Grade 6
Life Science: Diversity of Life
Vertebrates and Invertebrates
By
Ashley Charlton
Shannon Pollock
Brennan Foley
K. Casey Kennedy
Table of Contents
Overview
Lesson Plans
● Part 1: Introduction and Hook Activity
● Part 2: Core Discoveries
○ Core Discovery #1
○ Core Discovery #2
○ Core Discovery #3
○ Core Discovery #4
● Part 3: Application
● Part 4: Enrichment and Extension
Appendices
● Teacher Information: Vertebrates and Invertebrates
● Backbone of the Classroom
● Interactive Bookmark
● All About Vertebrates with Bill Nye the Science Guy!
● Wiggling Worms
● Rubric #1
● Rubric #2
● Rubric #3
References
Overview
This unit introduces students to the variety of life forms available for observation. By
making comparisons it is important to notice features that are common and those
which distinguish an organism. Formal classification is more important in later grades,
introducing categories and developing a system to organize the variety of organisms
studied is an important feature of this unit.
GRADE: 6
UNIT: Diversity of Life
SUBUNIT: The Animal Kingdom: Vertebrates & Invertebrates
OUTCOMES:
● 300-16 distinguish between vertebrates and invertebrates.
● 300-17 compare the characteristics of mammals, birds, reptiles, amphibians, and
fish.
Part 1: Introduction and Hook Activity
Objective
● To begin the “Backbone of the Classroom” visual learning technique, a way of
keeping track of the facts learned each day.
Materials
● Bristol board with a sketch of the back bone on it
● Scissors
● Coloring pencils, crayons and markers
● Cue cards (for our quick facts)
Activity
● Teacher will explain the purpose of the “Backbone of the Classroom” as a visual
tool used to keep track of facts learned during the vertebrate and invertebrate
unit.
●
To begin the unit, the class will build a “Backbone of the Classroom,” a giant
Bristol board “backbone” where we will keep track of facts we learn in each class.
A new fact will be placed on every disk of the backbone - i.e. first day could
be “vertebrates have backbones,” “invertebrates don’t have backbones,” “worms
are invertebrates,” “I am a vertebrate” - see below. This gives us something
visual to hang up and keep track of the basic points.
Students will hang the backbone up in the classroom.
Part 2: Core Discoveries
Core Discovery #1
Objectives
● Distinguish between vertebrates and invertebrates.
● To discuss vertebrates and invertebrates, their similarities and their differences
Materials
● PowerPoint notes on the different types of vertebrates and invertebrates (PPLesson #7)
● Interactive bookmark sheets
● “Bill Nye the Science Guy” YouTube video and worksheet
● SMART Board games (SB - Lesson #7, #7A)
Content
● Pass out interactive bookmarks and introduce the concept behind them.
○ The interactive bookmarks will function as a formative assessment tool.
Students will have two columns, a note-taking column and a drawing
column. They will be required to draw and write on their bookmarks to
record important facts they learn during the subunit. Book marks will be
collected at various times throughout the unit and at the end of the unit.
They are a way of formative assessment and will contribute to students’
class participation mark.
●
Bill Nye the Science Guy, with a focus on invertebrates (90% of living things).
○ Students will answer the guiding questions provided by the teacher while
watching the video.
○ See Appendix for the guiding questions.
●
Students will record two facts they have learned on their interactive bookmarks.
Closure
● Final questions and clarification.
●
Class will decide on five new facts to add to the “Backbone of the Classroom”
and teacher will collect the interactive bookmarks.
Assessment
The teacher will collect the interactive bookmarks students have been working on during
class. A grade will not be assigned for this assessment; it is simply to see whether
or not the students understand the information they have received in this introductory
lesson. While reading the bookmarks teacher should make notes of weak areas in
the students’ understanding and address the most common areas of confusion or
misunderstanding at the beginning of next class.
Core Discovery #2
Objective
● To understand invertebrates and their importance in the ecosystem.
● To provide students with a hands-on opportunity to watch invertebrates (worms)
at work.
● To discuss the way in which worms help soil quality in agriculture.
● To discuss how invertebrates help the ecosystem.
Materials
● Jar for each student (send home letter to parents asking them to save and send
in any 500 ml jars they might have around the house)
● Dirt
● Worms
● Shovels
● Newspaper to cover floor
● Broom to sweep up after
● Black construction paper to wrap around jar
● Brown sugar
● Orange peels, apple peels, coffee grinds, etc. (teacher should collect these
materials from around his/her house in order to keep close track of organic
materials that are in the classroom and avoid anything being left too long to
mold)
● Tracking sheet to record the progress of the worms (see Appendix)
Content
Students will work in pairs to create the worm jars from the Bill Nye video. Each pair
will work on a laid out newspaper and have a small shovel and dirt to fill the jar. After
they have filled their jars, students will be given five worms for their jars and brown
sugar to feed their worms. Students will wrap their jars in the construction paper and
label their jar, encourage students to name their worms as this is usually fun for them.
