1. Sarah Schmaltz

2. There are many ways to learn our multiplication facts! Repeated addition Finding patterns Counting There are many ways to classify animals. Number of legs Swim, walk, fly Can you think of more? Sarah Schmaltz

3. I CAN... Show the ways animals can be grouped. Explain why animals can be grouped together. Tell the basic needs of animals. Show what animals look like. Show where an animals habitat is located. Share interesting facts about animals.

4. Sarah Schmaltz Questions for parents: Has your child ever visited the Red Wolf Sanctuary? What animals is your child familiar with? Do you think the Red Wolf Sanctuary is safe? Questions for students: Are you scared to see wild animals in person? Do you think it is safe?

5. Sarah Schmaltz Checklists will be used by the teacher to make sure we all understand what we are learning. Show a way to solve multiplication facts using Cheerios. Fill in the KWL chart located inside your Science Journal. Divide many types of animals into different categories.

6. Sarah Schmaltz Do you want to know what an animal looks like in their natural habitat? We are going on a FIELD TRIP to the local wildlife sanctuary to find out! Bring your Science journal and a pencil. You will take notes on our field trip, and that will help you with your project. You will choose an animal you saw at the wildlife sanctuary. We will go on the internet to find more information. You will then write a letter to the local newspaper from the eyes of your animal. You will need to include what the animal eats, where it lives, and what it looks like.

7. Sarah Schmaltz True – True/False Animals can be grouped in a variety of ways based on their various characteristics. False – True/FalseAnimals can only be grouped by 2 characteristics. Short answer or fill in the blank Animals can be grouped based on their __________________. Multiple Choice Animals can be grouped by _____. a.Their features b.The way they smell c.None of the above EssayYou were spending the day at the Cincinnati Zoo with your family. While you were looking at the penguin exhibit, you came across a kid telling their friend that animals can only be grouped by their ability to swim. Is this other child correct? How would you explain to him/her the ways animals can be grouped?

8. Sarah Schmaltz Standard/Learning Objective Exceeds Expectations 3 points Meets Expectations 2 points Does Not Meet Expectations 1 point 3 rd Grade Indiana Science Standard SC.3.4.1 2000 Demonstrate that a great variety of living things can be sorted into groups in many ways using various features, such as how they look, where they live, and how they act, to decide which things belong to which group Show two or more ways that animals can be grouped with other animals. Shows one way that an animal can be grouped with other animals. Shows a way that animals can be grouped, but the animals characteristics are not the same. Does not show a way that animals can be grouped. 3 rd Grade Indiana Science Standard SC.3.4.2 2000 Explain that features used for grouping depend on the purpose of the grouping Gives two or more reasons why the animals are grouped together. Gives an appropriate and correct reason why the animals are grouped together. Does not explain why the animals are grouped together. Does not correctly explain why the animals are grouped together.

9. 3 rd Grade Indiana Science Standard SC3.4.6 2000 Explain that people need water, food, air, waste removal, and a particular range of temperatures, just as other animals do Gives a written and detailed explanation of the basic needs of animals. Elaborates on needs of their animal. Gives three or more reasons why animals’ needs are necessary for them to survive. Gives a written explanation of the basic needs of animals. Gives two reasons why animals need those to survive. Does not provide a written explanation of the basic needs of animals. Gives only one explanation of animal’s basic needs. Show what the animal looks like with a drawing or picture. Show what the animal eats. Show where the animals habitat is located. Shows a very detailed picture of the animal. Shows a very detailed picture of what the animal eats. Shows a detailed picture of the animals habitat with other features included. Shows an appropriate picture of the animal. Shows an appropriate picture of what the animal eats. Shows the correct place of where the animal lives. Does not show a picture. Does not show a picture of the correct animal. Does not show a picture of what the animal eats. Does not show a correct picture of what the animal eats. Does not show where the animal lives. Does not show the correct place for where the animal lives. The student will also have a space to include interesting facts about the animal. Shares two or more interesting facts about the animal. Shares one interesting fact about the animal. Does not share an interesting fact about the animal. Sarah Schmaltz

10. What are three new things that you learned? What was the most interesting thing you learned? Is there anything you still want to learn about animal classification or multiplication?