How do living things

EB

3 Living Things
TH IG
Unit
grow and change?

Lesson Plan
Unit Opener & Lesson 1 What are the life cycles of some animals?

Activity Pages Time

• Unit Opener: Think! Why do kangaroos carry their young? SB p. 28 5 min
• Unit Opener: Compare and contrast adult animals and their babies. SB p. 28 10 min
Engage • Unit Opener: Contemplate the needs of baby animals. SB p. 28 10 min
• Think! Can young animals reproduce? TB p. 29 5 min
• Think! Why do black bear cubs stay with their parents? TB p. 32 5 min
Explore • Digital Lab: What is the life cycle of a grain beetle? (ActiveTeach) TB p. 29 15 min
• Life cycle of a bald eagle SB p. 29 20 min
• Life cycle of a butterfly SB p. 30 20 min
• Life cycle of a frog SB p. 31 20 min
Explain
• Science Notebook: I Can Explain It! TB p. 31 10 min
• Life cycle of a bobcat SB p. 32 20 min
• Got it? 60-Second Video (ActiveTeach) TB p. 32 5 min
• Insect Poster Presentations TB p. 30 30 min
Elaborate • Frog Habitats TB p. 31 20 min
• Milk for Mammals TB p. 32 30 min
• Lesson 1 Check (ActiveTeach) TB p. 39a 10 min
• Assessment for Learning TB p. 32 10 min
Evaluate • Review (Lesson 1) SB p. 39 10 min
• Got it? Self Assessment (ActiveTeach) TB p. 39b 10 min
• Got it? Quiz (ActiveTeach) TB p. 39b 10 min

Lesson 2 How can you classify animals?

Activity Pages Time

• Think! What allows a giraffe to grow so tall? SB p. 33 5 min
Engage
• Think! Why can Earth support more invertebrates than vertebrates? TB p. 35 5 min

Explore • Digital Lab: How does a backbone move? (ActiveTeach) TB p. 33 15 min

• Traits and vertebrates SB p. 33 20 min
• Groups of vertebrates SB p. 34 20 min
• Invertebrates SB p. 35 20 min
Explain
• Groups of invertebrates SB p. 36 20 min
• Classification by animal birth SB p. 37 20 min
• Got it? 60-Second Video (ActiveTeach) TB p. 37 5 min
• Science Notebook: Cold-blooded vs. Warm-blooded TB p. 34 20 min
• Cross Classification Game TB p. 34 15 min
Elaborate • Flash Lab: Classify Different Animals TB p. 35 30 min
• More on Mollusks TB p. 36 30 min
• Internet Research: Scientific Classification of Animals TB p. 37 40 min
• Lesson 2 Check (ActiveTeach) TB p. 39a 10 min
• Assessment for Learning TB p. 37 10 min
Evaluate • Review (Lesson 2) SB p. 39 10 min
• Got it? Self Assessment (ActiveTeach) TB p. 39b 10 min
• Got it? Quiz (ActiveTeach) TB p. 39b 10 min
Lab • Let’s Investigate! What do leaves have in common? (ActiveTeach) SB p. 38 30 min

T27e Unit 3 • Unit Overview • Lesson Plan

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 Flash Cards
arthropod trait larva Lesson 1

Key Words ELL Support

larva, pupa, Past and Present Tense Verb

metamorphosis, Forms: When I was a baby,
amphibian, gills, my parents fed me. Now I feed
lungs myself.
Comparatives: A tadpole is
smaller than a frog.
invertebrate vertebrate pupa Sequence Words: first, next,
finally

Lesson 2

Key Words ELL Support

trait, vertebrate, Vocabulary: animals and their

scales, cold- babies; adjectives to describe the
cold-blooded warm-blooded metamorphosis
blooded, physical characteristics of animals
warm-blooded,
invertebrate,
arthropod

Unit 3 • Unit Overview • Lesson Plan T27f

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 Unit

3 Living Things Unit

3
Living Things
How do living things
grow and change?
I will learn

• the life cycles of different

animals.
• how to classify animals.
Unit Objectives 1 Look and match. Label.

Lesson 1: Students will describe how different

caterpillar joey frog butterfly
kangaroo tadpole
animals grow and change during their life cycles.
Lesson 2: Students will classify animals into
major groups according to their characteristics
and behaviors. joey frog caterpillar

Vocabulary: caterpillar, butterfly, joey, kangaroo,

tadpole, frog, early life, adulthood, needs, life cycle,
classify

tadpole kangaroo butterfly

Introduce the
EB
TH IG
2 How is each baby animal different

Big Question
from the adult? Describe with a
partner.
T hi nk !
3 What do baby animals need to
Why do
How do living things grow and change? grow? Discuss as a class.
kangaroos carry
Possible answers: water, food,
their young?
Build Background Think about when you were a baby. sleep, protection

How are you different now? Write these headings on the

board: When I was a baby…/Now… Pair students and 28 Unit 3

have them brainstorm. Write students’ ideas on the board.

SCI_SB4_U3.indd 28 28/01/16 16:30

ELL Content Support Have students work in pairs to make comparisons.

Point out and review past and present tense verb forms.
• When I was a baby, my parents fed me.
Now I feed myself.
• When I was a baby, I cried all the time.
Now I cry when I’m sad.
• When I was a baby, I couldn’t walk.
Now I can run!
Engage
Think!
3 What do baby animals need to grow?
Why do kangaroos carry their young? When a kangaroo
is born, it cannot see, and it has no fur. It is about the
size of a peanut. It climbs into its mother’s pouch to finish
developing. The joey stays there for months to eat, sleep,
and grow. In pairs, have students predict what might
happen to a baby kangaroo if it left its mother’s pouch
too soon.
1 Look and match. Label.
Invite pairs to share their ideas with the class.
(Possible answers: Refer to the following ELL
Language Support box.)
ELL Language Support
Point out and review comparative forms.
• The adult kangaroo is bigger than the joey.
It has more fur than the joey.
• The butterfly has fewer legs than the caterpillar.
• The tadpole is smaller than the frog. It eats less
than the frog.
Discuss as a class.
Read the question out loud and write students’ ideas
on the board. (Possible answers: water, food, sleep,
and protection) Encourage students to reflect on what
might happen to baby animals if each of these needs
were not met. (If a caterpillar does not have enough
food, it will not develop into a butterfly.)

