S5L1: Obtain, evaluate, and communicate information to group organisms…
Obtain, evaluate, and communicate information to group organisms using scientific classification procedures. a. Develop a model that illustrates how animals are sorted into groups (vertebrate and invertebrate) and how vertebrates are sorted into groups (fish, amphibian, reptile, bird, and mammal) using data from multiple sources. b. Develop a model that illustrates how plants are sorted into groups (seed producers, non-seed producers) using data from multiple sources.
The Georgia Standards of Excellence, Science outcome S5L1 (Life Science) for Grade 5 says: “Obtain, evaluate, and communicate information to group organisms using scientific classification procedures. a. Develop a model that illustrates how animals are sorted into groups (vertebrate and invertebrate) and how vertebrates are sorted into groups (fish, amphibian, reptile, bird, and mammal) using data from multiple sources. b. Develop a model that illustrates how plants are sorted into groups (seed producers, non-seed producers) using data from multiple sources.” This Fieldbook unit teaches it hands-on, with everyday materials and a printable teacher guide and student sheet for every lesson. Official wording: Georgia Standards of Excellence, Science.
Who Lives Here? Grades 3–4 · partly supports this outcome
A schoolyard survey with string squares and hand lenses, sorting animals by their features, life cycles from caterpillar to butterfly, and who can live in which habitat. Students look, count and sketch but never collect or harm. Works in any climate and any country, in a garden, on pavement or in a desert.
- Is a spider an insect? 45–60 min
Teams sort sixteen animal clue cards into groups using features, not looks: backbone or no backbone, then fish, amphibians, reptiles, birds and mammals, then insects, spiders and others. They test the tricky cards (a bat, a dolphin, a penguin, a platypus) and build a yes-or-no key.
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