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Science lesson plan · 5th grade (Year 6 in England) · 30 minutes

Classify invertebrates: insects, arachnids, crustaceans and molluscs

Animals and habitats

CCSS NGSS.4-LS1-1England: KS2 Y6 Living things and their habitats

Objective and success criteria

Students will: Classify invertebrates: insects, arachnids, crustaceans and molluscs.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Vertebrates and invertebrates; Using classification keys

Leads to: the next skill in this area.

Materials: Animal picture cards, Habitat maps, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (Vertebrates and invertebrates; Using classification keys). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Which invertebrate group does a bee belong to? (insect / arachnid / mollusc (mollusk) / crustacean) → insectPrompt: Count the legs if it has any.
  2. Key: 1. Has needle-shaped leaves? Yes → go to 2. No → go to 3. 2. Needles in bunches of two? Yes → pine. No → spruce. 3. Leaves with lobes (rounded bumps)? Yes → oak. No → beech. A tree has needles in bunches of two. What is it? (pine / beech / oak / spruce) → pinePrompt: Needle-shaped leaves send you to question 2.
  3. Is a human a vertebrate or an invertebrate? (vertebrate / invertebrate) → vertebratePrompt: Does it have a backbone (spine)?

Hook · 3 min

  • Show a picture of an unusual animal and ask where it might live and how it survives there.
  • Share the objective: Classify invertebrates: insects, arachnids, crustaceans and molluscs. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Which invertebrate group does this belong to: snail?
  • Step 1: Molluscs have soft bodies, often with a shell.
  • Step 2: So the answer is: mollusc
  • Answer: mollusc
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. Which invertebrate group does this belong to: shrimp? (insect / arachnid / crustacean / mollusc) → crustaceanPrompt: Count the legs and body parts.
  2. Three of these are arachnids. Which one is NOT? (tick / harvestman / spider / crab) → crabPrompt: Use legs, body parts and shells to decide.

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Why did scientist Carl Linnaeus give every species a two-part scientific name? (So scientists everywhere use the same name for the same species. / To hide species from people. / Because animals asked for names. / To make names longer.) → So scientists everywhere use the same name for the same species.Prompt: A robin in the UK and a robin in the USA are different birds.
  2. Which invertebrate group does this belong to: slug? (insect / arachnid / crustacean / mollusc) → molluscPrompt: Count the legs and body parts.

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: Vertebrates and invertebrates.
  • Use concrete materials: animal picture cards.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-5.

Free lesson plan from eurekami.com/lesson-plan-builder

eurekami

Classify invertebrates: insects, arachnids, crustaceans and molluscs

Name

Date

Score/ 6

  1. Question 1

    An animal has a soft body, no legs, and moves on a slimy foot. It has no shell. Which group is it in?

    • A. arachnids
    • B. crustaceans
    • C. molluscs (it is a slug)
    • D. insects

  2. Question 2

    Which invertebrate group does this belong to: beetle?

    • A. insect
    • B. arachnid
    • C. crustacean
    • D. mollusc

  3. Question 3

    Three of these are crustaceans. Which one is NOT?

    • A. woodlouse
    • B. lobster
    • C. ant
    • D. shrimp

  4. Question 4

    Why did scientist Carl Linnaeus give every species a two-part scientific name?

    • A. To hide species from people.
    • B. So scientists everywhere use the same name for the same species.
    • C. To make names longer.
    • D. Because animals asked for names.

  5. Question 5

    Which invertebrate group does this belong to: lobster?

    • A. insect
    • B. arachnid
    • C. crustacean
    • D. mollusc

  6. Question 6

    Which invertebrate group does this belong to: snail?

    • A. insect
    • B. arachnid
    • C. crustacean
    • D. mollusc

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Answer key: Classify invertebrates: insects, arachnids, crustaceans and molluscs

  1. 1. C. molluscs (it is a slug)

  2. 2. A. insect

  3. 3. C. ant

  4. 4. B. So scientists everywhere use the same name for the same species.

  5. 5. C. crustacean

  6. 6. D. mollusc