2nd Grade Science Unit

Science Instructional Unit– ClassificationSubject/Topic:

o Curriculum Area: Science/Classification 2nd grade- Theme: General classification and classification of animals- Description of Unit: This unit will consist of six lesson plans pertaining to

the classification of living and non-living things. - Content of Unit: This unit will introduce the process of classification

through comparing and contrasting of objects and classifying animals into the groups of mammals, fish, birds, reptiles, amphibians and insects.

- Description of Students : We will use a variety of activities to accommodate different learning styles.

- Time allotted: six 40 minute lessonsRational/Purpose:

The purpose of this unit is to introduce classification to second grade students. In this unit, the students will build skills such as comparing and contrasting, and distinguishing characteristics of living and non-living things. This is valuable to the students because they will be able to use these skills in other areas of learning. Students can apply their knowledge of similarities and differences to group items in a variety of situations. Real life examples: students classify coins according to how much they are worth in order to make purchases; students may notice similarities and differences among classmates or pets and can distinguish what groups they are a part of. According to our philosophy of teaching, it is important to teach students about classification because God has created the world with unique objects, animals and individuals which should noticed and appreciated.

Identification of Goals/Objectives:Goals:

o The main goal of this unit is to teach the students about classification of things in the world.

o MCF Science/Strand IV/Content Standard 1/ElementaryBenchmark 1 Classify common objects and substances according to observable attributes/properties.

o MCF Science/Strand III/Content Standard 2/ElementaryBenchmark 2 Compare and contrast (K-2) or classify (3-5) familiar organisms on the basis of observable physical characteristics.

Objectives:o TLW be able to define classification o TLW be able to group living and non-living things according to their

characteristicso TLW be able to group students in their class according to characteristicso TLW be able to group coins according to their characteristicso TLW identify the characteristics of each item in the given bago TLW be able to form groups according to the similarities of the objectso TLW be able to state the differences and similarities in the animals discussed

o TLW compare and contrast characteristics of mammals and birds.o TLW classify mammals and birds based on their characteristics.o TLW create a mobile that displays categorization and classification of mammals

and birds.o TLW be able to list the basic characteristics of amphibianso TLW be able to list the basic characteristics of reptileso TLW be able to name at least 3 amphibians and 3 reptiles. o TLW be able to use a Venn Diagram to show the similarities and differences

between amphibians and reptileso TLW compare and contrast characteristics of fish and insects.o TLW classify fish and insects based on their characteristics.o TLW create a collage that classifies fish and insects.

Unit Map/Plan

Lesson 1: Introduction to Classification- definition of classification, examples using living and nonliving objects, student characteristics, and the characteristics of coins

o TLW be able to define classification o TLW be able to group living and non-living things according to their

characteristicso TLW be able to group students in their class according to characteristicso TLW be able to group coins according to their characteristics

Lesson 2: Further exploration of classification – classifying real world objects and comparing animal characteristics

o TLW identify the characteristics of each item in the given bago TLW be able to form groups according to the similarities of the objectso TLW be able to state the differences and similarities in the animals discussed

Lesson 3: Classification of Mammals and birds – explores the characteristics of these groups

o TLW compare and contrast characteristics of mammals and birds.o TLW classify mammals and birds based on their characteristics.o TLW create a mobile that displays categorization and classification of mammals

and birds.

Lesson 4: Classification of Amphibians and Reptiles – explores and explains the characteristics of these groups

o TLW be able to list the basic characteristics of amphibianso TLW be able to list the basic characteristics of reptileso TLW be able to name at least 3 amphibians and 3 reptiles. o TLW be able to use a Venn Diagram to show the similarities and differences

between amphibians and reptiles

Lesson 5: Classification of Fish and Insects – explores and explains the characteristics of these groups

o TLW compare and contrast characteristics of fish and insects.o TLW classify fish and insects based on their characteristics.o TLW create a collage that classifies fish and insects.