Think! Again!
Use the photos to elicit vocabulary and teach new
words. Have students match the baby animals with
the corresponding adult animals and label the
photos. Revisit the question Why do kangaroos carry their young?
(Possible answer: If a joey does not have protection, it
2 How is each baby animal different from the may not develop properly.)
adult? Describe with a partner.
Look at the joey. In what ways is it different from
the adult kangaroo? In what ways is it the same?

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 Lesson 1
What are the life cycles Lesson 1 . What are the life cycles of some animals?

of some animals? 1 Read and number the photos (1–3) to show the
sequence in the life cycle of a bald eagle.
Key Words

• larva
Life Cycles • pupa
An animal’s life starts out as an egg. Sometimes the • metamorphosis
• amphibian
Objective: Learn about the life cycles of a grain egg develops into a young animal inside the mother’s
body. Then the mother gives birth to a live young. For • gills

beetle and a bald eagle. other animals, the mother lays an egg outside of her body. • lungs

Vocabulary: life cycle, birth, growth, development,
reproduction, death, larva, pupa, metamorphosis,
mealworm, eagle, eaglet, lay an egg, hatch
Digital Resources: Flash Cards (larva, pupa,
metamorphosis), Let’s Explore! Digital Lab
Eagles have their young in this way. First, the mother eagle
lays an egg. Next, the eaglet, a young eagle, develops
inside the egg. Finally, the eaglet hatches when it is ready.
After birth, an animal begins to grow. It develops into
an adult, and then it can reproduce. Eventually, it dies.
Its life cycle is complete.

Unlock the Big Question 2 1 3

LOCK
UNHE BIG
2 With a partner, complete the graphic organizer to sequence the steps in an
T
Write the following text on the board: I will eagle’s birth.
learn how different animals grow and change First Next Finally
during their life cycles. The mother eagle lays The eaglet develops The eaglet hatches
an egg. inside the egg. when it is ready.

Build Background Write the stages in an animal’s

life cycle on one side of the board: birth, growth, Let’s Explore! Lab Unit 3 29
development, reproduction, death. Write the following
descriptions on the opposite side of the board: Animals SCI_SB4_U3.indd 29 28/01/16 16:30

get bigger. Animals are born or hatch. Animals produce photos in the bald eagle’s life cycle. Have students
young. Animals’ lives come to an end. Animals change read the text to check their answers.
into adults. Have students match each description with the
corresponding life cycle stage.
ELL Language Support

Explore Review the sequence words first, next, and finally.

Write the following on the board: 1. The eagle saw
Let’s Explore! Lab What is the life cycle of a grain
a mouse. 2. The eagle dove. 3. The eagle caught the
beetle?
mouse in its claws. Have students say the sequence
Objective: Learn about the metamorphosis of a using first, next, and finally. Then have them write
mealworm.
another three-step process in their notebooks using
Digital Resources: Let’s Explore! Digital Lab, Let’s the sequence words.
Explore! Activity Card (1 per student), Flash Cards
• Use the Flash Cards to pre-teach larva, pupa, and 2 With a partner, complete the graphic
metamorphosis. organizer to sequence the steps in an
• Write mealworm/grain beetle on the board. Have eagle’s birth.
you ever found a tiny worm in some cereal or flour?
Can you describe what happens before a baby
Mealworms are born from eggs. The worms feed on
eagle is born? Ask students to describe what
grain, and they turn into beetles.
happens step by step. Have students complete
• Show the Digital Lab. Check comprehension by the graphic organizer in pairs.
eliciting the three stages shown on the video: larva,
pupa, adult.
• Show the Digital Lab again. What happens during Think!
each stage? Write key words on the board.
• Have students complete the Activity Card. Can young animals reproduce immediately after they
are born? Have students discuss in pairs. (Answer: No.
Explain An animal must develop into an adult before it can
reproduce.)
1 Read and number the photos (1–3) to show
the sequence in the life cycle of a bald eagle.
Use the photos to pre-teach the words eagle, eaglet,
lay an egg, and hatch. Have students number the

Unit 3 • Lesson 1 What are the life cycles of some animals? T29

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 Lesson 1
What are the life cycles 3 Read and label the stages in a butterfly’s life.

of some animals? Life Cycle of a Butterfly

The life cycle of a butterfly has four stages, as shown
in the diagram. A butterfly looks very different at each
2
Larva
The butterfly larva is
stage of its life. It also behaves in different ways. called a caterpillar. It
hatches from the egg.

Objective: Learn about the life cycle of a butterfly.

The caterpillar eats plants.
Adult Larva Egg Pupa
It must eat a lot to grow
and store energy. The

Vocabulary: larva, caterpillar, shed, pupa, caterpillar sheds its skin

several times as it grows.

chrysalis, metamorphosis 1
Egg

Digital Resources: Flash Cards (larva, pupa,

A butterfly begins
life in a tiny egg.
The egg in this
metamorphosis), I Will Know… Digital Activity picture has been
magnified, or made
to look bigger.

4
Build Background On a large sheet of paper, draw Adult
The adult butterfly breaks out
3
a three-column KWL chart with the following headings: of the chrysalis. It has wings,
long legs, and antennae.
Pupa
A hard covering, or
K (What I know), W (What I want to know), L (What I It flies away to find a mate. It
will lay eggs if it is a female.
chrysalis, forms around
the larva. The larva is
learned). Draw a butterfly on the board. We will study Some adult butterflies feed on
the nectar of flowers. Some do
now called a pupa. As a
chrysalis, the insect does
the life cycle of a butterfly. What do you know about not feed at all. Eventually, the
butterfly will die.
not eat, and it hardly
moves. During this stage,
the life cycle of a butterfly? What do you want to know? the insect grows wings
and long legs.
Complete the first two columns of the chart with students’
responses. 4 During which stage does a butterfly
eat the most? Why does it eat so much
during this stage? Discuss with a partner.
Explain 30 Unit 3 I Will Know...
Larva stage. Caterpillars eat a lot because
metamorphosis requires a lot of energy.

