1. The Question Can we classify animals into different groups? What groups can we classify these animals into? Are there certain characteristics which animals possess that we consider when grouping them? Think about how the animals move, what they eat or where they live Next These materials are © 2012 Jorge Motta, Towson University. All rights reserved..

2. Information Sources Take a look at this website: Animal Classification Click on each of the following on the website and read the characteristics of each group of animals Mammals Reptiles Birds Amphibians Fish Now that you have read about each group of animals, go back to first slide. Would you put the animals into different groups now? What group would you put the animal to the right? Refer back to the website if you need to Next These materials are © 2012 Jorge Motta, Towson University. All rights reserved..

3. The Student Activity The class will be divided into five groups. Each group will be responsible for researching one of the following groups of animals: Mammals Reptiles Birds Amphibians Fish Each group will be responsible for researching and deciding the five most important features for each group of animals. Combine the five most important features on the graphic organizer provided. In the center circle type the group of animals assigned to your group. In the surrounding circles, type the five most important features. Be prepared to share with the class! Next These materials are © 2012 Jorge Motta, Towson University, all rights reserved. Animal Group Feature 1 Feature 2 Feature 3 Feature 4 Feature 5

4. The Assessment Activity This activity will be done individually. Everyone will select an animal from the following website: Animals Website Once you have selected the animal make a PowerPoint Presentation about the animal. Include the following in your PowerPoint Presentation: The name of the animal The group the animal belongs to and why The habitat of the animal The diet of the animal Include at least four interesting facts about your animal Pictures of your animal Keep the presentation to a maximum of five slides Next These materials are © 2012 Jorge Motta, Towson University, all rights reserved.

5. Enrichment Activities In case you finish early, check out these sites: Label each animal. Are there any new animals you discovered? –Animal LabelingAnimal Labeling This a puzzle of an animal. What animal did you find? What group does it belong to? –Animal PuzzleAnimal Puzzle This is a song about the groups of animals we have explored. What do you think an arthropod is? –Animal SongAnimal Song Next These materials are © 2012 Jorge Motta, Towson University. All rights reserved..

6. Teacher Support Materials The following lesson fulfills the Maryland Voluntary State Curriculum for fourth grade science under the life science standard. The lesson requires students to determine the observable properties of animals The lesson also requires students to work in groups to determine the most important qualities of each group of animals The lesson requires students to evaluate their research, both in groups and individually. Standard 3.0 Life Science The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. TOPIC A. DIVERSITY OF LIFE INDICATOR 1. Explain how animals and plants can be grouped according to observable features. OBJECTIVE Classify a variety of animals and plants according to their observable features and provide reasons for placing them into different groups These materials are © 2012, Jorge Motta Towson University, all rights reserved.

Rubric for Presentation CATEGORY4321 Required ElementsThe presentation includes all required elements as well as additional information. All required elements are included on the presentation All but 1 of the required elements are included on the presentation. Several required elements were missing. Graphics - RelevanceAll graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation. All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation. All graphics relate to the topic. Most borrowed graphics have a source citation. Graphics do not relate to the topic OR several borrowed graphics do not have a source citation. Content - Interesting Facts At least 4 accurate and interesting facts are displayed. 3 accurate and interesting facts are displayed. 1-2 accurate and interesting facts are displayed. Less than 1 accurate and interesting facts are displayed. AttractivenessThe presentation is exceptionally attractive in terms of design, layout, and neatness. The presentation is attractive in terms of design, layout and neatness. The presentation is acceptably attractive though it may be a bit messy. The presentation is distractingly messy or very poorly designed. It is not attractive. MechanicsCapitalization and punctuation are correct throughout the presentation. There is 1 error in capitalization or punctuation. There are 2 errors in capitalization or punctuation. There are more than 2 errors in capitalization or punctuation. Use of Class TimeUsed time well during each class period. Focused on getting the presentation done. Never distracted others. Used time well during each class period. Usually focused on getting the presentation done and never distracted others. Used some of the time well during each class period. There was some focus on getting the presentation done but occasionally distracted others. Did not use class time to focus on the presentation OR often distracted others. : These materials are © 2012 Jorge Motta, Towson University. All rights reserved..