Grade 6Life Science: Diversity of LifeVertebrates and Invertebrates

By

Ashley CharltonShannon PollockBrennan 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: 6UNIT: Diversity of LifeSUBUNIT: The Animal Kingdom: Vertebrates & InvertebratesOUTCOMES:

● 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 (PP-Lesson #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.

AssessmentThe 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) ContentStudents 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. ClosureWrap-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.”

AssessmentStudents 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. AssessmentStudents 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).

AssessmentStudents 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

ContentStudents 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’. AssessmentThe 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 BookmarkUse 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 WormsWorms 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 in- depth 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>.