Classification animal unit

Animal Classification unit,

(Mammals, Amphibians, Birds, Fish, Reptiles, and insects)

By: Camille Griffiths

That follows common
core standards.
Funforfirst.blogspot.com
I used these books while teaching the
animal classifications. They go along well
with the graphic organizers.

You can purchase all of

these books at Amazon for
about 8 dollars each.
I also used these books while teaching the
animal classifications. They go along well
with the graphic organizers too.

You can purchase all of

these books at Amazon for
about 8 dollars each.
 This unit includes…
*An Animal Classification Book, with graphic organizers to
record information.
*Life cycle graphic organizer.
*KWL or New, Knew, Q graphic organizer.
*Venn Diagrams to compare animals.
*Animal matrix to compare characteristics of each type of
animal.
*Four Square graphic organizer for each animal.
*Can, Have, Are graphic organizer for each animal.
*An anchor chart to refer to while teaching, table of
content, glossary, captions, and non fiction.
*A carnivore, herbivore, and omnivore anchor chart.
*4 corners game to reinforce learned information.
*Classification Basket, another game to reinforce learned
information.
*Pinch Cards for assessment.
*Animal Report Mobile for students to report on an animal.
*Sort the Characteristics with a group assessment.
 Table Of Contents
Contents A list of a
Chapter 1
book’s sections
WHAT IS SOUND? ……… 2
found in the
Chapter 2
SOUND WAVES……………12
front to let the
Chapter 3
reader know
THE SPEED OF SOUND …27
what is in the
Glossary …………………39
Index ……………………… 41
book.
 Glossary
Adult: grown-up

A list of Embryo: very early

stage in the growth of
words and an alligator inside its

their meanings, egg

at the end of Habitat: place where

an animal lives
the text.
Lungs: organs that
take in air
 Captions
Words, short
phrases, and
sentences
that describe a
picture or
Leaves fall off the trees, diagram.
when the weather starts
getting colder.
 Carnivore
An animal that eats
meat.

Herbivore
An animal that eats
plants.

Omnivore
An animal that eats
meat and plants.
 Non-Fiction
Books that are
non-fiction, are true.
These books tell about
real things, people, events,
and places.
Name: Animal:

K new Q
uestion N ew
Name: Animal:

K now w ant L
earned
 My Animal
Classification
Book
By: ___________
 Books are sorted on library shelves so
people can find the right one when they
need it. Animals that are similar to each
another can also be sorted into groups.
Sorting animals into groups can help us learn
about them. This is call classification.

Animals

Vertebrates InVertebrates
We sort clothes into different drawers to help us
find the right clothes. Animals that are similar to
one another can also be sorted into groups.
Sorting animals into different groups can help us
learn about them. This is call classification.

Animals

Vertebrates InVertebrates
What are its body How does it protect
parts?
Birds itself?

Picture

What does it eat? Where does it live?

 I am a bird because…

*__________________
*__________________
*__________________
*__________________
*__________________
*__________________
Animals
classified
as Birds
Herring Gull Life Cycle

Egg Hatchling

Adult Chick
Bird Life Cycle
What are its body How does it protect
parts?
Reptiles itself?

Picture

What does it eat? Where does it live?

 I am a reptile because…

*__________________
*__________________
*__________________
*__________________
*__________________
*__________________
 Animals
classified
As Reptiles
Alligator Life Cycle

Leathery
Egg Hatchling

Baby
Adult Alligator
Reptile Life Cycle
What are its body How does it protect
parts?
Mammals itself?

Picture

What does it eat? Where does it live?

I am a mammal because…

*__________________
*__________________
*__________________
*__________________
*__________________
*__________________
 Animals
classified
As Mammals
 Tiger Life Cycle

Newborn
Drinks milk from Cub
Cub
mother.

Adult
Mammal Life Cycle
What are its body How does it protect
parts?
Fish itself?

Picture

What does it eat? Where does it live?

 I am a fish because…

*__________________
*__________________
*__________________
*__________________
*__________________
*__________________
Animals
classified
As Fish
 Fish Life Cycle

Egg Fry

Adult
Fish Life Cycle
What are its body How does it protect
parts?
Amphibians itself?

Picture

What does it eat? Where does it live?

I am an amphibian because…

*__________________
*__________________
*__________________
*__________________
*__________________
*__________________
 Animals
classified
As Amphibians
 Frog Life Cycle

Egg Tadpole

Adult Froglet
Amphibian Life Cycle
What are its body How does it protect
parts?
Insects itself?

Picture

What does it eat? Where does it live?

 I am a Insect because…

*__________________
*__________________
*__________________
*__________________
*__________________
*__________________
 Animals
classified
As Insects
Butterfly Life Cycle

Egg Caterpillar

Butterfly Chrysalis
Insect Life Cycle
Butterfly Life Cycle

Have the
students
draw a
picture for
Egg each stage. Caterpillar
Then have
them draw
the arrows
to show
that it is a
life cycle.

Butterfly Chrysalis
Name:____________

Fish Reptiles
Name:____________

Fish Amphibian
Name:____________

Mammal Bird
Name:____________

Mammal Reptile
Name:____________

Bird Reptile
Name:____________

Bird Amphibian
 Classification Basket
This is similar to musical chairs or the game fruit
basket…

Copy the fruit basket labels. Pass one out to each

student. Have students put their chair in a circle. Read
the classification definitions. When the student hears a
definition fitting their animal they will stand up and “walk
swiftly” to another students chair that is also out of
their seat. When you say classification, all the students
stand and find another spot. You cannot sit in your same
chair.

