Dallas Zoological Society Partnership : Animal Classes

Animal Classification

WebLesson Sites
Introduction
Go on a trip to the zoo, a visit to the ocean, a hike in the mountains, even a walk through the park and you will see the many different animals that live around us. Some have skeletons and others are jelly-like blobs; some have wings while others have flippers; some breathe with lungs whereas others breathe through gills. The collection of these assorted organisms makes up the animal kingdom.

Scientists group animals together according to various characteristics under one classification system that all scientists around the world use. This classification system is called taxonomy. While some animals fit clearly into one classification or another, it is not always so simple to place other animals into one specific group.

Numerous animals have adapted to their changing environments over time and successfully maintained their populations. However, other animals are not so fortunate and therefore we have witnessed several species become endangered, even extinct. While there are millions of species yet undiscovered, it would be tragic to lose a species forever.

Scenario
You are a working at your school. Your job is to record information about animals on your local school property. In order to fulfill this job, you will need to research how animals are classified, the diversity of life, and the ability for animals to adapt and survive various ecosystems. Take careful research notes as you learn more about these animals.
Lesson Pages
Learn about classifying animals into the group it belongs.
http://www.learninghaven.com/science/articles/classifying_animals.htm
Biological Diversity: Classification
http://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookDivers_class.html
Biology4Kids.com: Vertebrates
http://www.biology4kids.com/files/vert_main.html
Biology4Kids.com: Invertebrates
http://www.biology4kids.com/files/invert_main.html
Jungle Walk – Tube Sponge
http://www.junglewalk.com/classroom/SlideShow.asp?LPSID=6&IDs=6248,2165,5890,6212,2769,8079,6225,4624,10162,9870,1450,4505
Rich Media
Biology: Classification of Animals
http://www.syvum.com/cgi/online/tgamem.cgi/squizzes/biology/animal_class.tdf?0 \
Rich Media
Animal Homes
http://www.springboardmagazine.com/science/animalhomes.htm
Scholastic.com: Teacher: Online Activities: Science Explorations: Animals, Adaptation, and the Galápagos Islands
http://teacher.scholastic.com/activities/explorations/adaptation/index.htm
Rich Media
PROTECTION OF ENDANGERED SPECIES – Kids’ Planet – Defenders of Wildlife
http://www.kidsplanet.org/factsheets/esa.html
Arthropods
http://www.backyardnature.net/arthropd.htm
Conclusion & Project
Conclusion
The world is full of many different types of animals. Only by grouping and classifying can we record and account for all of the species. It is amazing to think that there are millions more out there, still undiscovered! Biologists and zoologists continue in their efforts to locate, study, and classify new animals. Meanwhile, various groups work hard to protect the current species that we do know.
Project
You are going to design and set up your own mini zoo in your school play yard or parking lot. You will need to include at least five vertebrates and five invertebrates in your zoo. Describe how they are classified. Write a proposal that describes the animals and also explains where on your playground/parking lot you will set up the various animals’ homes and what you will bring in to do so (i.e. dirt, mud, trees, water, etc.).
Glossary
vertebrate - an animal that has a backbone or spinal column
invertebrate - an animal that lacks a backbone or spinal column
warm blooded - maintaining a relatively constant and warm body temperature independent of environmental temperature
cold blooded - creatures that control body temperature through external means
taxonomy - the classification of organisms in an ordered system that indicates natural relationships
species - a basic category of taxonomic classification, ranking below a genus or subgenus and consisting of related organisms capable of interbreeding
interbreed - to produce offspring within a narrow range or with closely related types or individuals
dorsal - near the back or upper surface of an organism
ventral - close to the front part of the human body or the lower surface of the body of an animal
notochord - supporting rod running most of the length of vertebrates
symmetry - an equal proportion of the several parts of a body to each other
heterotrophic - an organism that cannot make its own food and is dependent on other sources for nutrition
multicellular - an organism that consists of many cells
adaptation - an alteration or adjustment in structure or habits, often hereditary, by which a species or individual improves its condition in relationship to its environment
coloration - conspicuous coloration or markings of an animal serving to warn off predators
exoskeleton - a hard outer structure, such as the shell of an insect or crustacean, that provides protection and support for an organism
streamline - a design or form that offers the least resistance to fluid flow; smooth
mammary - the milk-giving gland of the female mammal used to feed her young
habitat - the area or environment where an organism normally lives
burrow - a hole or tunnel dug in the ground by a small animal, such as a rabbit or mole, for habitation or refuge
biology - the study of all living things
botany - the study of plants
environment - the natural world of the land, sea, and air; all the things that influence an organism's life
threatened - a species is experiencing serious threats that may eventually lead to its extinction, but the situation is not yet critical
endangered - classification if a species is on the brink of extinction
endoskeleton - an internal supporting skeleton, derived from the mesoderm, that is characteristic of vertebrates
exoskeleton - a hard outer structure, such as the shell of an insect or crustacean, that provides protection or support for an organism
Dallas Zoological Society Partnership : Animal Classes