Teacher should clear a high shelf for the jars and place the jars there. Students should
be instructed to leave jars alone unless given permission to look in by the teacher.
Teacher should allow students to look at worms in jars at the beginning or end of every
class for a couple of weeks and record their findings, until the students take their worms
outside to release them back into the earth.
Closure
Students will brainstorm five new facts for the ‘Backbone of the Classroom’.
Core Discovery #3
Objective
● Discuss and discover characteristics of vertebrates
● Compare and contrast vertebrates and invertebrates
● Discuss the five categories of vertebrates: fish, mammals, reptiles, birds,
amphibians
Materials
● PowerPoint Lesson #7
● PowerPoint presentation on the characteristics and classifications of vertebrates
● Vertebrates and invertebrates game
● Vertebrate SMART Board presentation
● Skeletal models
● Notebooks
Content
● What is a vertebrate? What is an invertebrate? (PP - Lesson#7)
○ The teacher will discuss the difference between vertebrates and
invertebrates
○ The teacher will use the PowerPoint notes to present the characteristics
and classifications of vertebrates (fish, amphibians, reptiles, mammals,
birds)
○ Students will record these notes into their notebooks and apply this
information to the corresponding vertebrates and invertebrates games.
Activity
● Vertebrates and Invertebrates game (see below)
○ Lesson #7 Vertebrate SMART Board presentation
○ Lesson #7A Vertebrates and invertebrates warm-up
●
Students will assemble skeletal models to keep in the classroom as a way of
learning about, and as a visual reminder of, vertebrates.
Closure
Wrap-up and final discussion to recap the essential differences between vertebrates
and invertebrates as well as the five classifications of vertebrates. Students will post
five new facts on the “Backbone of the Classroom.”
Assessment
Students will be provided time to fill in an interactive book mark for today’s class.
Teacher will not collect today’s bookmarks but students should keep in binder or journal
to pass in at the end of the unit.
Core Discovery #4
Objective
● Review of vertebrates (and the five categories of vertebrates) via student-driven
research
Materials
● Student workbook, Variety of Life
● Teachers’ Edition, Variety of Life
● Notebooks
Content
● Vertebrates
○ Amphibians
○ Fish
○ Reptiles
○ Birds
○ Mammals
● Key features of each sub-section of Vertebrates as outlined on page 60-61 of
Teachers’ Edition, Variety of Life
Activity
● Variety of Life provides an introductory paragraph which the teacher will read
with the class.
●
The students are then divided into five groups, and each group is assigned a
sub-section of vertebrates.
●
The groups research and record the main feature of their sub-section.
●
Each group prepares and presents a presentation of their findings. Each student
will be expected to speak during the presentation as students will be assessed
individually for their group work.
●
The teacher facilitates a class discussion of the similarities and differences
between sub-sections, and creates a chart or visual display to present the class’s
findings, which the students will then copy into their notebooks. (The teacher can
confirm that this list is correct and complete by referring to pages 60-61 of the
Teachers’ Edition of Variety of Life.)
Closure
Students will brainstorm five new facts for the backbone of the classroom.
Assessment
Students will be assessed on a) comprehension of topic b) preparedness for
presentation c) how well they listen to others presentations d) content e) how well they
cooperate with their group mates.
See appendix for rubric, labelled as rubric #1
Part 3: Application
Application Activity #1
Objective
● To introduce and present the content outcomes covered through core discovery
in more meaningful and practical contexts
Materials
● Notebooks
● Art supplies for drawing and colouring
Content
● Vertebrates
○ Amphibians
○ Fish
○ Reptiles
○ Birds
○ Mammals
● Key features of each sub-section of Vertebrates as outlined on page 60-61 of
Teachers’ Edition, Variety of Life
Activity
● Have students create, draw, and colour their own imaginary vertebrate creature,
and give it a name.
● Have students write a paragraph classifying their new creature as either an
amphibian, a fish, a reptile, a bird, or a mammal, and explain why this is so by
using the list of features generated from the group research project discussion
(from Core Discovery # 4).
Assessment
Students will be assessed based on creativity, effort invested, and knowledge/content
factually demonstrated.