Lesson 6: Evaluation - how well the students can take a number of objects and classify them into designated groups Instructional Strategies and materials: daily lesson plans

Assessment Strategies:Formative:Lesson 1: The students will be assessed through teacher observation of the activities that the students are participating in. The students will also be assessed through questions that the teacher will ask the students throughout the lesson about classification and different ways to classify objects. As long as the students are participating and involved in the lesson, they will other forms of assessment are not needed at this point in the unitLesson 2: The teacher will check for understanding throughout the first activity by

1. walking around and observing the students working in their groups. 2. guiding the discussion after the activity

The teacher will evaluate the student’s concept of classification by leading them through the diagramming activity as they explore and classify the given animals, and as they add different animals into the diagrams. Lesson 3: Student progress based on the objectives will be determined though observation and listening to student responses. The teacher will also be able to walk around the room and be able to observe students as they are working on the mobiles. If the students are correctly classifying animals, the teacher will be able to see this.Lesson 4: Students will be assessed through their Venn diagram, pictures scavenger hunt and their participation during the class discussion. The Venn diagram will need to include at least 3 examples and 3 characteristics of each animal. The pictures scavenger hunt will be evaluated by effort and number of animals that they find in the classroom.Lesson 5: Student progress based on the objectives will be determined though observation and listening to student responses. The teacher will also be able to walk around the room and be able to observe students as they are making observations of the characteristics of the animals and while they are classifying the pictures of fish and insects in their collages. If the students are correctly classifying the animals, the teacher will be able to see this.Summative:Lesson 6: The evaluation of the students will occur throughout the lesson using a variety of activities such as new species activity, animal round game, and concept map. The teacher will be able to observe students throughout the activities and the concept map will be handed in to see the students overall comprehension of the material.

Evaluation:This unit will be evaluated when the teaching of the material is completed.

Sources:

Eye Openers. Farm Animals. New York: A Dorling Kindersley Book, 1991.

Dewey, Jennifer Owings. Wildlife Rescue: The Work of Dr. Kathleen Ramsay. Honesdale, Penn.: Boyds Mills Press, 1994.

Gaug, Shirley. “Animal Round Game.” AskERIC. May 1994. http://ericir.syr.edu/Virtual/Lessons/Science/Animals/ANM0003.html.

McGraw-Hill Science. Grade 2 Teacher’s Edition. New York: Macmillan/McGraw-Hill, 2002.

Scott Foresman Science. Grade 2 Teacher’s Edition. Addison-Wesley Educational Publishers Inc., 2000.

Scott Foresman Science. Grade 3 Teacher’s Edition. Addison-Wesley Educational Publishers Inc., 2000.

Jen TuinierLesson 1: Introduction to Classification

I. Subject/Topic: General Classification of living and non-living objects, students and coins.

II. Rational: Students should study the meaning of classification in order to better understand how things are put into groups and labeled according to their characteristics.

III. Objectives:o Students will be able to define classification o Students will be able to group living and non-living things according to their

characteristicso Students will be able to group students in their class according to characteristicso Students will be able to group coins according to their characteristics

IV. Content: Introduction to Classification: (15 min total) A. Assessing Prior Knowledge: (5 min)

1. Ask a couple of students to suggest a fruit. Write them on the board. Then ask the students, “What do all these items have in common?” (all fruits, all come from plants, are sweet.)2. Are some of these fruits more similar to one another than they are to other fruits? 3. How could you separate these fruits into smaller groups?

B. Instruction: (10 min)1. The teacher will begin the discussion by holding up two different pictures, one of a horse and one of a race care, and ask the students if they notice one thing that is different about the things represented in the pictures. 2. The teacher will ask for opinions. (The horse is a living thing, and a race car is not living.)3. Draw two circles on the board, one for living and one for non-living, and then write the item in the picture in the circle that it belongs under. 4. Continue to classify pictures as living and nonliving by asking the students what group they would put each picture under. Pictures should include those of dog, duck, cow, flower, tree, computer, alarm clock, puzzle, and house.5. Introduce the concept of classification and give them a definition. (Write it on the board.)Definition – Classifying means sorting or grouping things by their characteristics. You classify when you put things into groups to show how they are alike. You can classify things by their physical characteristics. Some physical properties such as:

o Coloro Sizeo Shapeo Textureo Smello States of matter

When you begin to classify a group of objects, you might want to look at the big groups that they belong to.

