Stephanie Sooroojnauth

EDU 7136

Lesson of identifying and categorizing Date: 11/30/16

mammals
Grade: 3 Course/Subject: Science
Unit/Theme: Animal classification Estimated Duration: 1-2 class periods
Where in the unit does the lesson occur? Structure or grouping for the lesson:
Beginning of the unit Whole Class
Lesson 1 of 6 Small Group

Lesson Title
Identifying and categorizing mammals

Grade Level
3rd Grade

Central Focus
Learning to identify and categorize mammals. Living things can be sorted into groups in
many ways. Mammals are grouped, or classified, by similar characteristics.

Rationale/Context
Students should have prior knowledge of the term "classify", which means to sort into
groups to show how they are alike. Students should know from prior lessons that
animals exist all over Earth but must live in a habitat that meets their basic needs.
Students will now classify animals into the mammals category. Going forward,
students will recognize that individuals vary within every species. In this unit of
classifying animals, students will develop an understanding for using observable
properties of animals to group them. They will take what they have learned in this first
lesson of the unit to identify how each group of animals are alike and/or different. This
will help with future lessons on classifying birds, reptiles, fish, amphibians, and insects.

Prior Academic Knowledge and Experiences

Students know what the term "classify" means (to sort into groups to show how they are
alike). Students also know that animals have basic needs and exist all over Earth but
must have a habitat that meets their basic needs. A common misconception may be that
students may think that humans are not animals. This misconception will be cleared
when the characteristics of mammals are taught. Students will link the characteristics of
mammals to humans and realize that humans are indeed mammals also. Another
common misconception may be that students think all animals are of the same species
and may just be different from each other. This misconception will be cleared through
the unit of classifying animals where students will learn about the different animal
classifications.

Learning Objectives (Written on the Board)

Students will be able to:
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(a) Identify what a mammal is

(b) Define what categorizes an animal as a mammal, including physical
characteristics
(c) Recognize that mammals have certain traits that distinguish them from animals in
other classes, such as fish, reptiles, and amphibians

Standards

Common Core Standards (ELA)

Text Types and Purposes

W.3.2
Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.

Comprehension and Collaboration

SL.3.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas
and expressing their own clearly.

NY State Learning Standards

Standard 1 Analysis, Inquiry, and Design

Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural
phenomena in a continuing, creative process.
S1.1
Ask "why" questions in attempts to seek greater understanding concerning objects and
events they have observed and heard about.
S1.1a Observe and discuss objects and events and record observations
S1.1b Articulate appropriate questions based on observations
S1.2
Question the explanations they hear from others and read about, seeking clarification and
comparing them with their own observations and understandings.
S1.2a Identify similarities and differences between explanations received from
others or in print and personal observations or understandings

Key Idea 3: The observations made while testing proposed explanations, when analyzed
using conventional and invented methods, provide new insights into phenomena.
S3.4
Adjust their explanations and understandings of objects and events based on their
findings and new ideas.
S3.4a
State, orally and in writing, any inferences or generalizations indicated by the
data, with appropriate modifications of their original prediction/explanation
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Next Generation Science Standards

LS4.D: Biodiversity and Humans

Populations live in a variety of habitats, and change in those habitats affects the
organisms living there

Academic Language Demands

Students should be familiar with what an animal is. Students should know that animals
live in different parts of the world and habitats. Students should know that a habitat is the
environment in which an animal or plant normally lives or grows. They should know that
classification means the system of categorizing living things. Students know that
characteristics mean physical properties. Students know that environment refers to
everything in a habitat, and includes both living and nonliving things. These things
include, food, water, air, and shelter. Students also know that offspring refers to new
organisms produced by parents. Students will analyze different mammals and state what
characteristics make them similar. Students will explain why certain animals are
categorized or classified as mammals. For the group activity, students will differentiate
the mammals from the other animals and report why those animals are mammals.

Evidence and Assessment of Student Learning

Students will complete a worksheet in which they have to identify mammals from a series
of animals. This will be a summative assessment. Afterwards, through class discussion,
students will give reasons for why or why not the animals they chose are mammals and
the animals they did not choose are not. As formative assessment, the teacher will walk
around the room to evaluate the progress of the completion of the worksheets. Also, the
teacher will use Two-minute paper (FACT # 68) at the end of the lesson to collect
feedback after the lesson and for students to think about and write what they learned so
far. During this time, the teacher will pull students who may not be able to write quickly
or express their thoughts and have a short discussion and notate their answers.