Animal Classification

Introduction
Introduction
Go on a trip to the zoo, a visit to the ocean, a hike in the mountains, even a walk through the park and you will see the many different animals that live around us. Some have skeletons and others are jelly-like blobs; some have wings while others have flippers; some breathe with lungs whereas others breathe through gills. The collection of these assorted organisms makes up the animal...

Lesson Plan

WebLesson Sites
Introduction
Go on a trip to the zoo, a visit to the ocean, a hike in the mountains, even a walk through the park and you will see the many different animals that live around us. Some have skeletons and others are jelly-like blobs; some have wings while others have flippers; some breathe with lungs whereas others breathe through gills. The collection of these assorted organisms makes up the animal kingdom.

Scientists group animals together according to various characteristics under one classification system that all scientists around the world use. This classification system is called taxonomy. While some animals fit clearly into one classification or another, it is not always so simple to place other animals into one specific group.

Numerous animals have adapted to their changing environments over time and successfully maintained their populations. However, other animals are not so fortunate and therefore we have witnessed several species become endangered, even extinct. While there are millions of species yet undiscovered, it would be tragic to lose a species forever.

Scenario
You are a working at your school. Your job is to record information about animals on your local school property. In order to fulfill this job, you will need to research how animals are classified, the diversity of life, and the ability for animals to adapt and survive various ecosystems. Take careful research notes as you learn more about these animals.
Lesson Pages
Learn about classifying animals into the group it belongs.
http://www.learninghaven.com/science/articles/classifying_animals.htm
Biological Diversity: Classification
http://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookDivers_class.html
Biology4Kids.com: Vertebrates
http://www.biology4kids.com/files/vert_main.html
Biology4Kids.com: Invertebrates
http://www.biology4kids.com/files/invert_main.html
Jungle Walk – Tube Sponge
http://www.junglewalk.com/classroom/SlideShow.asp?LPSID=6&IDs=6248,2165,5890,6212,2769,8079,6225,4624,10162,9870,1450,4505
Rich Media
Biology: Classification of Animals
http://www.syvum.com/cgi/online/tgamem.cgi/squizzes/biology/animal_class.tdf?0 \
Rich Media
Animal Homes
http://www.springboardmagazine.com/science/animalhomes.htm
Scholastic.com: Teacher: Online Activities: Science Explorations: Animals, Adaptation, and the Galápagos Islands
http://teacher.scholastic.com/activities/explorations/adaptation/index.htm
Rich Media
PROTECTION OF ENDANGERED SPECIES – Kids’ Planet – Defenders of Wildlife
http://www.kidsplanet.org/factsheets/esa.html
Arthropods
http://www.backyardnature.net/arthropd.htm
Conclusion & Project
Conclusion
The world is full of many different types of animals. Only by grouping and classifying can we record and account for all of the species. It is amazing to think that there are millions more out there, still undiscovered! Biologists and zoologists continue in their efforts to locate, study, and classify new animals. Meanwhile, various groups work hard to protect the current species that we do know.
Project
You are going to design and set up your own mini zoo in your school play yard or parking lot. You will need to include at least five vertebrates and five invertebrates in your zoo. Describe how they are classified. Write a proposal that describes the animals and also explains where on your playground/parking lot you will set up the various animals’ homes and what you will bring in to do so (i.e. dirt, mud, trees, water, etc.).
Glossary
vertebrate - an animal that has a backbone or spinal column
invertebrate - an animal that lacks a backbone or spinal column
warm blooded - maintaining a relatively constant and warm body temperature independent of environmental temperature
cold blooded - creatures that control body temperature through external means
taxonomy - the classification of organisms in an ordered system that indicates natural relationships
species - a basic category of taxonomic classification, ranking below a genus or subgenus and consisting of related organisms capable of interbreeding
interbreed - to produce offspring within a narrow range or with closely related types or individuals
dorsal - near the back or upper surface of an organism
ventral - close to the front part of the human body or the lower surface of the body of an animal
notochord - supporting rod running most of the length of vertebrates
symmetry - an equal proportion of the several parts of a body to each other
heterotrophic - an organism that cannot make its own food and is dependent on other sources for nutrition
multicellular - an organism that consists of many cells
adaptation - an alteration or adjustment in structure or habits, often hereditary, by which a species or individual improves its condition in relationship to its environment
coloration - conspicuous coloration or markings of an animal serving to warn off predators
exoskeleton - a hard outer structure, such as the shell of an insect or crustacean, that provides protection and support for an organism
streamline - a design or form that offers the least resistance to fluid flow; smooth
mammary - the milk-giving gland of the female mammal used to feed her young
habitat - the area or environment where an organism normally lives
burrow - a hole or tunnel dug in the ground by a small animal, such as a rabbit or mole, for habitation or refuge
biology - the study of all living things
botany - the study of plants
environment - the natural world of the land, sea, and air; all the things that influence an organism's life
threatened - a species is experiencing serious threats that may eventually lead to its extinction, but the situation is not yet critical
endangered - classification if a species is on the brink of extinction
endoskeleton - an internal supporting skeleton, derived from the mesoderm, that is characteristic of vertebrates
exoskeleton - a hard outer structure, such as the shell of an insect or crustacean, that provides protection or support for an organism

