Teacher’s notes
Grouping rocky shore animals
Integrated strands
Science concept
Animals may be grouped by body structure.
Nature of Science Theme
- Scientists’ observations are influenced by their science ideas…
- Scientists look at similarities and differences when classifying. Scientists share their ideas to reach agreement on classification systems.
DSSA Investigation Focus
- Carrying out an investigation includes choosing an appropriate approach…
- One approach to an investigation is identifying and classifying.
Rationale
When children group things they tend to look for easily observable features. From this, students can begin to understand the systems scientists use for classifying organisms and how those systems are created.
Activity
Curriculum level 1-2 Living world Topic
Rocky shore
Type of investigation
Identifying and classifying
Prior to this activity
During a field trip to the environment under study, make sure the students collect a range of living (or once living) non-plant objects (that is, animals) to study. If possible, use actual samples of animals found in different parts of the environment and/or appropriate pictures.
For guidelines, refer to Activity 2 on page 11, Life Between the Tides: Sandy Shores, Mudflats, and Rocky Shores, Building Science Concepts, Book 21.
Focus
- How can we tell the difference between a plant and an animal?
- What sorts of things can we look at to see if they are the same or different? (for example, size, shape, number of legs, body plan, body covering, behaviour.)
- Are there things that scientists can look at that we can’t?
- Would colour be a useful thing to look at to help group plants and animals? Why or why not?
- Are there any animals that look different when they are different ages?
Exploration
- Invite the students to group the animals and give reasons for their grouping choices.
- Ask the students:
- What kinds of groups have you got?
- Do you have names for your groups?
- Explain the grouping criteria that scientists would use, and why.
Extension
- Can you create a diagram (a ‘choice tree’) that shows how you made up your groups?
- Can you find a choice tree that scientists use?
Reflection
- Which of the animals seem to be alike?
- How did you make your decision?
- Which parts of the animal are you comparing?
- Was it easy to see what you wanted to see? (for example, legs, mouth parts, eyes)
- Do you have any animals that you didn’t put in a group?
- Why do scientists need to agree on how they are going to group animals?