V. Strategies/Activities: Student Classification Activity: (5-10 min)1. Teacher will begin this activity by selecting 4 students from the class. If you can, try to pick students who have different color hair, eyes or color of clothing on so that it will be easier to point out different ways to classify them. Make sure that at least 2 of them have at least 1 of the same characteristic. 2. Begin by asking the students to name one way they group all the students under the same group (Students, kids, 2nd graders)3. Then ask the students how they would classify the four students into different groups by hair color, or color clothing students are wearing. 4. Repeat the activity using different characteristics and different students or incorporate the whole class. Classify according to birthday with each month going to a different spot in the room.

Coin Classification Activity: (5-10 min)1. Teacher will begin this activity having the students get into groups of 4 with the people they are sitting next to. Then pass out bags of coins to groups of students. 2. When instructed, the students will empty the contents of the bag and look at the different coins. In their group, they will discuss some of the characteristics of the coins they see in front of them, and then think of ways in which they can classify the coins into different groups. (Emphasize that there can be more than one right answer to the question.) 3. Ask the students what is one way that they can classify or name one group to which all of the objects belong to. (Coins, Money or Metal)4. Ask the students which coins aren’t used in the United States? – Have the students classify the coins into two groups, the US and the foreign coins. 5. Next, ask the students the name of the coin that is worth one cent? Five cents? Ten cents? Twenty-five cents? Group the coins by name and record how many there are in each classification.6. You can extend this activity depending of time, to see how many of each classification is “worth a dollar.” How many quarters would it take to make a dollar? How about the number of dimes? 7. You can also explain to them how coin collectors classify coins in lots of other ways. A rare penny that is in excellent condition is worth much more than one cent to a collector. Some are worth thousands of dollars. What are some other ways you might see to classify coins?

VI. Materials:o Pictures of animals such as a horse, dog, cow, duck and others of a flower, tree,

computer, alarm clock, puzzle, and house.o Plastic bag filled with 5 pennies, 2 nickels, 2 foreign coins, 10 dimes, 4 quarters

VII. Plans for Individual Differences:- Different activities will be done and the visual, auditory and kinesthetic learning styles

will all be met through the presentation of the activities. - Also, students will be placed in groups that give each student a chance to be involved

and participate in the activity.- The teacher will be responsible for making other adjustments based on the needs of the

students. - With the coins activity, you can provide some of your ESL students with a paper

containing a picture of each of the coins and the amount they represent. You can also have students bring in coins from other countries that they have lived in or visited.

VIII. Evaluation:The students will be assessed through teacher observation of the activities that the

students are participating in. The students will also be assessed through questions that the teacher will ask the students throughout the lesson about classification and different ways to classify objects. As long as the students are participating and involved in the lesson, they will other forms of assessment are not needed at this point in the unit.

IX. Lesson Critique:An analysis of the lesson will include considering the results of the class and their

participation and interest in the activities. Students will also have the opportunity to discuss their favorite part of the lesson. The teacher will consider evaluation and discussion and will make the necessary changes.

Jen ParrottLesson 2: Classification of Objects and Animals

I. Subject/Topic: Classification- Classifying different objects according to similarities

II. Rational/Purpose: While comparing and contrasting objects the students will begin to decipher things and notice the object’s specific characteristics with their similarities and differences.