3 Read and label the stages in a butterfly’s SCI_SB4_U3.indd 30 28/01/16 16:31

life.
Use the Flash Cards to review larva, pupa, and
metamorphosis. Have students read the flow chart
and label the stages. Check answers as a class.
• What is the hard outer covering around a larva
called? (Answer: A chrysalis.)
• What are two features a butterfly has when it
breaks out of the chrysalis? (Possible answers:
wings, long legs, antennae)
• How does a butterfly act differently in the pupa
stage than as an adult butterfly? (Possible answer:
A pupa hardly eats, while some adult butterflies
feed on nectar.)
• How does the butterfly change during the pupa
stage? (Answer: It grows wings and jointed legs.)
• How are the life cycles of a butterfly and a bald
eagle alike? (Answer: Both hatch from eggs.)
4 During which stage does a butterfly
eat the most? Why does it eat so much
during this stage? Discuss with a partner.
ELL Language Support
Have students draw a two-column chart in their
notebooks. Have them label the left column Life
Cycle Stage and the right column Description. In
the first column, have students record each stage
in a butterfly’s life cycle—egg, larva, pupa, adult
butterfly. In the second column, students should write
a description of each life cycle stage in their own
words. Students can add drawings to help explain.
Elaborate
Insect Poster Presentations
Divide the class into five groups. Ask each group to find
and research an insect that passes through similar life
cycle stages as a butterfly's, such as wasps, fireflies,
beetles, flies, and moths. Then ask each group to illustrate
and label a poster that shows the insect in each life cycle
stage. Have each group present its poster to the class.

Have students discuss in pairs. (Possible answer:

Catepillars eat a lot because the process of
metamorphosis requires a lot of energy.)

I Will Know...
Have students do the I Will Know… Digital Activity.

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 Lesson 1
What are the life cycles 5 Read, look, and circle the stage during which a frog lives on land.

of some animals? Life Cycle of a Frog

Some animals change form as they develop. This change in form during
an animal’s life cycle is called metamorphosis. Many insects go through
metamorphosis. Frogs do, too. Frogs are amphibians. Amphibians live in water
during some parts of their lives. They live on land during other parts of their lives.
Objective: Learn about the life cycle of a frog.
1 2
Egg Tadpole
Vocabulary: amphibian, frog, tadpole, Mother frogs often lay
hundreds or thousands
A tadpole hatches

metamorphosis, hatch, breathe, gills, lungs, tail, habitat of eggs in the water.
from each frog egg.
Tadpoles live
The eggs are surrounded
underwater
by a jelly-like material.
Digital Resources: Flash Card (metamorphosis) and breathe
with gills.

4
Build Background Today's lesson is about the life Adult Frog
The adult frog lives on land
cycle of an amphibian. Write the word amphibian on the and in water. It returns to the
water to lay its eggs. Some
board. Explain that the word means double life and refers frogs reproduce many times
before they die.
to animals that live part of their lives in the water and part 3
Growing Tadpole

of their lives on land. Ask students if they can name any The tadpole changes as it
grows. Its tail becomes shorter,

amphibians. (Possible answers: frogs, toads, salamanders) and its legs begin to grow. It
develops lungs for breathing,
and its gills disappear.

Explain 6 Write a list of the parts of a tadpole’s body that are similar to a fish’s body.

5 Read, look, and circle the stage during a) gills

b) tail
which a frog lives on land.
Unit 3 31

Review the word metamorphosis using the Flash

Card. Write the word tadpole on the board and SCI_SB4_U3.indd 31 28/01/16 16:31

see with a show of hands how many students can BOOK

recall which baby animal is called a tadpole. Have
students read the flow chart and circle the stage
during which a frog lives on land.
6 List the parts of a tadpole’s body that are
similar to a fish’s body.
A tadpole is similar to a fish. Ask students if they
agree or disagree with the statement. Have them
explain their answer. (Possible answer: I agree. Like
a fish, a tadpole lives underwater.) Have students
list the two parts of a tadpole’s body that are similar
to a fish’s body. How do tadpoles use these body
parts? (Answer: They use their gills for breathing
and their tail for swimming.)
ELL Content Support
Write the following stages on the board: an adult
frog returns to water to lay its eggs; a tadpole’s
tail becomes shorter, and the tadpole begins to
grow legs; a tadpole hatches from a frog egg.
Have students write the stages in sequence in their
notebooks.
Science Notebook: I Can Explain It!
In their Science Notebooks, have students draw a picture
of a tadpole that has just hatched from its egg. Have
them label different parts of the tadpole. Then discuss
with students how this tadpole is different from a growing
tadpole. (Answer: A growing tadpole grows legs, begins
to develop lungs, and starts to lose its tail.)
Elaborate
Frog Habitats
Have you seen a frog outside of the classroom? If they
have, prompt students to describe the type of environment
they found the frog in. Write the word habitat on the
board. Explain that a habitat is a place where a plant or
animal lives. Have pairs work together to make a list of
things that a frog habitat must have so that the frog can
complete its life cycle. Finally, ask pairs to brainstorm
ways to protect frog habitats. (Possible answer: Do not
throw trash in ponds where frogs live.)

Unit 3 • Lesson 1 What are the life cycles of some animals? T31

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 Lesson 1
What are the life cycles 7 Read, look, and number the stages in order.

of some animals? Life Cycle of a Mammal

Unlike amphibians and insects, young mammals do not change very much as they
become adults. Many mammals look like their parents when they are born. Like you,
they grow as they get older.
1

Objective: Learn about the life cycle of a bobcat.