Instructional Strategies and Learning Tasks

Launch (Motivation)

Teacher will start lesson by calling students to the carpet. Once students are
settled, teacher will ask students if they like going to the movies. Teacher will
say that their favorite part of going to the movie theater is watching the previews
because they get them excited for the full movie theyre going to see. Teacher
will say that she has a preview to show them of the lesson/unit they will be
learning about. Teacher will explain that students will see information they may
not understand right now, but that it is ok. The students will learn all they need to
learn throughout the lesson and unit. Teacher will then play Mammals lesson
trailer (created by teacher) on the SmartBoard, which is 2 minutes long.
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Instructional Procedure

After watching the lesson trailer, teacher will ask if students are excited to learn
about mammals.
Show the class physical pictures (flashcards) of 5 animals that look very different
from each other, such as a cat, kangaroo, rabbit, monkey, and horse.
Explain that all of these animals are mammals, even though they look different.
Mammals are one class of the animal kingdom, which also includes other classes
such as reptiles, birds, and fish.
Ask students what the five mammals have in common and have them turn and
talk with their neighbors. While students are discussing, teacher will listen in or
join a discussion. After, write down their answers on a chart paper for the entire
class to see.
Label the list Mammal Traits.
Review the list with the class and point out character traits of mammals and how
they may be common with other animals. For example, even though both reptiles
and mammals have backbones and breathe air through their lungs, there are two
characteristics that are exclusive to mammals. These are:
they nurse their babies with milk from mammary glands and
have hair, even if it is very little
Further explain (verbally while adding the following to the list) that most
mammals
bear live young
are warm-blooded (body temperature remains constant even with changing
temperatures)
have teeth (ask students what animals they know of that have teeth)
have four limbs (two arms and two legs, four legs, or a pair of flippers and
fins) (ask students what animals they know of that have four limbs)
Students now understand what mammals have in common. Explain (verbally
along with flashcards) the differences between mammals which are:
marsupials (pouched)
marine
primates
hoofed
When each flashcard is shown for each of the above, ask students if they can
name that animal.
Further explain that some mammals eat meat (carnivores), while others eat plants
(herbivores). Some mammals live on land while others live in the water. Ask
students if they can name some examples.
Ask if students have any questions
Tell students that they will be given a handout, in which they have to classify
mammals. They will work together with their peers who are at their table (groups
of 4). Teacher will model how to do the activity by informing the students that
the worksheet has pictures of all types of animals, some which may not be
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mammals. Teacher will tell students that they have to circle ONLY the mammals
(teacher will circle a mammal).

Structured Practice and Application

Students will work in their groups to circle all animals that are mammals
As the students are working, the teacher will walk around the room to help and
assess. Teacher will assess by seeing which students are circling the mammals
correctly on their worksheet. For those students who the teacher sees are
struggling, or are circling animals that are not mammals, the teacher will ask
guiding questions to that student. These questions include, How many limbs
does a mammal have? Does this animal have teeth? Does this animal have hair
or fur? Do you remember what we wrote down on the chart? Would you like to
look back at the chart to help you?
After the students have finished, the teacher will call on students and ask which
animals they circled. The teacher will then have students explain why the animal
they chose is a mammal. The teacher will then ask students why the other
animals are not mammals.
This will count as an inquiry-based activity with respect to Nature of Science.
This will be the second aspect of NOS- Scientific knowledge is built through
intellectual exchange of scientists, and is subject to change. Students will
communicate and discuss as a class with the teacher why the animals they
circled are mammals and provide evidence for their statement. If a student
says that an animal they circled is a mammal, but they are incorrect, the
teacher will call upon another student who will help the previous student
understand why that animal is not a mammal.

Closure

Teacher will have the students do a two-minute paper on what they have learned.
Students will do a quick write and may choose from the following guiding
questions: What was the most important thing you learned today? What are you
struggling with? Is there something you dont understand? What makes
mammals different from other animals?
The teacher will repeat to students, verbally, that living things can be sorted into
groups in many ways in hopes to connect what they have learned to the world
around them. Furthermore, the teacher will state that mammals are grouped, or
classified, by similar characteristics.

Differentiation/Extension

For students who are struggling with understanding the characteristics of a

mammal, the teacher will sit with a small group to do the activity. For a higher
performing student, they can assist their peers who do not understand.
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For higher performing students, there will be an additional worksheet they can
complete if they have finished with the primary activity with their group.
For students who may not be able to write quickly or express their thoughts, the
teacher will have a short discussion and notate their thoughts.

What Ifs (Accommodations/Student Supports)

If students are unable to complete the activity, the teacher will have those students
work together with the advanced students.
If students are struggling to identify mammals on the worksheet, the teacher will
call a small group of students to the rug to work with them if they are having
trouble.

Instructional Resources and Materials

The teacher will provide all materials necessary for this lesson, which includes a
worksheet for the structured practice and application.
Other materials will include:
Mammals lesson trailer created by teacher
Flashcard pictures of mammals
Chart paper
Marker
Pencils or crayons (used to circle mammals for activity)
Lined paper for the students to write Two-Minute Paper