III. Objectives: TLW Identify the characteristics of each item in the given bag Be able to form groups according to the similarities of the objects Be able to state the differences and similarities in the animals discussed

IV. Content:

1. Observing and Exploring Objects The students will work in groups of 3. Each group will receive a

baggy of different objects. (remind students not to open bags until they have been instructed to)

Teacher’s instructions – “Now we are going to work in groups to do another classification activity. Does everyone understand what classification is? (wait for questions) Each group will receive a bag containing objects of all different shapes and sizes. When I am done explaining the activity I would like your group to open the bag and spread the different objects out in the center of the table. Make sure everyone in your group gets a chance to look at each object. As you look at the objects, you are going to classify them into two different groups according to their similarities. Allow your minds to go in all different directions to see how you should categorize your objects. All groups may come up with the same ideas- but there could also be 5 different answers! But there’s more- as your group divides and classifies your objects, you are going to need to record ALL of your observations. Someone in your group will need to write down which object goes into which section- and why. Are there any questions? Alright, go ahead and open your bags.”

The students will have sufficient time to look at their objects and sort them into different groups. As they are working, the teacher should go around and observe, check for understanding, ask/answer questions, and make sure they are recording their work.

After the allotted time, the teacher will 1.ask the groups to put the objects back into the bags, 2.ask 2-3 groups what their categories of classification were and which objects went with each group (if questionably or different than most in class, ask why).

2. Exploring and Classifying Different Animals The students will compare the animals in the pictures. (there will be on

large picture for the class to see, and each student will have a copy of the pictures of the animals)

There will be a diagram on the board to help classify the different animals. Each student will also have their own diagram to classify the animals independently.

As a class, we will write the names of the animals into the correct parts of the circle. In order to give an answer- there must be a reason included.

As time allows, think of more animals that could belong to each group. Write them down and add them in the diagrams.

Strategies and activities –included in lesson

Materials: Plastic sandwich bags, objects (rubber band, bouncy ball, Q-tip, toothpick, paper clip, twisty tie, straw, penny), pictures of animals (fox, rabbit, tiger, zebra, fish and snake –w/ stripes), classification diagrams

Plans for Individual Differences: This lesson includes a variety of learning techniques to accommodate to the different learning styles.

Evaluation: The teacher will check for understanding throughout the first activity by 3. walking around and observing the students working in their groups. 4. guiding the discussion after the activity

The teacher will evaluate the student’s concept of classification by leading them through the diagramming activity as they explore and classify the given animals, and as they add different animals into the diagrams.

Lesson critiqueA lesson critique will be included after the teaching of the lesson highlighting things that worked and things that needed to be changed.

Katie BrinksLesson 3: Classification of Mammals and Birds

Subject/Topic: Classification/Animal Characteristics (mammals, birds)

Rationale/Purpose: Students should learn this material so that they will be able to distinguish between different animal groups and build classification skills, which can be used in not only science, but other areas as well.

Objectives:TLW compare and contrast characteristics of mammals and birds.TLW classify mammals and birds based on their characteristics.TLW create a mobile that displays categorization and classification of mammals and birds.

Content:I. Compare and contrast animals in the mammals and birds categoriesII. Group/classify animals based on their characteristicsIII. Students demonstrate understanding by creating a mobile

Strategies and Activities:Engage: As a class, have students name the kinds of pets that they have or that someone they know has. Write these on the board. Have students begin to list characteristics of these animals. Characteristics such as have fur, have scales, have four legs, fly, live in water, have feathers should be noted. Exploration: After characteristics have been noted, have students compare the animals, focusing on mammals and birds. Have the students divide the animals into groups and give names for the groups.

Explanation: After students have classified the animals, make sure they know that is what they have just done. They have classified animals based on their characteristics. Animals are classified into groups to show how they are alike. This is something that scientists do when they study animals. Focus the students on the mammal and bird groups. Look at the animals listed on the board and the titles of the categories given. If they have titled them using the words mammals and birds, elaborate on the characteristics of these groups. If other titles have been given, supply the correct terminology and then elaborate on the characteristics.