Vocabulary: mammal, bobcat
2

Digital Resources: Lesson 1 Check (print out 1 per 4

student), Got it? 60-Second Video

Materials: several empty milk cartons (whole milk)
3

Build Background Write the word mammal on the

board. Mammals are animals that drink their mother's
milk. Elicit some mammals. (Possible answers: dogs, cows,
whales, human beings) Today’s lesson is about the life 2 Kitten 4 Adult 1 Egg 3 Growth

cycle of the bobcat, which is a mammal. Young bobcats

are called kittens.
When the
young bobcats
Young bobcats develop
from eggs inside the
The young
bobcats grow
The mother bobcat’s grow to be mother’s body. They bigger. The
body makes milk. adults, they can are born when they are mother bobcat

Explain The kittens drink

the milk.
reproduce. ready to live outside the
mother’s body.
takes care of
them.

7 Read, look, and number the stages in order. 8 With a partner, name two ways a young bobcat is similar to an adult bobcat.
Name two ways they are different. Possible answers: They both have fur and
whiskers. The adult is bigger and can reproduce.
What do you think baby bobcats are called? (Answer: 32 Unit 3 Lesson 1 Check Got it? 60-Second Video

kittens) Have students read through the text and

number the stages. Check answers as a class.
SCI_SB4_U3.indd 32 28/01/16 16:31

8 With a partner, name two ways a young Elaborate

bobcat is similar to an adult bobcat. Name
two ways they are different.
Write the headings Same/Different on the board.
Have pairs come up and write their ideas in the
corresponding columns. (Possible answers: They both
have fur. They both have whiskers./The adult bobcat
is bigger than the kitten. The adult bobcat can run
faster than the kitten.)
Milk for Mammals
Young mammals receive milk from their mothers. Like
other mammals, human babies and young children also
need milk in order to grow. Distribute milk cartons or have
students search for nutrition facts about whole milk on the
Internet. Have students describe the nutrients that whole
milk contains. Discuss the advantages and disadvantages
of milk as a food source.

ELL Content Support Evaluate

Have students make a three-column chart and list
the life cycle phases of a mammal in order: baby,
growth, adult. Have them choose a mammal, for
example, a rabbit, bear, or elephant. Teach the
proper word for the baby animal if there is one (for
example, bunny, bear cub, elephant calf). Have
students draw pictures of the animal corresponding
to each phase and write descriptions.
Lesson 1 Check Assessment for Learning
Distribute the Lesson 1 Check and allow students sufficient
time to complete it. Check answers as a class. Then ask
students to grade their progress on the topic of animal life
cycles from 1 to 3: 3 = I understand animal life cycles; 2 =
I need to study more; 1 = I need help! Encourage students
giving themselves a 2 or 1 to describe what they found
difficult and need to study more.

Think! Got it
it?
? 60-Second Video
Review Key Words for Lesson 1 (see Student’s Book
Most young mammals stay with their parents for an
page 29). Play the Got it? 60-Second Video to
extended period of time after they are born. For example,
review the lesson material.
black bear cubs stay with their parents for about one year
after they learn how to walk. Do tadpoles and caterpillars
stay with their parents after they are born? (No.) Why is
it important for black bear cubs to stay with their parents?
Have pairs brainstorm reasons. (Possible answer: The bear
cubs learn behaviors they will need to survive on their
own, such as how to find food.)

