• Describing the organization of cells into tissues, organs, and organ systems

• Describing the grouping of organisms into populations, communities, and ecosystems

• Classifying common organisms into kingdoms, including Animalia, Plantae, Protista, Fungi, Archaebacteria, and Eubacteria

Underwater Animals
Students will learn that plants and animals have external features that help them thrive in different environments.

What’s a Mammal?
Students will learn the different ways in which living things can be grouped (e.g., plants/animals; pets/nonpets; edible plants/nonedible plants) and purposes of different groupings.

Producer/Consumer
The students will cut out examples of producers/consumers, using the Wednesday newspaper. They will then classify each by gluing their examples to a piece of construction paper.  

Where In The World!
This lesson will enable students to identify characteristics of invertebrates and vertebrates from many places around the world. After a background lesson to define terms, the students will participate in the following activity working in small groups.

A Touch Of Class
This lesson shows students that many kinds of living things (e.g. plants and animals) can be sorted into groups in many ways using various features to decide which things belong to which group and that classification schemes will vary with purpose.

A Touch of Class Part 2
 In this lesson, you will play an online activity that challenges your knowledge of different plant and animal traits.

Vertebrates or Invertebrates
During this lesson, students navigate the Internet to discover facts about vertebrates and invertebrates. They use the facts they learn to participate in several class activities.

Classification
Students will classify animals into groups and identify them as vertebrates or invertebrates.
 

Science Online A must see! Great site for links to Blueprint Skills, Lesson Plans, Topical Sites, Interactive Websites for Students and Worksheets

Science Clips You will find an alphabetical list of science interactive movie clips.

Suggestions for English Language Learners (ELLs):
(E/B=Entering/Beginning, D=Developing, E=Expanding)

E/B: Students will classify pictures of farm animals as meat eaters, plant eaters or both; D: ...and will examine animal adaptations to the food they eat; E: ...and each student will then present research about an omnivore, herbivore, and carnivore from their native country.
E/B: After collecting different types of leaves outside and then observing a piece of each leaf under a microscope, students will make a chart with a drawing of each leaf as they saw it in the microscope. They will also draw pictures of the trees that each leaf came from.; D: Students will make a book with drawings describing what they observed for each leaf; E: ...and will use books to research other trees in Alabama. They will collect leaves from these trees and look at them through a microscope and report their findings.
E/B: Students plan, plant, care for and observe a closed terrarium. Students will keep a learning log recording changes with pictures and labels; D: Students will write a narrative describing changes which occur within the terrarium; E: ...and will apply their understanding of the water cycle to what is going on in the terrarium.
E/B: Students will construct a model of the skeletal (or muscular) systems and label them; D: ...and will use descriptive sentences to describe the function of each organ; E: ...and will write a narrative explaining the interdependence between organs.

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