Mammals: warm-blooded, have hair on their bodies, parents care for the young, females produce milk for their babies, breathe through lungs, most live on land, but some live in the water.Birds: warm-blooded, most can fly, have feathers and wings, most build nests, hatch from eggs, most baby birds must be fed by parents and cared for until they can survive on their own.

Have students give other examples that fit into each category and then explain why.

Elaboration: Students will create a mobile using the terms that they have just learned. The students will make a header that says “Animals.” Under that, they will create headers that say “mammals” and “birds.” Hanging from each category, they will attach small pictures of animals that fit in each group and/or cards with characteristics of animals in that group.

Materials:Posters containing characteristics of mammals and birds

Items for mobiles – hangers, yarn, paper/poster board for labels, a variety of small pictures of animals, hole punch or tape

Plans for Individual Differences: Different activities will be used to engage different learning styles. Students will be able to work independently and as a whole class. Evaluation: Student progress based on the objectives will be determined though observation and listening to student responses. The teacher will also be able to walk around the room and be able to observe students as they are working on the mobiles. If the students are correctly classifying animals, the teacher will be able to see this.

Lesson Critique:A lesson critique will be included after the teaching of the lesson highlighting

things that worked and things that needed to be changed.

Jen TuinierLesson 4 : Classification of Amphibians and Reptiles

I. Subject/Topic: Classification of Amphibians and Reptiles

II. Rational/Purpose: Students need to learn the similarities and differences between different amphibians and reptiles so that they may accurately be able to describe how each is classified according to their characteristics.

III. Objectives: o Students will be able to list the basic characteristics of amphibianso Students will be able to list the basic characteristics of reptileso Students will be able to name at least 3 amphibians and 3 reptiles. o Students will be able to use a Venn Diagram to show the similarities and

differences between amphibians and reptiles

IV. Content: (20 min)A. Classifying Amphibians:1. Begin by asking the students if they know what frog is and if they have seen one before. (If you can, bring in a real frog for the students to see.) 2. Then ask the students if they know of another animal that is like a frog but a little bit different. (Toad)3. Then ask the students if there is one name that both of these animals fits under. (Amphibian) 4. After this, see if they know any more examples and then see if they can think of any of the physical characteristics that make up an amphibian. 5. Go over the basic characteristics that classify an animal as an amphibian and show pictures of each. Not all the characteristics need to be covered in depth. Amphibians: (an animal with a backbone that lives part of its life cycle in water

and part on land)Examples: Frogs, salamanders, toads, newtsCharacteristics- Need to be near water or in water, have smooth moist skin, hatch from eggs, cold blooded, go through different stages of growth (eggs, young tadpoles, old tadpoles, frogs) (egg, guppy, salamander), they have a backbone-helps to bend and move. Lay eggs under water. The eggs do not have hard shells; they have thin coverings so that oxygen in the water can get into the eggs. B. Classifying Reptiles:1. Begin by telling the students that we will be classifying different kinds of animals now so that they know that we have moved from amphibians to a different type. 2. Next, ask the students if they have ever seen a turtle before? (Bring a real turtle to class if possible to show the class.)3. Then ask the students if they know of another name for a turtle? Such as the name that classify it with other animals that are like it. (Reptile)4. Ask the students if they know what a reptile is, examples of one, and the some of the characteristics it contains that classify it as a reptile.

5. Go over the basic characteristics and show pictures of each. Reptiles: (an animal that has a backbone and dry scaly skin)Examples: Snakes, lizards, turtle, Characteristics- Scales for skin, cold blooded, do not need wet areas, hatch from

