth, has a bushy tail, and climbs trees)
Species ( hudsonicus , or "has a backbone, nurses its young, has long, sharp front teeth, has a bushy tail, and has brown fur on its back and white fur on its underparts)

Discuss the example with the class, bringing out the idea that each subsequent level of classification eliminates animals that could be included in the previous level. To make this point, have students give examples of several mammals (the class Mammalia) and then tell which ones are eliminated by the description of rodents (the order Rodentia); have them name several rodents and then tell which rodents are eliminated by the description of the genus Tamiasciurus ; and so on.
Tell students that it is not necessary to go through the entire seven-level classification system to identify a plant or animal. Just two names—the genus and species names—are sufficient. Thus, the scientific name for the brown squirrel is Tamiasciurus hudsonicus . Because two names are used, the system is known as the binomial (two names) system of nomenclature (naming).
Have students do some research in a biology book, encyclopedia, or online to find the genus and species names of some familiar plants and animals.
Instruct each student to list on the chalkboard three or four scientific names he or she has found and the common names of the animals they identify.
Divide your class into groups and have them devise their own system of classifying everyday objects around the room. Students should use at least four levels of classification, but they may use as many more levels as they find necessary. They should end up with a two-part name for each of several objects in the room. Advise students to use Linnaeus's system as a model, starting out with one classification level that divides all the objects in the room into two major categories. For example, the two "phyla" could be "natural" (made of natural materials) and "artificial" (made of artificial materials); or "useful" and "decorative." The two major categories combined should include all objects in the room, and the final "genus" and "species" names should exclude all objects but the one being identified. (Students may use descriptive phrases rather than single words, and, of course, they should not be required to use Greek or Latin terms.)

Adaptations

Without introducing Linnaeus's system, simply let students know that animals are classified by their physical characteristics. Then have them do simple classification activities with objects around the classroom.

Discussion Questions

What are some examples of everyday words that name groups or classes of things? Think about subjects you study in school such as grammar, math, and social studies. What problems would arise if words such as noun (a word for a class of words) and fraction (a word for a class of numbers) did not exist?
How do we use classification to make our everyday lives easier? For example, how would you use classification to do the following: organize your desk, organize your drawers or closet, plan a meal, decide what clothes to take on a trip?
Linnaeus's system of animal classification is based on common physical characteristics. Can you devise a system of animal classification based on some other idea—behavior or habitat, for example? In your new system, what animals would be classed together that are not classed together in Linnaeus's system?
We classify people in many ways; for example, by race, religion, physical appearance, ethnic origin, profession, life style, and so on. In which ways can classification of human beings be helpful? In which ways can it be harmful?

Evaluation

Evaluate each group's classification system on the basis of whether it adequately identifies the objects classified, eliminating all other objects.

Extensions

Puzzling Names
Direct students to "Puzzle Maker" in the teacher's section of the Discovery Channel's school Web site. Have them create word puzzles using the scientific names of animals on the class list as clues and common names as answers, or vice versa. Students can then exchange puzzles and challenge their classmates to solve them.

New Species
Have students work in pairs or groups to create new animal species. Invite students to imagine that they have discovered a new species of animal, never before seen. They should draw a picture of their animal, describe its physical and behavioral characteristics, describe its habitat, and make up a name for it that would fit into the system of binomial nomenclature. Encourage students to use their imaginations when creating their new species.

Resource

Access this resource at:

Animal Classification

Links

Charles Darwin Research Station
This is the home page of the Charles Darwin Research Station. It describes the work done at the station and gives news from the Galapagos.

Ocean Color
This site is an online activity that uses graphics to draw conclusions about plant production in the world's oceans.

International Marine Mammal Project (IMMP)
This page is where the Earth Island Institute shares information about its efforts to protect marine mammals.

Content Provider

Discovery Education

Discovery Education offers a breadth and depth of digital media content that is immersive, engaging and brings the world into the classroom to give every student a chance to experience fascinating people, places, and events. All content is aligned to state standards, can be aligned to custom curriculum, and supports classroom instruction regardless of the technology platform.

Whether looking for a digital media library service, an implementation to help you transition your classroom to a 21st century environment or to move completely to replace textbooks with digital resources, Discovery Education offers a continuum of solutions to meet your district's specific needs. In addition, we offer real-time assessment services and a variety of professional development to ensure effective implementation in the classroom. You know your needs. We know our services. Together we can create an effective solution.

And, add the vast number of additional classroom instruction opportunities available such as virtual experiences, compelling Discovery talent, free lesson plans and materials, and a variety of contests and challenges and with Discovery Education teachers are truly able to give students opportunities to soar beyond the traditional textbook for endless possibilities.

Credit: Francine Weinberg and Nancy White, educational consultants.

Vocabulary

Galapagos
Definition: The name of a group of islands; the Spanish word for tortoise.
Context: What's a Galapagos? Islands simply called Galapagos, the Spanish word for tortoise.

Adapt
Definition: To become ready for a new situation by changing.
Context: Life on this stuff is tough and only tough creatures able to change, or adapt, can survive.

Submersible
Definition: A small underwater vessel used for deep sea research.
Context: This team of scientists arrived on the Galapagos not by sailing ship like Darwin, but on this high tech research vessel, bringing with them this tiny submarine, or submersible.