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 Lesson 2
How can you classify
animals?
Objectives: Learn how to classify animals by traits
and understand the function of a backbone.
Vocabulary: classify, backbone, trait, vertebrate
Digital Resources: Let's Explore! Digital Lab
Unlock the Big Question
LOCK
UNHE BIG
T Write the following text on the board: I will
learn how to classify animals in major groups
according to their characteristics and behaviors.
Build Background Divide the board into two columns:
Animals with Wings/Animals without Wings. Elicit
animals and write them in the corresponding columns.
This is one way we can classify animals. What’s another
way we can classify animals? (Possible answer: animals
that have fur/animals that don't have fur) Write the word
backbone on the board and teach the meaning. Explain
that scientists commonly classify animals into two groups:
animals with backbones and animals without backbones.
Explore
Let’s Explore! Lab How does a backbone move?
Objective: Observe a model of a backbone to see how
it moves.
Digital Resources: Let’s Explore! Digital Lab, Let's
Explore! Activity Card (1 per student) (Optional: Do the lab
in class; refer to the Activity Card for materials and steps.)
• We will watch a video to observe how a backbone
moves.
• Show the Digital Lab. Does a backbone have hard
parts? (Yes.) Does it have soft parts? (Yes.) Is a
backbone flexible? (Yes.)
• Show the Digital Lab again. Backbones are made
of bones (hard parts) and ligaments and disks (soft
parts). What is the function of the bones in our back?
What is the function of the ligaments connecting the
bones? (Answer: Bones support the body; ligaments
allow for flexibility and movement.)
• Have students complete the Activity Card and check
their answers in small groups or pairs. Provide
support as needed.
Think!
Point to the photo of the giraffes. What allows a giraffe
to grow so tall? Encourage students to share their ideas.
M03_SUS_TB_04GLB_4795_U03.indd 33
Lesson 2 . How can you classify animals? Key Words
1 Read and circle three ways that animals • trait
are classified. • vertebrate
• scales
Classify Animals
• cold-blooded
Animals are classified into groups. Animals can be • warm-blooded
classified by what we want to learn about them. Animals
can also be classified by how they look.
• invertebrate
• arthropod
Scientists identify body features, such as long ears or
short fur, to classify animals. A trait is a feature passed on
from a parent. Traits can include an animal’s behavior or
its physical characteristics. Animals can also be classified
by where they live or how they act.
One animal can be placed into different groups. For
example, a group of animals that eat mice can include
snakes, hawks, and owls. A group of animals that fly
can include hawks and owls, but not snakes.
2 Read and circle the best title for the paragraph.
One main characteristic scientists use to classify animals
is the presence or the absence of a backbone. An animal
with a backbone is called a vertebrate. For example,
cats, birds, and fish are vertebrates. Vertebrates may look
different, but they all have a backbone and other bones.
Bones grow as the animals grow. Bones support the body.
This allows some vertebrates to grow very big.
a) Bones Are Important
b) Animals with Backbones T hi n k !
What allows a
c) Cats, Birds, and Fish
giraffe to grow
so tall?
Let’s Explore! Lab Unit 3 33
SCI_SB4_U3.indd 33 28/01/16 16:31
Explain
1 Read and circle three ways that animals
are classified.
Before students read, pre-teach the word trait. Elicit
some common traits passed on from parents to their
children, for example, eye color and height. Have
students read the text and complete the activity.
2 Read and circle the best title for the
paragraph.
Write the word vertebrate on the board. A vertebrate
is an animal with a backbone. Have students read the
paragraph and choose the best title.
Think! Again!
Revisit the question What allows a giraffe to grow so tall?
(Answer: Its bones.) How do bones help the giraffe
to grow so tall? (Answer: The bones support its body.)
ELL Vocabulary Support
Divide the class into teams. Give teams five minutes
to list as many vertebrates as they can. Check
answers as a class and use the opportunity to review
animals and teach new ones.
Unit 3 • Lesson 2 How can you classify animals? T33
17/02/2016 08:27
 Lesson 2
How can you classify
animals?
Objective: Identify groups of vertebrates.
Vocabulary: trait, vertebrate, scales, gills, lungs,
skin, amphibian, reptile, mammal, smooth, slippery,
moist, scaly, cold-blooded, warm-blooded, feather, bill
Digital Resources: Flash Cards (trait, vertebrate,
warm-blooded, cold-blooded)
Build Background Display the trait Flash Card and
review the word. Write the word trait on the board
with the following headings below it: Characteristics/
Behaviors. Remind students that animals can be classified
by characteristics or behaviors. Ask students to look at the
photos of the animals on the page. Elicit traits for each
category and write them in the corresponding column.
(Possible answers: Characteristics: animals with fur;
Behaviors: animals that swim)
Explain
3 Read, look, and number to match.
Point to the photos of the animals. All of these
animals have one trait in common. What is it?
Allow students time to scan the page and discover
the answer. (They are all vertebrates.) Have students
read the texts and number the photos. Check
answers as a class.
ELL Vocabulary Support
Give students ample time to read the texts and
underline words they do not know. Elicit unfamiliar
vocabulary and write the words on the board.
Encourage volunteers to explain the terms if possible.
Teach any remaining words.
ELL Vocabulary Support
To provide additional practice with adjectives, write
the following adjectives in the middle of the board:
moist, slippery, smooth, and scaly. Below the words,
write the following animals: frog, tadpole, snake,
fish, and lizard. Have students come up and draw
lines between the adjectives and animals. Note that
each animal will match to more than one adjective.
T34 Unit 3 • Living Things: How do living things grow and change?
M03_SUS_TB_04GLB_4795_U03.indd 34
3 Read, look, and number to match.
1 Fish
Groups of Vertebrates
Fish are vertebrates that live in water. Most fish have
slippery scales, breathe through gills, and lay eggs.
Most fish are cold-blooded vertebrates.
4
2 Amphibians
Amphibians are cold-blooded vertebrates. They have
smooth, moist skin. They hatch from eggs. Frogs,
toads, and salamanders are amphibians. Most young
amphibians live in water. They get oxygen through
their gills and skin. Most amphibians develop lungs to
breathe air when out of the water.
1
3 Reptiles
Snakes, lizards, turtles, and crocodiles are reptiles.
Reptiles are cold-blooded vertebrates. They have
dry, scaly skin. They breathe air through lungs. Most
reptiles lay eggs. 5
4 Birds
Birds are warm-blooded vertebrates with feathers
and bills. Feathers help birds stay warm. Wings
and light bones help most birds fly. They breathe
air through lungs. All birds hatch from eggs. 3
5 Mammals
The vertebrates you probably know best are mammals.
Mammals are warm-blooded vertebrates. They usually
have hair that keeps them warm. Mammals breathe
air through lungs and feed milk to their young. Most
mammals are born alive instead of hatching from eggs. 2
34 Unit 3
SCI_SB4_U3.indd 34 28/01/16 16:31
Elaborate
BOOK
Science Notebook: Cold-blooded vs.
Warm-blooded
Display the cold-blooded and warm-blooded Flash Cards.
A cold-blooded animal’s body temperature changes based
on the temperature of its environment. A warm-blooded
animal’s body temperature stays at nearly the same level.
Most fish, amphibians, and reptiles are cold-blooded.
Birds, mammals, and some fish are warm-blooded.
Have students make a two-column chart in their Science
Notebooks to classify the vertebrates they learn about
in this lesson according to how they regulate their body
temperature.
Cross Classification Game
Inform students that the animals pictured on the page
include a mandarin duck, a goldfish, a lemur, a
rattlesnake, and a poison dart frog. Divide students into
five groups and assign each group one of the animals.
Have each student make a sign to identify the animal
he or she represents. Name different traits of the five
animals and have students stand up when they hear a trait
that corresponds to their animal. Ask students to remain
standing until you give them a cue. These animals have
feathers. (Ducks stand up and then sit down on your cue.)
These animals are warm-blooded. (Ducks and lemurs
stand up.) These animals have scales. (Goldfish and
snakes stand up.)
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 Lesson 2
How can you classify 4 Read and label the invertebrates.

animals? Animals without Backbones

Most animals do not have bones or skeletons inside
their bodies. Animals without backbones are called
Classify Different
Animals
invertebrates. Sea stars, butterflies, and spiders are Draw an animal.
invertebrates. Describe two features,
Objective: Learn about animals that do not have Invertebrates have other structures to give them their such as how the animal
moves and what it eats.
backbones. shape. A soft sac filled with liquid supports worms
Draw another animal.
and sea jellies. A hard shell supports clams and crabs. Compare the features.
Vocabulary: backbone, invertebrate, sea star, Insects have a hard covering on the outside of their
bodies. These kinds of structures cannot support very
Write how the animals
are alike and different.
butterfly, shell, clam, crab, soil big animals. Most invertebrates are smaller than most Then classify them.
vertebrates.
Digital Resources: Flash Card (invertebrate), You may not notice some invertebrates because

Animal Cards (print out selections and laminate) many are very small. Yet invertebrates live all over
Earth. In fact, there are many more invertebrates
than vertebrates. For example, several million tiny
roundworms may live in one square meter of soil.