eggs

V. Strategies and Activities:Venn diagram : 1. Students will take what they have just learned about amphibians and reptiles and use a Venn diagram to compare and contrast the physical characteristics of these animals. 2. On the outside of the diagram, the students will list at least 3 examples of each kind of animal they classified. 3. Then they will share their diagrams with their neighbor to see if they came up with the same conclusions. Also, if their partner has more characteristics, they can discuss why they put those characteristics and then add them to their own diagrams later if needed. 4. The students will turn in their diagrams at the end of the lesson. Picture Scavenger Hunt:1. The students will be divided up into groups of 2 or 3.2. Students will be given a sheet of paper that has a column for reptiles and one for amphibians. This is for keeping track of the animals they find. 3. Then the students will be told that they have 5 minutes to find as many amphibians and reptiles in the classroom as they can. These can be found in pictures in a book, on the wall, or a real example in the classroom. 4. The students will also be given magazines that they can look for pictures in and cut them out and glue them on their paper. Only pictures from the magazines can be cut out. Students who do this will get one extra point for each picture they have glue on their paper that is accurate to its classification.

VI. Materials:o Pictures of amphibians and reptileso Worksheet for students of Venn Diagramo Worksheet for students of amphibian and reptile picture scavenger hunto Magazines containing animals, such as National Geographico Scissors and glue

VII. Plans for Individual Differences:- Different activities will be done and the visual, auditory and kinesthetic learning styles

will all be met through the presentation of the activities. - Also, students will be placed in groups that give each student a chance to be involved

and participate in the activity.- The teacher will be responsible for making other adjustments based on the needs of the

students.

VIII. Evaluation:Students will be assessed through their Venn diagram, pictures scavenger hunt

and their participation during the class discussion. The Venn diagram will need to include at least 3 examples and 3 characteristics of each animal. The pictures scavenger hunt will be evaluated by effort and number of animals that they find in the classroom.

IX. Lesson Critique: An analysis of the lesson will include considering the results of the class and their participation and interest in the activities. Students will also have the opportunity to discuss their favorite part of the lesson. The teacher will consider evaluation and discussion and will make the necessary changes.

Katie BrinksLesson 5: Classification of Fish and Insects

Subject/Topic: Classification/Animal Characteristics (fish, insects)

Rationale/Purpose: Students should learn this material so that they will be able to distinguish between different animal groups and build classification skills, which can be used in not only science, but other areas as well.

Objectives:TLW compare and contrast characteristics of fish and insects.TLW classify fish and insects based on their characteristics.TLW create a collage that classifies fish and insects.

Content:IV. Compare and contrast animals in the fish and insects categoriesV. Group/classify animals based on their characteristicsVI. Students create collages with pictures of fish and insects

Strategies and Activities:Engage: Read the book One Fish Two Fish Red Fish Blue Fish by Dr. Seuss. Tell the students that today they will be learning about fish and insects and studying their characteristics.

Exploration: Divide students in groups of three. Bring in a variety of small fish and put in individual bags or bowls so each group has one. Provide the students with the name of their kind of fish. Have students observe the fish and then write down as many characteristics about the fish that they can. Then bring in live insects such as crickets or other insects in small containers. Provide the students with the name of their insect. Have the students observe the insect and write down as many characteristics about the insect that they can. (Or half the class observe insects and half the class observe fish and then switch.)

Explanation: As a whole class, have the groups share what animal they observed and list some characteristics of that animal. Then have the students compare and contrast the fish and insects.Ask the students what two groups (classifications) they could divide the animals into that they observed today. (Fish and insects) List characteristics that all the fish have, then list the characteristics that all the insects have.

Fish: aquatic animals, breathe through gills, cold-blooded, most have scales, most develop from eggsInsects: have three body parts, six legs, hatch from eggs, some can fly

Have students give other examples that fit into each category and then explain why.

Elaboration: Students will look through animal magazines and cut out pictures of fish and insects. They will create collages of these animals, correctly labeling the categories,

putting fish on one side and insects on the other. They should also write basic characteristics of the classifications on cards and include these in their collages.

