Grade 6 Biodiversity
Understanding Life Systems
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What are the “big ideas” of the unit?
In this unit, students will investigate biodiversity as it includes the diversity of individuals,
species, and ecosystems. Students will classify the components within a diverse system, and
will begin to understand the interrelationships among components.
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Because all living things are connected, the students will also touch on the importance of
maintaining diversity as critical to the health of the planet.
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What is the overall focus of the unit? (Ontario overall expectations)
2. investigate the characteristics of living things, and classify diverse organisms according to
specific characteristics
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3. demonstrate an understanding of biodiversity, its contributions to the stability of natural
systems, and its benefits to humans
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Which curriculum expectations are the enduring understandings? (Ontario specific
expectations)
3.2 demonstrate an understanding of biodiversity as the variety of life on earth, including
variety within each species of plant and animal, among species of plants and animals in
communities, and among communities and the physical landscapes that support them
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2.4 use appropriate science and technology vocabulary, including classification, biodiversity,
natural community, interrelationships, vertebrate, invertebrate, stability, characteristics, and
organism, in oral and written communication
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3.1 identify and describe the distinguishing characteristics of different groups of plants and
animals, and use these characteristics to further classify various kinds of plants and animals
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3.5 describe interrelationships within species, between species, and between species and their
environment, and explain how these interrelationships sustain biodiversity
2.2 investigate the organisms found in a specific habitat and classify them according to a
classification system
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2.3 use scientific inquiry/ research skills to compare the characteristics of organisms within the
plant or animal kingdoms
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2.5 use a variety of forms (oral, written, graphic, multimedia) to communicate with different
audiences and for a variety of purposes
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3.7 explain how invasive species reduce biodiversity in local environments
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1.2 assess the benefits that human societies derive from biodiversity and the problems that
occur when biodiversity is diminished
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3.6 identify everyday products that come from a diversity of organisms
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What do you want students to be able to do, understand, and know at the end of the unit?
By the end of the unit, students will understand that biodiversity includes diversity among
individuals, species, and ecosystems. Students will know how to classify living things, and will
use appropriate vocabulary.
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Students will learn to appreciate the diversity of living things, and will recognize the roles and
interactions of individual species within the whole.
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Additionally, students will learn how to minimize the negative impact of their actions, and
make more informed decisions about the actions they can take for the environment.
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What learning experiences will students need in order to perform effectively and achieve
desired results?
Lesson 1: Intro to Biodiversity
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Expectation(s): 3.2
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Teaching: A SmartBoard presentation will be used to introduce the topic of biodiversity. The
teacher will answer the question “what is biodiversity?” With the class, teacher will create a
word web of key ideas of biodiversity.
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Resources: https://www.youtube.com/watch?v=N5ssjM2Fjuc (Why Diversity Matters video
clip), https://www.youtube.com/watch?v=HA3xNMJnFuo (What is Biodiversity video clip)
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Student Task: The students will create a title page as an introduction to the unit, and to begin
their Biodiversity duo-tang. When students complete their title page, they will write (1/2 page
for grade 5, full page for grade 6) about their title page and the aspects they chose to draw.
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Assessment: Checklist
Lesson 2: Legendary Animals (Language Integration)
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Expectation(s): 3.2, 2.4
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Teaching: This will be a guided writing activity. Teacher will explain what a legend is and the
key characteristics.
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Student Task: Using a brainstorm of their ideas, they will write a legend about an animal of
their choosing (whichever animal they created in the previous class).
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Assessment: Checklist
Lesson 3: Scientific Classification
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Expectation(s): 3.2, 2.4, 3.1
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Teaching: Teacher will lead a shared reading of “Scientific Classification” (page 44) from the
Nelson Literacy text. Students will follow the text in pairs. Teacher will make use of
visualization and questioning techniques to lead a discussion of the text. Teacher will highlight
what “classification systems” are, and how to use them properly.
Resources: Nelson Literacy Text (pg. 44-47), Pathways to Success (pg. 9), Science Everywhere
(pg. 32)
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Student Task: Students will complete the “What is a Bird?” science journal entry, following the
prompts in the Science Everywhere text. Students will reflect on how we can recognize
animals by their characteristics, and why it may be important to describe and classify different
creatures.
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Assessment: Checklist
Lesson 5: The Five Kingdoms
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Expectation(s): 3.1, 3.5, 2.3
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Teaching: A Powerpoint presentation will be used to identify and describe the Five Kingdoms
of living things. Following the lesson, teacher will model filling out a graph of the Five
Kingdoms of living things. Working with the class, teacher will identify three main
characteristics of each group, and give two examples.
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Resources: http://www.kidsbiology.com/biology_basics/five_kingdoms_life/classification1.php
(information for powerpoint), https://www.youtube.com/watch?v=Q0cIfO4UeZE
(Classification of Living Things video clip), https://www.youtube.com/watch?v=5uJ8QeFRvJA
(Five Kingdoms video clip)
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Student Task: Students will fill out their own individual copies of graphs to identify the Five
Kingdoms of living things. Assessment: Checklist
Lesson 6: The Animal Kingdom
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Expectation(s): 2.2, 2.3, 3.1, 3.5, 2.4
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Teaching: Teacher will lead a SmartBoard Lesson to further explore the various classifications
of animals. It will identify the key distinctions between vertebrates and invertebrates (touching
on the break down into further classifications). The presentation will involve a matching game.