Build Background Have students examine the photos

of the animals on the page and name them if possible.
Teach any new words. In what way are these four animals
the same? How are these animals different from a fish? Do sea jelly sea star crab clam
they have bones? Do they have a backbone? Hold up the
invertebrate Flash Card. These animals are invertebrates, 5 Read and circle T (true) or F (false). Correct the false statements.

animals without a backbone. 1. Invertebrates have bones. T / F

2. Some invertebrates have hard shells or coverings. T / F

Explain 3. Most large animals are invertebrates. T / F

Unit 3 35

4 Read and label the invertebrates.

SCI_SB4_U3.indd 35 28/01/16 16:31

Have students read the text and underline any words

they don’t know. Define the unfamiliar words on the
board, eliciting help from advanced students. Have
students label the pictures.
• What is the main difference between vertebrates
and invertebrates? (Answer: Vertebrates have
backbones; invertebrates do not.)
• Why are many invertebrates small in size when
compared with vertebrates? (Answer: Most
invertebrates have structures other than bones
that cannot support large bodies.)
• What two traits do most invertebrates have in
common? (Answer: They are small in size and
do not have a backbone.)
5 Read and circle T (true) or F (false). Correct
the false statements.
Have students read each statement and circle the
corresponding answer. Have pairs correct the false
statements. Check answers as a class.

ELL Content Support

Hold up the Animal Cards one by one and ask

students to say whether each animal is a vertebrate
or an invertebrate. Next, distribute the pictures to
Think!
individual students. Have those holding vertebrates
On the board, write Earth can support more invertebrates
stand on one side of the classroom and those
than vertebrates. Have small groups of students discuss
holding invertebrates stand on the opposite side.
why this is true. Then discuss as a class. (Possible answers:
Have the class check if the students have correctly
Invertebrates need less food than vertebrates. They require
classified the animals.
less space.)

Unit 3 • Lesson 2 How can you classify animals? T35

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 Lesson 2
How can you classify
animals?
Objective: Identify groups of invertebrates.
Vocabulary: invertebrate, sea jelly, sting, stun,
prey, worm, mollusk, octopus, clam, snail, shell,
arthropod, joint
Digital Resources: Flash Cards (vertebrate,
invertebrate, arthropod), selected Animal Cards, I
Will Know… Digital Activity
Build Background Display the vertebrate and
invertebrate Flash Cards. Which animal does not have a
backbone? Hold up the invertebrate Flash Card. Today we
are going to learn about groups of invertebrates.
Explain
6 Read and match.
Have students read the texts and underline any
words they do not know. Define the unfamiliar words
on the board, eliciting help from advanced students.
Have students match the pictures.
• What is the largest group of invertebrates?
(Answer: arthropods)
• How might a hard shell help an animal to
survive? (Possible answer: A hard shell might
help protect the animal from predators.)
• How are mollusks and worms alike? How are
they different? (Answer: They both have soft
bodies, but some mollusks have hard shells.)
7 Look and classify each animal in your
notebook.
Hold up an Animal Card. Is it a vertebrate or an
invertebrate? What group of vertebrates/invertebrates
does it belong to? Write the information on the board.
Then have students classify the four animals pictured at
the bottom of the page. Check answers as a class.
ELL Content Support
To help students with classifying animals, draw the
following word web on the board, leaving ample
space between each word. Have students identify
the characteristics of each group and add them to
the web.
Vertebrates
Fish Amphibians Reptiles
Invertebrates
Sea jellies Worms Mollusks
T36 Unit 3 • Living Things: How do living things grow and change?
M03_SUS_TB_04GLB_4795_U03.indd 36
6 Read and match.
Sea Jellies
Groups of Invertebrates
Sea jellies have soft bodies and long,
stinging body parts. The body of a sea jelly
is made mostly of water. A sea jelly stuns its
prey before pulling it into its stomach. Most
sea jellies live in the ocean.
Worms
Worms are animals with long, soft bodies
and no legs. These invertebrates help keep
soil healthy.
Mollusks
Mollusks have soft bodies. Many mollusks
have hard shells and eyes. Some mollusks
include octopuses, squids, clams, and snails.
Arthropods
Arthropods are the largest group of
invertebrates. An arthropod is an animal that
has a hard covering outside its body. The
bodies of arthropods have more than one
main part, and their legs have joints. Insects,
spiders, and crabs are all arthropods.
7 Look and classify each animal in your notebook.
Spider Orangutan Slug Dolphin
invertebrate, arthropod vertebrate, mammal invertebrate, mollusk vertebrate, mammal
36 Unit 3 I Will Know...
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I Will Know...
Have students do the I Will Know… Digital Activity.
Elaborate
More on Mollusks
Write the following mollusks on the board: octopus, squid,
clam, and snail. Have students choose one of the animals
and draw a picture on a separate sheet of paper. Then
ask students to research three facts about their mollusk on
the Internet and include the facts in a short paragraph.
Students can share their paragraphs and drawings with
the class.
ELL Content Support
Have students list the five vertebrate groups and
four invertebrate groups. For each vertebrate or
invertebrate group, have students draw and label
one example and write a word that describes or
relates to it. The word might be a sound that the
animal makes, its color, a food that it eats, or a
certain behavior it exhibits.
Birds Mammals
Arthropods
17/02/2016 08:27
 Lesson 2
How can you classify 8 Read and fill in the chart. Then brainstorm

animals?
with a partner to complete it.