Materials:One Fish Two Fish Red Fish Blue Fish by Dr. SeussVariety of small fish and insects (alive)Posters containing characteristics of fish and insectsAnimal magazines that contain fish and insects for the student collages

Plans for Individual Differences: Different activities will be used to engage different learning styles. Students will be able to work with small groups and as a whole class. Evaluation: Student progress based on the objectives will be determined though observation and listening to student responses. The teacher will also be able to walk around the room and be able to observe students as they are making observations of the characteristics of the animals and while they are classifying the pictures of fish and insects in their collages. If the students are correctly classifying the animals, the teacher will be able to see this.

Lesson Critique:A lesson critique will be included after the teaching of the lesson highlighting things that worked and things that needed to be changed.

Jen ParrottLesson 6: Evaluation

I. Subject/Topic: Evaluation of Classification

II. Rational/Purpose: To check the student’s understanding of classification and of their ability to classify objects and animals

III. Objectives: TLW: recall major characteristics of each classification of animals. compare and contrast animal groups. create a concept map using the terms provided.

IV. Content:This unit is to evaluate the student’s understanding of classification—especially concerning animals with their characteristics. Minor assessment and evaluation will be done throughout the lessons; however, this lesson and these activities will give the teacher more of a specified feedback on the student’s comprehension.

V. Strategies and Activities: 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 characteristics and make up a name for it. Encourage students to use their imaginations when creating their new species.

Animal Round Game: The game is designed to reinforce animal classification by using a “round” game where all students participate. Through this game the students should be able to demonstrate knowledge of the characteristics of the most common animal groups, identify animals within a specific animal group, and distinguish between the six most common groups of animals. (This game will be simplified based on the grade of the students.)

i. The teacher needs to cut cues into 20 strips and laminate with blank spaces where animal names or types would be if a variety of answers is to be used during the use of this game.

ii. Fill in answers if strips are blank.iii. Give each student a strip. All students must have at least one strip

and some may have more than one. iv. Assign a student to begin by reading his/her clue. v. Continue around the class until the first student gives his/her clue

again. vi. This game may be repeated by moving each strip to the next

person and having the last person give to the first. Students may want to beat their time on this game.

Animal Clue Strips: I have an animal with six legs, who has one with eight legs? I have a (spider, tarantula), who has an animal with an exoskeleton and lives in the ocean? I have an (echinoderm, starfish), who has an animal with gills? I have a (fish, trout, bluegill), who has an animal with stereoscopic vision? I have a (human, gorilla, chimpanzee, lemur), who has an animal with feathers? I have a (bird, peacock), who has an animal with webbed feet? I have a duck-billed platypus, who has another water dwelling mammal? I have a (dolphin, whale, porpoise), who has a marsupial? I have an (opossum, kangaroo), who has a feline? I have a (tiger, lion), who has an animal (that goes through complete metamorphosis, with wings and scales)? I have a (moth, butterfly), who has a cold blooded animal that lives the first part of its' life in water? I have a frog, who has the two types of animals that are warm-blooded? I have birds and mammals, who have animals that lay leathery eggs? I have (reptiles, lizards, snakes), who has the type of animals that would have a queen? I have (insects, bees, termites), what type of animal can live in any climate? I have (humans, mammals) what type of animal communicates by dancing? I have (insects, bees), who has a type of animal that provides milk for its' young? I have mammals, who has an animal that hibernates? I have a bear, who has an extinct animal? I have a dinosaur, who has an insect?

Homework: The students will be assigned a concept map to take home and complete. They will be given a list of key words that they will need to include into the concept map, and if they think of other words to add, they will be allowed to add up to 5 more correctly, for extra credit points.

VI. Materials: paper, crayons/markers, cards with animal cues, list of key words for concept map.

VII. Plans for Individual Differences: This lesson contains different activities, for evaluation. This allows for more of a fair assessment when dealing with the different types of learning and possible learning disabilities.

VIII. EvaluationThe teacher will evaluate the students throughout the entire lesson through different activities.

IX. Lesson Critique:A lesson critique will be included after the teaching of the lesson highlighting things that worked and things that needed to be changed.