1. Classifying Living Things
Unit A, Chapter 2
Pages A34-A59

2. Lesson 1: Classification

3. Objectives Identify why scientists group living things.
Name the five largest groups of living things.

4. Vocabulary
Classification
Kingdom
Moneran
Protist
Fungi
Genus
Species

5. Experiment Classifying Shoes (A36-37) Observe and ask questions
Form a hypothesis
Plan an experiment
Materials
Procedures
Conduct the experiment
Draw conclusions and communicate results

6. Grouping Living Things

7. Exit Slip
How do scientists group living things?

8. Grouping by Similarities and Differences

9. Exit Slip
How are monerans and protists the same? How are they different?

10. Forming Smaller Groups

11. Exit Slip
How do scientists form smaller groups of living things?

12. Math Link
Suppose you have found a cave in which animals – three snakes, six bats, and a bear – are living. To report your discovery to your classmates, make a bar graph showing the types and numbers of animals in the caves.

13. Writing Link
Suppose you’ve discovered a new species of living thing. For your teacher, write two or three paragraphs to describe how you found it, what its characteristics are, and how you decided on its name.

14. Review Questions
Why do scientists organize information about living things?
What are the five kingdoms of living things?
How do scientists name each type of living thing?
There are probably millions of living things that scientists haven’t discovered yet. If scientists were to find a living thing that didn’t fit into any of the five kingdoms, what would they need to do?
Which kingdom contains one-celled living things without nuclei?

15. Lesson 2: Animal Classification

16. vertebrates

17. Objectives Describe how vertebrates are classified.
Name the groups of animals that make up the vertebrates.

18. Vocabulary
Vertebrate
Mammal
Reptile
Amphibian
Fish
Bird
Invertebrate

19. Experiment Building a Model Backbone (A42-43)
Observe and ask questions
Form a hypothesis
Plan an experiment
Materials
Procedures
Conduct the experiment
Draw conclusions and communicate results

20. Animals with a Backbone

21. Whiteboard Activity: Mammal, Reptile, Amphibian, Bird, or Fish

22. Mammal, Reptile, Amphibian, Bird, or Fish

23. Mammal, Reptile, Amphibian, Bird, or Fish

24. Mammal, Reptile, Amphibian, Bird, or Fish

25. Mammal, Reptile, Amphibian, Bird, or Fish

26. Mammal, Reptile, Amphibian, Bird, or Fish

27. Mammal, Reptile, Amphibian, Bird, or Fish

28. Mammal, Reptile, Amphibian, Bird, or Fish

29. Mammal, Reptile, Amphibian, Bird, or Fish

30. Mammal, Reptile, Amphibian, Bird, or Fish

31. Group Acitivity: Animal Group Card Sort
Sort the cards into 5 groups. (mammals, reptiles, amphibians, fish, and birds)
Pick one card in each category to share with the class.
identify the animal
classify it by its group

32. Exit Slip
What characteristic do all vertebrates have in common?

33. Invertebrates

34. Review
Using what you learned in the “Building a Model Backbone” experiment, what is the job of the backbone?
The backbone protects the spinal cord and helps support the body

35. Review - Vertebrates
What characteristics do all vertebrates have in common?
They have a backbone
They have sharp senses and large brains
What are the 5 smaller groups of vertebrates?
Mammals, reptiles, amphibians, fish, and birds

36. Objectives
Compare the characteristics of invertebrates to find out what they have in common.
Classify animals as vertebrates or invertebrates.

37. Animals Without a Backbone Textbook page A45 ; Packet pg. 3

38. Whiteboard Activity: Arthropod, Mollusk, or Worm

39. Arthropod, Mollusk, or Worm

40. Arthropod, Mollusk, or Worm

41. Arthropod, Mollusk, or Worm

42. Arthropod, Mollusk, or Worm

43. Arthropod, Mollusk, or Worm

44. Group Acitivity: Animal Classification Card Sort
Sort the cards into two groups, vertebrates and invertebrates.
Pick one card in each category to share with the class.
identify the animal
classify it (vertebrate or invertebrate)
name the smaller group it belongs to (mammal, reptile, amphibian, fish, bird, arthropod, mollusk, or worm)

45. Art Link: Classification Collage
Write your name and number in the bottom right corner. Turn the paper over.
Fold a sheet of paper in half vertically.
At the top of each half write either vertebrate or invertebrate.
Underneath each heading, define it as an animal without a backbone or an animal with a backbone.
Cut out and glue at least one animal to represent each classification.
Vertebrate
Invertebrate
definition
definition
Picture
Picture

46. Exit Slip
What characteristic do all invertebrates have in common?

47. A Closer Look at Animals

48. Exit Slip
Where do muscles attach to the skeletons of animals?

49. Math Link
Vertebrate skeletons are made up of bones. The adult human spine has 33 bones. Find out how many bones the spines of five other vertebrates have. Make a bar graph to show what you learn.

50. Writing Link
You’ve learned that skeletons support animals’ bodies and help them move. Skeletons also protect animals’ organs. Would you prefer to have a hard outer sell or the skeleton you have now? Write a paragraph to explain your answer to a classmate.

51. Health Link
Calcium helps build strong bones. Eating calcium-rich foods helps prevent bone problems as you get older. Find out which foods are rich in calcium. Then make a chart to post in your kitchen at home.

52. Review Questions
Which group of vertebrates begins life in water and later lives on land?
How is a spider different from an insect?
How are the skeletons of vertebrates and invertebrates different?
How might having sharp senses and large brains help vertebrates survive?
Which animals are NOT vertebrates?

53. Lesson 3: Plant Classification

54. Objectives Describe how the plant kingdom is divided.
Name the members of each main group of plants.

55. Vocabulary
Vascular plant
Nonvascular plant

56. Experiment Plant Stems (A48-49) Observe and ask questions
Form a hypothesis
Plan an experiment
Materials
Procedures
Conduct the experiment
Draw conclusions and communicate results

57. Plants with Tubes

58. Exit Slip
What is carried by the tubes of vascular plants?

59. Plants Without Tubes

60. Exit Slip
How does water travel through a nonvascular plant?

61. Math Link
The width of a growth ring depends on the amount of rainfall the tree received that year. Wide rings form in rainy years. Narrow rings form in dry years. Examine a tree stump or the end of a log. Count the growth rings, and then measure the width of each ring. Make a line graph or a bar graph to show what you see. What can you infer from your graph?

62. Writing Link
Gather several types of plants, and examine their characteristics. Write clues describing each plant. Your clues can be about color, smell, height, size, or the plant’s use, or they may tell where it was found. Read your clues to your classmates, and see if they can guess your plant.

63. Review Questions
Which group of vertebrates begins life in water and later lives on land?
How is a spider different from an insect?
How are the skeletons of vertebrates and invertebrates different?
How might having sharp senses and large brains help vertebrates survive?
Which animals are NOT vertebrates?