Classification by Animal Birth

Another trait that helps scientists classify
animals is the way they give birth. Most animals
begin life as small eggs. The eggs grow to
Objective: Learn to classify animals by type of birth. different sizes. The young animals are then
born in different ways.
Vocabulary: egg, hatch, reptile, mammal, live birth Eggs
Many animals hatch from eggs. For
Digital Resources: Lesson 2 Check (print out 1 per example, all birds hatch from eggs. Most fish, Animals That Lay Eggs
student), Got it? 60-Second Video amphibians, and reptiles also hatch from eggs. 1)
Possible answers:
goldfish, frogs, crocodiles,
Crocodiles lay eggs, as do most other reptiles.
2) eagles, turtles, lizards,
After growing in the eggs for two or three
3) snakes, chickens
months, young crocodiles hatch from the eggs.
Build Background Write the words eagle and bobcat Live Birth
4)
5)
on the board and elicit the words for the baby animals. Let’s Most mammals have live births. This means
that the young animal is born instead of hatching
think back to the life cycles of these animals. Are eaglets from an egg. You may have seen images of a lion
Animals That Have Live Births
Possible answers:
1)
and bobcat kittens born the same way? (Answer: No. An with her young cubs. She gave live birth to the
lions, bobcats,
2) orangutans, dolphins,
eaglet grows inside and hatches from an egg outside of cubs after being pregnant for about four months.
3) monkeys, giraffes,
the mother eagle’s body. A bobcat kitten grows inside the 4) kangaroos
mother bobcat’s body until it is born.) Explain that animals 5)

can also be classified by the way they give birth.

Explain
8 Read and fill in the chart. Then brainstorm Lesson 2 Check Got it? 60-Second Video Unit 3 37

with a partner to complete it.

SCI_SB4_U3.indd 37 28/01/16 16:32

Have students read the text.

• What are the two ways that animals give birth?
(Answer: Animals lay eggs or have live births.)
• How are the two types of birth the same?
(Answer: In both cases, the animal begins as
an egg.)
• What two things happen before a crocodile
hatches from an egg? (Possible answer: A
crocodile mother lays an egg. A baby crocodile
grows in the egg.)
Write the headings Animals That Lay Eggs/Animals
That Have Live Births on the board. Ask students to
categorize the animals from the text. Invite volunteers
to the board to record their answers. Then have pairs
brainstorm additional animals for each category.
Elicit answers from the class.
board. Explain that animals in the same phylum, class,
order, etc., share certain characteristics. Then have pairs
or groups choose another animal and make a poster
showing the scientific classification of their chosen animal.
Evaluate
Lesson 2 Check Assessment for Learning
Distribute the Lesson 2 Check and allow students sufficient
time to complete it. Check answers as a class. Then ask
students to grade their progress on the topic of animal
classification from 1 to 3: 3 = I understand animal
classification; 2 = I need to study more; 1 = I need help!
Encourage students giving themselves a 1 or 2 to describe
what they found difficult and what they need to study more.

Elaborate Got it
it?
? 60-Second Video
Review Key Words for Lesson 2 (see Student
Student’s
’’s Book
Internet Research: Scientific Classification of
page 33). Play the Got it? 60-Second Video to
Animals
review the lesson material.
Animals can be classified as vertebrates or invertebrates.
Scientists also use a more complicated method to classify
animals. This system has eight levels. Write the following
vertically on the board with domain at the top: domain
kingdom phylum class order family
genus species. Have the class choose an animal
from the unit. Have pairs or small groups use the Internet
to research and record which domain, kingdom, phylum,
class, order, family, genus, and species the animal
belongs to. Elicit the answers and write them on the

Unit 3 • Lesson 2 How can you classify animals? T37

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 Let's Investigate!
Materials
Let’s Investigate!
In this unit, students learn how to classify animals by What do leaves have in common?
physical characteristics. In this lab, they will apply
1. Spread out the leaves. Observe them.
the concept of classification by physical characteristics Which ones have similar shapes?

to plants. 10 leaves or
2. Make a yarn circle for each kind of shape.
leaf pictures You may have from 3 to 5 groups.

3. Place leaves with similar shapes in

the same circle.

Let’s Investigate! Lab What do leaves have 5 yarn circles 4. Draw each leaf in its group. Explain
how the shapes of each group are alike.
in common?
Objective: Sort leaves into groups according to
their shapes. D

A
Materials: 1 set of materials per small group of B
C
students: 10 leaves, 5 yarn pieces (each 1 m long)
Digital Resources: Let's Investigate! Digital Lab, G

Let's Investigate! Activity Card (1 per group) E

Advance Preparation: Collect enough leaves

for each group to have a variety of shapes.
F
Alternatively, you can request that students collect
leaves with diverse shapes on the school grounds or
have students bring them to school. Cut the pieces of J
I
yarn for each group. H

• Divide the class into small groups and 38 Unit 3 Let’s Investigate! Lab

distribute materials.
SCI_SB4_U3.indd 38 28/01/16 16:32

• Students will place leaves with similar shapes

into the same yarn circle.
• Explain that students may form fewer than five
groups of leaves and, therefore, may not need
to use all five yarn pieces.
Class Project: Animal Classification Mural
Digital Resources: Animal Cards (print out 1 per
student)

• Encourage students to talk in their groups
about similarities and differences they see
in their leaves.
• At the end of the activity, have groups share
their classifications with the class. Discuss
similarities and differences in the way groups
classified the leaves.
Materials: paint, paintbrushes, water, newspaper,
black construction paper, tape, scissors, labels:
Vertebrates, Invertebrates, Fish, Amphibians,
Reptiles, Birds, Mammals, Sea Jellies, Worms,
Mollusks, Arthropods
Preparation: Cover a bulletin board or classroom
wall with black construction paper.

