MC	4^th Grade	Standard: 05
Objective: 03. Use a simple scheme to classify Utah plants and animals.
ILO:

Your neighbor gets a new breed of dog that you have never seen before. Because it is a dog, you know something about it. Why?

a. all dogs are exactly alike

b. no two dogs are exactly alike

c. as a group, dogs are similar

d. dogs have few similarities

Correct Answer: c

MC	4^th Grade	Standard: 05
Objective: 03. Use a simple scheme to classify Utah plants and animals.
ILO:

What must you know about a plant or animal to use a classification key?

a. Its name.

b. Its characteristics.

c. Where it lives on Earth.

d. What people use it for.

Correct Answer: b

MC	4^th Grade	Standard: 05
Objective: 03. Use a simple scheme to classify Utah plants and animals.
ILO:

Which of these animals would be placed in a group with a dog, cat, mouse, and cow?

a. pig

b. snake

c. fish

d. bird

Correct Answer: a

MC	4^th Grade	Standard: 05
Objective: 03. Use a simple scheme to classify Utah plants and animals.
ILO:

What is an important difference between a lizard and cat?

a. Cats cannot live outdoors.

b. Lizards eat meat.

c. Cats have fur.

d. Lizards are wild.

Correct Answer: c

MC	4^th Grade	Standard: 05
Objective: 03. Use a simple scheme to classify Utah plants and animals.
ILO:

What two leaves would be on coniferous trees?

a. Aspen and Box Elder

b. Pine and Spruce

c. Oak and Aspen

d. Spruce and Oak

Correct Answer: b

I	4^th Grade	Standard: 05
Objective: 03. Use a simple scheme to classify Utah plants and animals.
ILO:

Use this classification key to answer the next two questions.

1. What is the name of this animal?

a. bug

b. tick

c. beetle

d. worm

2. What is the main difference between a worm and a slug?

a. How many legs they have.

b. What color they are.

c. What type of body covering they have.

d. The shape of their bodies.

Correct Answers:

1. b

2. d

I	4^th Grade	Standard: 05
Objective: 03. Use a simple scheme to classify Utah plants and animals.
ILO:

Use this classification key to answer the next two questions.

1. Which tree is this leaf from?

a. Box Elder

b. Oak

c. Aspen

d. Pine

2. What pathway did you follow to find its name?

a. 1a, 2b, 4a

b. 1a, 2a, 3a

c. 1b, 4a

d. 1b, 4b

Correct Answers:

1. d

2. c

E	4^th Grade	Standard: 05
Objective: 03. Use a simple scheme to classify Utah plants and animals.
ILO:

What does a classification key help you find out about a plant or animal?

Correct Answer:

Its name.

E	4^th Grade	Standard: 05
Objective: 03. Use a simple scheme to classify Utah plants and animals.
ILO:

Why are living things classified into groups?

Correct Answer:

To give them names, to see how they are alike or different, to learn more about them.

E	4^th Grade	Standard: 05
Objective: 03. Use a simple scheme to classify Utah plants and animals.
ILO:

Categorize the following creatures into three separate groups: dragon, horse, wolf, chipmunk, bear, cow, mermaid, elephant, deer, cat, unicorn, and lion. What do the group members have in common? (Write the names and what they have in common under each group)

Group 1 Group 2 Group 3

Correct Answer:

Answers will vary, one group may be imaginary animals and the others may be animals with hooves, meat eaters, African animals, etc.

P	4^th Grade	Standard: 05
Objective: 03. Use a simple scheme to classify Utah plants and animals.
ILO:

Using a Key for Utah Trees

Activity Description:

Students will use a key to identify trees.

Materials Needed:

Tree key (see following page).  Students need access to either the out-of-doors to find trees or they need samples collected for them and brought to the classroom.  They could be assigned to bring in samples as well.

Prior to Assessment:

Students should know how to use a simple key.  They should be familiar with the vocabulary dealing with trees.

Time Needed for Assessment:

Will vary depending on the number of trees to identify and the method of collection.

Procedure:

1.  Hand out the keys and ask students if they see any words they donÕt know. 

2.  Explain to students where tree specimens will be located.

3.  Allow students time draw and name the trees using the key.  You may want to use the worksheet below.

Scoring Guide:

Students draw and name the correct number of trees...................................10 pts

Students correctly identify the specimens........................................................5 pts

Using a Key

Name the trees your teacher has identified.  Use the key provided.  Draw each one and label it with its name.

Name__________________                                 Name___________________

Name_____________________                  Name____________________

Tree Key for Utah Trees

1a.  Trees with needle-like or scaly leaves.............................go to 2

1b.  Trees with flat leaves of different widths..........................go to 4

2a.  Have cones and long thin needles..................................go to 3

2b.  Short, blunt, scaly leaves, berries instead of cones.........Juniper

3a.  Shorter, square needles, not in clusters..........................Spruce

3b.  Longer needles in clusters...............................................Pine

4a.  Trees with simple, single leaves.......................................go to 5

4b.  Trees with compound leaves............................................go to

5a.  Edges of leaves are toothed.............................................go to 6

5b.  Edges lobed ......................................................................go to 8

6a.  Leaves longer than wide....................................................Willow

6b.  Leaves rounded.................................................................go to 7

7a.  Leaf nearly round, white bark on tree.................................Aspen

7b.  Leaves triangular in shape, bark rough.....................Cottonwood

8a.  Fruit is an acorn, lobes rounded..........................................Oak

8b.  Seeds have ÒwingsÓ lobes are pointed.................................Maple

P	4^th Grade	Standard: 05
Objective: 03. Use a simple scheme to classify Utah plants and animals.
ILO:

Leaf Study

Activity:

Students will classify a group of leaves according to their characteristics.

Materials:

An assortment of fresh or preserved leaves.  Leaves can be laminated or taped to cards with book tape or covered in plastic wrap.  Obtain as varied an assortment of leaves as possible, with some compound leaves (more than one leaflet on the branch) and some simple leaves (a single leaf on the branch).  Each team can have different leaves or they can all have a similar set.  If leaves are limited they can be passed around from team to team.

Prior to Assessment:

Students should understand that living things are grouped by their characteristics or traits.  They should know that the living things can be classified in only one group.

Time Needed:

About an hour, it depends on the number of leaves being classified.

Procedure:

1.  Students should work in teams of three or four students.

2.  Explain that students will be given an assortment of leaves and asked to categorize them in a certain number of groups.  If each team has ten leaves, you might have them create four groups.  Some groups will have more leaves than others.

3.  Remind students that a leaf can only be classified in one group.

4.  Give students a handout similar to the one provided.  Give them time to categorize the leaves.

5.  When students think they have their leaves grouped properly, they should draw each leaf in the box provided and below it write what the leaves in that group have in common.

6.  Assign a student from each group to explain to the class how their team classified the leaves.

Scoring Guide:

Students worked cooperatively in the team............5 pts

Students group and draw leaves............................10 pts

Students write reasons for classification...................5 pts

Students share their ideas with the class...................5 pts

Leaf Study

Draw the leaves you have grouped together in boxes below.  Write under the box what the leaves in it have in common.

Group 1 These leaves all . . .

Group 2 These leaves all . . .

Group 3 These leaves all . . .

Group 4 These leaves all . . .