See appendix for rubric, labelled as rubric #2
Part 4: Enrichment and Extension
Objective
● To take a closer look at different invertebrates and their habitats
● To become more familiar with the use and function of microscopes
● To form the connection between the vertebrates and invertebrates subunit and
the next subunit, microorganisms
Materials
● Microscopes
● Samples
○ pond water
○ puddle water
○ algae
○ rotting leaves from a puddle
○ kefir
● Notebooks
● Pencil
Content
Students will become familiar with the microscopes and how to use them. A clear
explanation of lab rules and etiquette will let students know that, with such expensive
equipment, there will be zero tolerance for misuse of microscopes. Violation of the rules
will result in immediate suspension of lab and/or microscope privileges.
Students will proceed in observing the various samples. After viewing each sample
they will be given 5-7 minutes to write down their observations and draw a picture
of what they see, this will serve as an informal introduction to a lab report. Students
should be given the scoring rubric shown below so they are aware of all assessment
expectations.
Also, the introduction to microscopes and the samples included in this lesson will serve
as a good segue into the next Life Science section of microorganisms. This sections
requires a solid understanding of how the microscope should be handled and how it
functions. Once this is achieved students can begin the study of microorganisms.
Closure
Students will be given more time to elaborate on their observations of invertebrates.
Class will then be given time to ask any questions they may have and brain storm about
what they observed, what surprised them etc. Class will then add five new facts to
the ‘Backbone of the Classroom’.
Assessment
The lab recordings that students take down should be assessed based on a) safety
b) participation c) legibility, organization and grammar d) quality and accuracy of
diagrams. This would also be an excellent opportunity for student self evaluation.
See appendix for rubric, labelled as rubric #3
Appendices
The following pages contain useful information for teachers when teaching the
vertebrates and invertebrates subunit and handouts that will be necessary throughout
the lessons. There are also rubrics attached for assessment purposes.
Life Science: Diversity of Life
Vertebrates and Invertebrates
Vertebrates and invertebrates are two categories of
animals in the taxonomy of living things. Taxonomies
are popular ways of categorizing information into parts
and subparts. They date back thousands of years, and
were even used by Aristotle (top left) in his philosophic
work, the Poetics, to distinguish between greater and
lesser forms of poetry. This is the form of taxonomy we see used
today in science, although it was adapted and further developed by Carolus
Linnaeus (top right) in his 1735 book Systema Naturae. While the Linnaean
system has largely remained the same for hundreds of years, it was Charles
Darwin (bottom left) and other radical scientists who ended the perception of
a static nature. In other words, he suggested that evolution, instead of divine
creation, had occurred in the natural world. This suggestion changed
science forever.
All animals are divided into two subgroups: vertebrates, or creatures with backbones, and
invertebrates, or creatures without backbones. They are the focus of this subunit. The above
table may be useful in distinguishing between the two groups.
The Backbone of the Classroom: Getting the Facts Straight about
Vertebrates and Invertebrates
This chart would be created by students on the first day and would be a visual way of
keeping track of what students have learned during each lesson in the subunit.
Example from day one:
Name: ____________________
Date: ____________________
Interactive Bookmark
Use this bookmark to keep track of
interesting things we learn in class. In every
class, you will be expected to draw one thing in
the “What did I see?” column and write one
thing in the “Important Notes” column. Your
teacher will give you some feedback in
the “Teacher’s Notes” column when you pass
your bookmark. Happy Learning!
What Did I See?
Important Notes
Teacher’s Notes
Name: ______________________
Date: ______________________
All About Invertebrates
with Bill Nye the Science
Guy!
Answer these questions while you watch the invertebrate episode of
Bill Nye the Science Guy.
1. What percentage of animals on Earth have no
spines?
2. What are animals called that don’t have a
backbone?
3. Give one example of a sea animal that is an
invertebrate?
4. How does water help invertebrates who live in the
sea?
5. Are vertebrates always visible (can you always see them)?
6. Why is it important for some creatures to have
backbones and some to be invertebrates with no
backbones?
Name: ___________________
Date: ___________________
Wiggling Worms
Worms are one type of invertebrate,
and they are very important to the
earth. Over the next two weeks,
record what you see your worms
doing inside their jar. What sorts of
things do they like to eat? What do
they spend their time doing? Do they like the light at all? You should
also think about how and why worms are important to the soil farmers
and gardeners use to grow plants. How might worms help farmers and
gardeners?
Date
Observation
Rubric #1
● Vertebrate presentations
●
Teacher Name:
Student Name:
________________________________________
CATEGORY
4
3
2
1
Comprehension
Student provides
accurate and indepth information
about the topic.