Curriculum Standards

TEXAS
112.4. Science, Grade 2.

(8) Science concepts. The student distinguishes between living organisms and nonliving objects. The student is expected to:
(A) identify characteristics of living organisms.

(9) Science concepts. The student knows that living organisms have basic needs. The student is expected to:
(A) identify the external characteristics of different kinds of plants and animals that allow their needs to be met.
NATIONAL
NSES Content Standards: K-4
Life Science
CONTENT STANDARD C:

THE CHARACTERISTICS OF ORGANISMS

Organisms have basic needs. For example, animals need air, water, and food; plants require air, water, nutrients, and light. Organisms can survive only in environments in which their needs can be met. The world has many different environments, and distinct environments support the life of different types of organisms.

Each plant or animal has different structures that serve different functions in growth, survival, and reproduction. For example, humans have distinct body structures for walking, holding, seeing, and talking.

ORGANISMS AND THEIR ENVIRONMENTS
All animals depend on plants. Some animals eat plants for food. Other animals eat animals that eat the plants.

Questions & Answer Keys

Study Questions and Answer Keys
  1. How would you classify the food in your refrigerator at home?
    Answer: Students will offer a variety of descriptions. Encourage students to describe the different types and groups of foods. Also, students should list what foods are placed on the shelves versus the side door panels and the bottom drawers.
  2. Why do you think it is important to organize animals into groups?
    Answer: Students should indicate that by categorizing animals, we can better study them, track them, and observe their behaviors. There are many species that we still have not yet discovered, by classifying animals based on a set of universally agreed upon characteristics; scientists can continue to identify new organisms.
  3. There are seven parts to the classification of each animal. To help you remember the seven group names, create your own memory device.
    Answer: Students will create their own mnemonic sentence that includes the first letter of the seven groups in order. An example might be “Kind People Can Operate Fun Game Stores.
  4. We humans have backbones which makes us vertebrates. Provide ten examples of other vertebrates. How do you know that they are vertebrates?
    Answer: Students should list ten animals that are vertebrates and can list their backbones or spinal cords as a reason for including them in the vertebrate list.
  5. Organisms without backbones take on a variety of unique shapes. In fact, there are many more invertebrates than there are vertebrates. Provide ten examples of invertebrates. How do you know that they are invertebrates?
    Answer: Students should list ten animals that are invertebrates and can list the lack of backbones or spinal cords as a reason for including them in the invertebrate list.
  6. Describe the Atlas Beetle\'s physical characteristics. How do you think it defends itself?
    Answer: Students should describe the beetle\'s harder outer skeleton, or exoskeleton, its jointed legs with spikes and claw-like feet. Students should note the sharp pointy extensions on the beetle\'s legs and it pinchers.
  7. Did you make it all the way to one million dollars? Which classification question did you find to be difficult?
    Answer: Students will most likely explain that initial questions were easier to answer than progressive questions. Students should share the question and correct answer that they had difficulty answering.
  8. Why do some animals build their homes in trees and some dig holes in the ground to live in?