After you have practiced a couple of times, you can

remove a chair. When the student gets out. Have them
read the definition. Continue until one student is left.
 Classification 4 corners
I used these as the anchor charts for this activity.

Place each anchor chart around the room. I did the four corners of my
room and then the middle. Have all the students go to a corner in the room.
Use the characteristic strips from the classification basket. Pick a
characteristic from the bucket and read it to the class. The kids that are
at that anchor chart must sit down. Have the kids go to another corner.
Then pull another strip and read it. Keep repeating until one student remains.

Another way to play is to simply pull a characteristic and read it. All
students need to go to the anchor chart that goes along with that
characteristic.

To make it harder, use the headers at the corners instead of the anchor
charts.
 Reptiles
Amphibians
Birds
Mammals
Fish
Classification Basket

Bird Fish
Bird Fish
Bird Fish
Bird Fish
Bird Fish
Bird Fish
 Classification Basket

Reptile Mammal
Reptile Mammal
Reptile Mammal
Reptile Mammal
Reptile Mammal
Reptile Mammal
Classification Basket

Amphibian
Amphibian
Amphibian
Amphibian
Amphibian
Amphibian
 Classification Basket
It has a backbone

It has lungs

It breathes air

It hatches from and egg

that has a hard shell
It has a warm body

It has a beak or bill and no teeth

 Classification Basket
All have scales

Most have scales

Skeleton inside body

Most have fins

It needs the sun’s warmth to

heat up its body
Its limbs are attached to the
sides of its body
 Classification Basket
Its body may be warm or cool, depending on its
surroundings
It hatches from an egg that has very thin skin,
instead of a shell
It has no scales, hair,
or feathers
It can take in oxygen
through its skin
It has two stages in its life a larva stage with
gills, then an adult stage with lungs
It has gills
 Classification Basket
It lives in the water

It has a warm body

It drinks milk from its mother

when it is very young
It has hair or fur

Most have four limbs

Most are born live,

three species hatch from eggs
Mammals Birds Reptiles
Fish Amphibians Insects
Name: _____________ Mammals Birds

This table
shows the
main
features of
animals in
the
vertebrates.
Reptiles Fish Amphibians
 Animal Mobile
Copy the templates on cardstock. I have
included several different header templates
for you to choose from. Have the students
fill out their information and cut out. Take
the two headers and glue them front to
back. Do this with the flowers too. Next
punch a hole in the bottom of the header
and attach all the smaller ones to it with a
string.
Herring
Gull

Herring
Gull
Tiger

Tiger
Rainbow
Trout

Rainbow
Trout
Frog

Frog
American
Alligator

American
alligator
 My Animal is
the
___________

My Animal is
the
___________
I chose the
___________

I chose the
___________
 My animal
is a
My animal
______________________.
has a
______________________
and
______________________
and
___________________.
 My animal
lives in
______________________
and My animal
_____________________.
protects itself
by
______________________

_______________________

_______________________

_____________.
 Something
interesting about
my animal is
______________________

_______________________
My animal
_______________________.
eats
______________________
and
_______________________
and
____________________.
Name:

Reptiles
Name:

Fish
Name:

Amphibians
Name:

Birds
Name:

Mammals
Name:

Insects
Name:

Reptiles have have scaly Retiles are cold-blooded.

skin. They have lungs and They live in warmer places.
breath air.

Reptiles

Most reptiles are

carnivores, but some eat Reptiles are really cool
plants or both. animals.
Name: ___________

Reptiles

CAN HAVE ARE

Name: ___________

Amphibians

CAN HAVE ARE

Name: ___________

Birds

CAN HAVE ARE

Name: ___________

Fish

CAN HAVE ARE

Name: ___________

Insects

CAN HAVE ARE

Name: ___________

Mammals

CAN HAVE ARE

 Pinch chart
I print these on cardstock for durability. Use the
pinch chart as an assessment to see if students know
how animals are classified. Call out the name of an
animal or show them a picture of an animal. Have the
students pinch the dot next to the classification they
think the animal belongs.

Note: I used pictures from the internet to do this

assessment. I just Google the animal I want. Then
take a screen shot of the animal. Next I put all the
animals on a power point slide and print them.
 Reptiles Reptiles

Amphibians Amphibians

Mammals Mammals

Birds Birds

Fish Fish
 Assessment
Break your class into 6 Birds
groups. Glue each header on
a separate piece of paper.
Copy pages 91-96, 6 times
I have feathers.
and cut the sentences apart
and put into bags. Each I have a bill or a beak.
group will need a paper with
a header and a bag of
sentences. The group will
I hatch from an egg with a
read the sentences and hard shell.
decide if the sentence fits
their animal. If it does, the I am warm-blooded.
students glue it under their
header.
 Fish

Amphibians
 Birds

Mammals
Insects

Reptiles
I have a backbone.

Most of us have four limbs.

Most of us have fins.

I have six legs.

Most of us have wings.

I breath air with lungs.

Most of us breath air through

gills.

I have gills during the first

stage of my life and then I
breath air with lungs.

Breath air but have no lungs.

Most of us have hair or fur.

I have feathers.

I have scales.

I have wet, smooth, scales.

No feathers, scales, or hair.

Most of us are born live.

I hatch from an egg with a

hard shell.

Some of us are born live and

some of us hatch from an egg.

Most of us are carnivores.

I hatch from an egg without a
shell.

I drink milk from my mother.

I am cold-blooded.

I am warm blooded.

Most of us are herbivores.

I have 3 body parts.

Most of us live in the water.

I can live on land and in the

water.

Most of us live where it is warm.

I have a beak or bill.

 Thank you for buying my
Classification Animal Unit.
If you have any questions, please email me
at
[email protected]

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