Teacher Time-Saving Option: Show the Let’s
Investigate! Digital Lab as an alternative to the
hands-on lab activity and have students use the
leaves pictured on the Student’s Book page as a
reference for completing the Activity Card.
Unlock the Big Question
LOCK Have students refer to the Big Question on the
UNHE BIG
T Unit Opener page. In pairs, have them discuss
what they know about classifying living things.
Invite student pairs to share their answers to
questions 5 and 6 on the Let’s Investigate!
Activity Card.
Instructions: Spread the labels out on a table and
invite students to stand around it. What are the two
main animal classifications? (Answer: Vertebrates/
Invertebrates) Ask a student to find those labels and
attach them to the board. Which animal groups are
vertebrates? Which groups are invertebrates? Ask
students to place the animal group labels next to the
corresponding classifications.
Distribute an Animal Card to each student. Next,
distribute art supplies and have students paint their
animals. Once the paint has dried, have students
cut their animals out. Organize the labels on the
black construction paper and have students attach
the animals next to the corresponding labels.

T38 Unit 3 • Living Things: How do living things grow and change?

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 Unit 3 Review Unit 3 How do living things
Review grow and change?
VIE
RE E BI W
TH G
How do living things Lesson 1

grow and change? What are the life cycles of some animals?
1 During this stage in a butterfly’s life, a hard covering
forms around the caterpillar.
a) egg b) larva c) pupa d) adult

2 Compare the birth of a baby eagle to the birth of a

baby cat. How are they different?
Digital Resources: Print out 1 of each per Possible answers: A baby eagle hatches from an egg
student: Got it? Self Assessment
Assessment,, Got it? Quiz outside its mother’s body. A baby cat develops from
an egg inside its mother’s body.

Lesson 2

Evaluate How can you classify animals?

3 Compare amphibians and reptiles. List one way they
are the same and one way they are different.
Possible answer:
Strategies for Targeted Review Same: Both amphibians and reptiles have backbones.

Different: Possible answer: Amphibians have smooth, moist skin.

The following are strategies for providing targeted Reptiles have dry, scaly skin.
4 Read the classifications and match.
review for students if they encounter challenges with
a) invertebrate, arthropod eagle
the content. b) vertebrate, warm-blooded, lays eggs clam
c) vertebrate, cold-blooded, lays eggs frog
Lesson 1 What are the life cycles of some d) vertebrate, warm-blooded, live birth spider
animals? e) invertebrate, mollusk bobcat

Question 1
Got it? Quiz Got it? Self Assessment Unit 3 39

If… students are having difficulty identifying the

pupa stage of a butterfly’s life cycle, then… direct SCI_SB4_U3.indd 39 28/01/16 16:32

students to review the butterfly life cycle in Lesson 1. ELL Language Support
Have students tell how the larva and adult butterfly
are different. Explain that the pupa stage is when Before students start working on the Review activities,
most of the changes between the larva and the read each question aloud. For Questions 2 and 3,
adult stages take place. encourage students to answer the questions out loud
Question 2 in their own words before responding in written form.
If… students are having difficulty explaining the
difference between the birth of a baby chicken and a
baby cat, then… direct students to the information on
the birth of an eagle and that of a bobcat in Lesson Got it
it?
? Self Assessment
1. Encourage students to contrast the ways these two Immediately after students have completed
animals are born and develop. Write their ideas on the Review activities, distribute a Got it? Self
the board for reference. Assessment to each student. Have students
complete the Stop! Wait! and Go! statements for
Lesson 2 How can you classify animals? each lesson, allowing them to look back through
Question 3 the lesson material if necessary.
If… students are having difficulty identifying a way
in which reptiles and amphibians are different,
then… direct students to the vertebrates section in
Lesson 2 and have them compare the two groups
Got it
it?
? Quiz
until they identify a difference.
Distribute a Unit 3 Got it? Quiz to each student.
Question 4
Quizzes may be used for assessing students’
If… students are having difficulty matching the understanding of unit concepts as well as for
animals with their classifications, then… direct grading purposes.
students to the tables on groups of vertebrates and
groups of invertebrates in Lesson 2 and make a
mind map for each group with the name of the
group in the center and descriptive words and
animals surrounding it.

Unit 3 • Unit Review T39

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 Unit Lesson 1 Check Unit Lesson 2 Check
3 3

Unit Lesson 1 Let´s Explore! Activity Card Unit Lesson 2 Let´s Explore! Activity Card
3 3

Materials Materials
• •
• •
• •

T39a Unit 3 • Digital Resources and Photocopiables

M03_SUS_TB_04GLB_4795_U03.indd 39 17/02/2016 08:27

 Unit Let’s Investigate! Activity Card Unit Lessons 1 & 2 Got it? Self Assessment
3 3

Leaf Observations

Unit Got it? Quiz Unit Got it? Quiz

3 3

Unit 3 • Digital Resources and Photocopiables T39b

M03_SUS_TB_04GLB_4795_U03.indd 40 17/02/2016 08:28

 VIE VIE
RE E BI W RE E BI W
TH G TH G

Unit 3 Study Guide

How do living things grow and Review the

change? Big Question
Lesson 1 How do living things grow and
What are the life cycles of some change?
animals? Encourage students to answer the following
• Some insects and amphibians change form question in their own words:
as they develop into adults. This process is How has your answer to the Big Question
called metamorphosis. changed since the beginning of the unit? What
• Mammals do not change very much as they are some things you learned that caused your
become adults. answer to change?

Make a Concept Map

Lesson 2
How can you classify animals? Have students make a concept map like the one
shown on this page to help them organize key
• Animals can be classified according to their concepts.
characteristics, such as whether they have a
backbone.
• Some animals hatch from eggs and others
have live births.

VIE
RE E BI W
TH G

Unit 3 Concept Map

Animals

Vertebrates Invertebrates Offspring

Fish Sea jellies Hatch from egg

Amphibians Worms Live birth

Birds Mollusks

Reptiles Arthropods

Mammals

Students can make a concept map to help review the Big Question.

T39c Unit 3 • Study Guide

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 Teacher’s Notes

Unit 3 • Teacher’s Notes T39d

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