educationlogoSCIENCE
Life Systems – Focusing on Animals

Grade 6 – Diversity of Living Things

  1. Classification systems as ways of learning about species diversity, organizing species to study them (Particularly Animal Kingdom)
  2. Observe and describe similarities and differences among species more precisely with classification
  3. First-hand experience in studying diversity of living things – students will examine and classify organisms in a specific habitat.

 

Tech. – 1) Hands-on exploration of classification.

Overall Expectations:

  1. Classification systems are used to understand the diversity of living things and the interrelationships among living things.
  2. Investigate classification systems and some of the processes of life common to all animals (e.g., growth, reproduction, movement, response and adaptation).
  3. Ways in which classification systems can be used in everyday life.

Key Words of Science Curriculum:
* Sustainable Development *

IDEAS/ACTIVITIES

Science/Language

1. Scavenger Hunt to find scientific names, in a number of different categories, around the zoo.  (i.e. One in each family group…, or 5 animals that can fly, or domestic vs. exotic…)

  1. Language expectations…

2. Find a specific habitat at the zoo, classify the plants and animals in it, observe and note behaviour.

  1. Language expectations…

Science/Math

1.  Classify and then grid zoo animals in relation to specific, common characteristics.

  1. Math expectations…

 

Observation Sheets Gr.6
(Copying and altering permitted and encouraged to suit your needs.)

Student Name and Date:

 

Common and Scientific Name of Animals:

 

Brief description of enclosure:

 

 

Observations:
1.  What types of classification are used to place this animal in the zoo, (i.e. scientific name, in an area with similar types of animals, adults or young kept together, etc.)?

 

 

 

 

2.  Note any animal behaviour, (i.e. walking, sleeping, eating, noises, interaction with other animals, etc.).   

 

 

 

 

3.  How might the animal’s behaviour be affected by a change in location, or other animals being introduced into the enclosure, or family groups vs. single animal dynamics were altered?

 

 

IF YOU RAN THE ZOO

1st Observation Sheet – Gr.6

What animal communities can be found at the zoo?
Observe three different enclosures and describe the combination of animals.  If there are more than one type of animal, why do you think that the different species can live together?  If there is only one species in an enclosure, (i.e. the tiger or the lemurs), why are there no other types of animals with it/them?  What are the classifications of the animals and how closely related or similar are they to each other?

a)

 

 

 

 

 

b)

 

 

 

 

 

 

c)

 

BOWMANVILLE ZOO
DATA COLLECTION – Classification (Gr.6)
(Copying and altering permitted and encouraged to suit your needs.)

Scientist’s Name and Date:

Type of Animal:

Classification 5 Different Ways:

1._______________________________________________

2._______________________________________________

3._______________________________________________

4._______________________________________________

5._______________________________________________

5 different ways the animal could be classified:

1._______________________________________________

2._______________________________________________

3._______________________________________________

4._______________________________________________

5._______________________________________________