Animal Adaptations
How do Scientists Classify
Animals?
Duration
30 minutes
Purpose
Classifying animals helps us learn about our environment. It also teaches us how to compare and
contrast various physical and behavioral traits.
Materials
Projector, Computer, Animal Families Cards, Taking Note of Characteristics Page
Michigan Standard/Benchmarks
S.IP.04.11 Make purposeful observation of the natural world using the appropriate senses.
L.OL.04.16 Determine that animals require air, water, and a source of energy and building
material for growth and repair.
Objectives
Students will be able to classify themselves and other animals by behavioral and physical
characteristics.
Students will be able to explain the difference between a behavioral and physical trait.
Students will be able to understand why scientists classify animals
Assessment(s) of Objectives
Student will write fill in the first page of Taking Note of Characteristics
Anticipatory Set
Refer to the T-chart from the previous lesson. Ask the students to tell the person next to them
what makes an animal an animal. Have the students share their answers with the class.
Input
1. Hand out a copy of Taking Note of Characteristics.
2. Ask students what a characteristic is. Explain that a characteristic is an observable trait.
3. Tell the students that two different types of observable traits are physical traits and
behavioral traits. Give examples each trait (physical- hair color, fur, claws, freckles, etc.
behavioral- left handed, blushes, blinks, etc.).
4. Explain that scientists often classify animals by characteristics. These characteristics
include but are not limited to the following: amphibian vs. reptile, invertebrate vs.
vertebrate, mammal vs. fish, domestic vs. wild, etc. Explain that scientists classify and
sort animals to help them understand more about them. Ask the students why we might
want to learn more about animals.
Modeling
The teacher will model in this lesson by filling in Taking Note of Characteristics with the class
and giving an example of a way to sort the animal cards on the projector.
Checking for Understanding:
1. Ask the students to write three of their own behavioral and physical traits under Taking
Note of Characteristics. Have the students give examples of their answers and share your
own on the projector.
2. Tell the students you will name off behavioral characteristics and if they belong to
someone in the class, that person must stand up (examples may include hair length, tooth
brushing, tongue rolling, etc.) Explain to the students that some behaviors are choices like
playing baseball or brushing your teeth, but some are inherited.
3. Next, tell the students you will name off physical characteristics to classify the students
(examples may include gender, hair color, eye color, height, etc.).
Guided Practice
Separate the students into groups of 3-4 students. Explain to the students that they will be getting
animal cards to sort in several different ways. Show the students some of the animals they will be
sorting and an example of how they can sort them. The students must sort their cards in at least
four different ways and record their findings on their worksheet.
Closure
Summarize the lesson by asking the students to remind you what a behavioral and physical trait
is. Ask the students if they found different ways to sort their animals that have not been talked
about in class yet. Make sure no students have further questions about the lesson.
Independent Practice/Assessment
Students will complete the rest of Taking Notes on Characteristics.