Lesson 29 - Animal Classification Fish
CCSS.ELA
Objective:
Instructional Strategies: Cooperative Learning – Project based Materials:
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Lesson - 15 - 20 min
1. Explain to the class that today we will be learning about a new Animal Classification group.
(Optional extension) May also discuss the difference between salt water and fresh water and create a Venn diagram to show the differences.
1. Explain to the class that today we will be learning about a new Animal Classification group.
- The family we will be learning about today are fish.
- Brain Pop has a free video about animal classification. You can watch the beginning about vertebrates and invertebrates and then fast forward to the section you are learning about for the day. (http://www.brainpopjr.com/science/animals/classifyinganimals/)
- Animal Atlas has a video called Go Fish! This video is 22:44 minutes long. You only need to watch the first 7 minutes to get the information needed for today's lesson. After the advertisement it goes into information about animals we think are fish, but are not like jellyfish. Students can find the video under Student Week 6 Activities if they want to finish watching. (Go Fish - Animal Atlas)
- Also visit the following webpage, which provide a colorful poster of Fish Must Haves. It also has a great page with labeled parts of the animal: http://www.sheppardsoftware.com/content/animals/kidscorner/classification/kc_classification_main.htm
- You can also include a diagram of a fish, with the main features labeled.
(Optional extension) May also discuss the difference between salt water and fresh water and create a Venn diagram to show the differences.
Student Activity – 20 – 30 min
1. Model for the class writing down the 1 of the 4 main things a fish must have to be classified as a fish. Students should be able to complete the other three on their own.
2. All of these facts should be bulleted on the chart paper and students will just need to write it into a complete sentence.
3. Student will complete page 7 of their Animal Classification Book.
4. At the end of page 7 students are to pick one type of fish that is their favorite. This will be their topic for the next page.
5. Students may need to do additional research to find one particular type of fish.
6. When student work is complete, student should have a friend check their work using the Fab 5 Checklist.
7. Then students can meet with the teacher to complete a Fab 5 Checklist. This checklist will be taped to the back of the graded page.
1. Model for the class writing down the 1 of the 4 main things a fish must have to be classified as a fish. Students should be able to complete the other three on their own.
- Ex. “Fish breathe oxygen from the water with their gills.”
2. All of these facts should be bulleted on the chart paper and students will just need to write it into a complete sentence.
- Review spacing, capitalization, and punctuation as you are modeling.
3. Student will complete page 7 of their Animal Classification Book.
4. At the end of page 7 students are to pick one type of fish that is their favorite. This will be their topic for the next page.
5. Students may need to do additional research to find one particular type of fish.
6. When student work is complete, student should have a friend check their work using the Fab 5 Checklist.
7. Then students can meet with the teacher to complete a Fab 5 Checklist. This checklist will be taped to the back of the graded page.