The lesson will touch on multiple key vocabulary words.
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Resources: Pathways to Success (pg. 9-10), Nelson Literacy Text (pg. 45)
Student Task: Students will research a living thing of their choice and create an information
card for it. Each card should include a picture of the living thing, a listing of its scientific
classification, its common and scientific names, and a short paragraph describing it.
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Assessment: Checklist
Lesson 7: Classifying Animals
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Expectation(s): 3.1, 3.5, 2.3, 2.4
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Teaching: The teacher will begin the lesson with a brief SmartBoard lesson to break down each
category of animals. The teacher will then lead a discussion about the Animal groups, creating
a word web on the white board as students discuss the characteristics and types of animals
(Mammal, Bird, Amphibian, Reptile, Fish, Insects).
Student Task: Students will fill out a graphic organizer, identifying and sorting the key
information about each Animal group. This is to be kept in their Science duo-tangs.
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Students will also complete a worksheet on the groups of Animals. The worksheet will include
definitions, some identification questions, and the “Animal Groups Quiz” on pg. 42-43 of the
Nelson Literacy text (to be photocopied).
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Assessment: Checklist
Lesson 8: The Truth About Bugs Language Centre (Language Integration)
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Expectation(s): 2.2, 2.4, 3.2, 2.5
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Teaching: In a small group, students will have a shared reading of “The Truth About
Bugs” (Nelson Literacy text, to be photocopied and distributed).
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Student Task: The students will fill out a worksheet after reading. They will be required to give
a short summary of the text, identify 4 main points from the story, and answer a few multiple
choice and short answer questions.
Assessment: Checklist
Lesson 9: Biodiversity Quiz
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Expectation(s): 3.2, 2.4, 3.1, 3.5
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Student Task: Students will complete a quiz to evaluate what they have learned in the unit thus
far. The quiz will cover information about the Five Kingdoms of living things, and the different
classifications of animals in the Animal Kingdom.
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Assessment: Checklist
Lesson 10: Adaptations
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Expectation(s): 2.4, 3.5, 2.3
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Teaching: Teacher will lead a SmartBoard presentation on what it means for animals to adapt,
and what can happen if animals fail to adapt. Together, teacher and students will investigate 3
types of bears and how they have adapted to their environment (pg. 46)
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Student Task: Students will complete reflection questions about the case study (in text).
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Resources: http://www.nhptv.org/natureworks/nwep1.htm (information for lesson), Science
Everywhere text (pg. 45-49), https://www.youtube.com/watch?v=XpdoDBYuHIA (25
Incredible Camoflauged Animals video clip)
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Assessment: Checklist
Lesson 11: Invasive and Endangered Species
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Expectation(s): 3.7, 3.5, 2.5
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Teaching: Teacher will lead a discussion about invasive species and the negative impact they
have on ecosystems. Teacher will make use of visual representations on the white board for
students to gain a better understanding of the impact of invasive species.
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Student Task: Students will write one page in the style of a Public Service Announcement to
describe the impact invasive species have on ecosystems.
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Resources: http://biodiversityeducation.ca/files/2012/03/Grade_7_Invasive_Species.pdf
(information on invasive species)
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Assessment: Rubric
Lesson 12: Humans and Biodiversity
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Expectation(s): 1.2, 3.6, 3.5
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Teaching: Teacher will lead SmartBoard presentation on connections that humans have to
various ecosystems, and humans’ relationship to and impact on biodiversity. Lesson will
highlight what products come from a diversity of organisms (like food, clothing, medicine,
building materials coming from plants and animals).
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Student Task: Students will fill out a booklet of definitions and short answer questions. Also
included will be a graphic organizer for the students to fill out, highlighting the pros and cons
of humans’ interactions with the environment and ecosystems.
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Assessment: Checklist
Lesson 13: Nature Newsletter (Language and Visual Art Integration)
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Expectation(s): 1.2, 3.6, 2.5, 3.2, 2.4
Teaching: Teacher will share some examples of nature newsletters with the class. As a whole,
the class will discuss how newsletters can be used as a quick and short guide to inform people
about various issues. Teacher will provide students with a list of topics they may choose to
research and create an informative newsletter on (i.e. an invasive species, endangered species,
or human impact on the environment). Student Task: Students will create a newsletter about a topic chosen from the provided list. The
newsletter will be one page, folded into thirds. The newsletter must use a combination of
images and words to inform the reader about the topic. The class will have a block to work on
their newsletters, but it will be assigned for homework.
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Assessment: Rubric
Lesson 14: Consolidation
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Expectation(s): 3.2, 2.4, 3.5, 2.5
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Teaching: The students will watch Bill Nye the Science Guy and Biodiversity as a fun close to
the unit.
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Student Task: Students will write a short reflection highlighting 5 important things they will
learned throughout the unit on biodiversity.
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Resources: https://www.youtube.com/watch?v=kaW0tr0Keic (Bill Nye and Biodiversity video)
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Assessment: Checklist