Student provides
accurate information
about the topic.
Student provides
mostly accurate
information about
the topic.
Student does not
provide accurate
information about
the topic.
Preparedness
Student is
completely prepared
and has obviously
rehearsed.
Student seems
fairly prepared but
may have needed
a couple more
rehearsals.
The student is
somewhat prepared,
but it is clear that
rehearsal was
lacking.
Student does
not seem at
all prepared to
present.
Listens to Other
Presentations
Listens intently.
Does not make
distracting noises or
movements.
Listens intently but
has a couple of
distracting noises or
movements.
Sometimes does
not appear to be
listening but is not
distracting.
Sometimes does
not appear to be
listening and has
distracting noises
or movements.
Content
Shows a full
understanding of the
topic.
Shows a good
understanding of the
topic.
Shows a good
understanding of
parts of the topic.
Does not seem
to understand the
topic very well.
Collaboration
with Peers
Always listens to,
shares with, and
supports the efforts
of others in the
group. Tries to keep
people working well
together.
Usually listens to,
shares with, and
supports the efforts
of others in the
group. Does not
cause "waves" in
the group.
Often listens
to, shares with,
and supports the
efforts of others
in the group but
sometimes is not a
good team member.
Rarely listens to,
shares with, and
supports the efforts
of others in the
group. Often is
not a good team
member.
Rubric #2
● Vertebrate Artistic Creations
●
Teacher Name:
Student Name:
________________________________________
CATEGORY
3
2
1
Creativity
Student has
put a great deal
of thought and
creativity into the
project, and it is
mostly unique.
Some evidence of
creativity, thought,
and uniqueness
is evident, but
there is room for
improvement in
these areas.
Student has put
very little thought
and creativity into
the project. There
is very little unique
about this ‘new’
creature.
Effort
Student has
obviously put a
great deal of time
and work into this
project!
Student put some
time and effort into
this project, but
there could have
been more time and
effort spent.
Student has put
little time and effort
into this project.
This is definitely
not up to par with
what the student is
capable of.
Knowledge/
Content
Student use
the paragraph
explanation to
demonstrate a
great deal of factual
understanding about
vertebrates.
Most of the
information provided
in the paragraph
is true, but it isn’t
clear how much
understanding or
knowledge they
really possess.
Most of the
information given in
the paragraph does
not make sense or
is not factual.
Rubric #3
● Observing Invertebrates
●
Teacher Name:
Student Name:
________________________________________
CATEGORY
4
3
2
1
Safety
Lab is carried out
with full attention
to relevant safety
procedures. The
set-up, experiment,
and tear-down
posed no safety
threat to any
individual.
Lab is generally
carried out with
attention to
relevant safety
procedures. The
set-up, experiment,
and tear-down
posed no safety
threat to any
individual, but one
safety procedure
needs to be
reviewed.
Lab is carried out
with some attention
to relevant safety
procedures. The
set-up, experiment,
and tear-down
posed no safety
threat to any
individual, but
several safety
procedures need to
be reviewed.
Safety procedures
were ignored and/or
some aspect of the
experiment posed a
threat to the safety
of the student or
others.
Drawing/Diagrams
Clear, accurate
diagrams are
included and
make the
experiment easier
to understand.
Diagrams are
labeled neatly and
accurately.
Diagrams are
included and are
labeled neatly and
accurately.
Diagrams are
included and are
labeled.
Needed diagrams
are missing OR are
missing important
labels.
Participation
Used time well in
lab and focused
attention on the
experiment.
Used time fairly
well. Stayed
focused on the
experiment most of
the time.
Did the lab, but did
not appear very
interested. Focus
was lost on several
occasions.
Participation was
minimal OR student
was hostile about
participating.
Spelling,
Punctuation and
Grammar
One or fewer
errors in spelling,
punctuation and
grammar in the
report.
Two or three
errors in spelling,
punctuation and
grammar in the
report.
Four errors
in spelling,
punctuation and
grammar in the
report.
More than 4
errors in spelling,
punctuation and
grammar in the
report.
References
Resources: Adapted from lesson 8 of “Variety of Life” (page 30 in student edition, pages
59-60 in teacher’s edition)
Baxamusa, B.N. (2010). “Vertebrates and invertebrates.” Buzzle.com. Retrieved
February 15, 2011 from <http://www.buzzle.com/articles/vertebrates-and-invertebrates.html>.
O’Neil, Dennis. (2010). “Classification of living things.” Retrieved February 15, 2011
from <http://anthro.palomar.edu/animal/animal_1.htm>.