    Answer: Answers will vary, but students should note that the animals that can easily climb up or fly to the high branches of trees have a better chance of living there; likewise, animals that can not climb trees easily dig holes in the ground for shelter and safety.
  9. Describe the environment in which you live. What types of trees and plants do you see? What is the weather like? What kinds of animals live in your environment? How do you adapt to your environment?
    Answer: Students will offer a variety of responses based upon their environment. Students should describe the types of trees and whether their climate allows for green plants year round or seasonally only. There may be specific animals that are indigenous to certain regions such as armadillos in Texas or prairie dogs in New Mexico or herons and egrets in Florida.
  10. List some ways in which we can protect endangered species.
    Answer: We can protect endangered species by restrict hunting and fishing, forbid poaching and ranching, stop the transport and selling of these animals, support recovery programs, join and/or make donations to endangered species support organizations.
  11. Describe how the insect is more “successful” than a human.
    Answer: Insects eat anything, can live anywhere, can survive environmental trauma, have exoskeletons that they replenish, and already contain the largest number of species.
Quiz Questions & Answers
  1. Which of the following are not members of the class Arachnid?
    Answer: D. bee
  2. Which of the following statements is false about animals?
    Answer: B. Not all animals can move.
  3. How are arthropods unique?
    Answer: A. they have jointed legs
  4. All of the following animals are invertebrates except which of the following?
    Answer: D. hamster
  5. There are five main groups of animals with backbones. Which of the following is the correct list?
    Answer: A. Amphibians, Reptiles, Fish, Birds, Mammals
  6. What is a beaver home is called?
    Answer: C. lodge
  7. The modern system of naming animals gives them how many names?
    Answer: C. seven
  8. Which animal is not a vertebrate?
    Answer: C. lobster
  9. Which group of animals is the most successful group on Earth?
    Answer: C. arthropods
  10. What is the purpose of the Endangered Species Act?
    Answer: B. to preserve animals that are few in number and are at risk of becoming extinct
Project
You are going to design and set up your own mini zoo in your school play yard or parking lot. You will need to include at least five vertebrates and five invertebrates in your zoo. Describe how they are classified. Write a proposal that describes the animals and also explains where on your playground/parking lot you will set up the various animals’ homes and what you will bring in to do so (i.e. dirt, mud, trees, water, etc.).
Rubric
Excellent (30 – 20)
An excellent student response meets all the project requirements and demonstrates that the student absorbed key lesson concepts and gave them thoughtful consideration. The response shows original thinking, creativity, and a strong sense of purpose. Ideas are organized and clearly articulated according to the proper conventions of writing (at this grade level).
Satisfactory (20 – 10)
A satisfactory student response meets most of the project requirements but overlooks one or more important elements. It reflects a general understanding of the key lesson concepts but shows little depth. The response shows little creativity or originality. Ideas are somewhat disorganized and difficult to follow, and there are numerous grammatical and mechanical errors.
Needs Improvement (10 – 0)
The student response is perfunctory, showing little or no effort. It is unclear if the student thought about or even read any of the lesson content. Ideas are scattered or off-topic. If possible, ask the student to revisit the lesson with a peer or mentor and then rewrite his or her response.