Format
1. We begin identifying what an animal is.
2. Students receive an area of specility within their investigative team.
3. Next we discuss 5 different animals allowing time for discussion after we introduce each new animal.
4. Students classify the animals using our data sheet with their team.
5. Finally we pay a fun game identifying vertebrates and invertebrates to test the students' knowledge.
Objectives
The participants will:
-know how to group animals based on their characteristics.
-use observational skills to collect data
-know some adaptations that help invertebrates survive in their habitat
Standards Alignment
National Standards
National Life Science Standards:
4-LS1-1:
From Molecules to Organisms: Structures and Processes
Construct an argument that plants and animals have internal and external structures that function to support
survival, growth, behavior, and reproduction.
State Standards
South Carolina Standards Addressed:
4.L.5A.1
Obtain and communicate information about the characteristics of plants and animals to develop models which
classify plants as flowering or nonflowering and animals as vertebrate or invertebrate.
6.L.4A.2
Develop and use models to classify organisms based on the current hierarchical taxonomic structure (including
the kingdoms of protists, plants, fungi, and animals).
6.L.4B.1
Analyze and interpret data related to the diversity of animals to support claims that all animals (vertebrates and
invertebrates) share common characteristics.