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Science lesson plan · 4th grade (Year 5 in England) · 30 minutes

Internal and external structures of animals

Animals and habitats

CCSS NGSS.4-LS1-1England: KS2 Y4 Animals, including humansEngland: KS2 Y3 Animals, including humans

Objective and success criteria

Students will: Internal and external structures of animals.

  • 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: Animal body parts and the jobs they do

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 (Animal body parts and the jobs they do). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. What job does this body part do: a duck's webbed feet? (to feel its way in the dark / to protect its soft body / to keep enemies away / to paddle through water) → to paddle through waterPrompt: Think about where the animal lives and what it eats.
  2. Which body part helps an animal breathe underwater? (a fish's gills / a bird's beak / a duck's webbed feet / an eagle's sharp claws (talons)) → a fish's gillsPrompt: Picture the animal doing the job.
  3. Why do fish have fins and a tail? (to see in the dark / to breathe air / to swim and steer in water / to keep warm) → to swim and steer in waterPrompt: How does a fish move forward and turn?

Hook · 3 min

  • Show a picture of an unusual animal and ask where it might live and how it survives there.
  • Share the objective: Internal and external structures of animals. 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: Is this an internal or an external structure: a turtle's shell?
  • Step 1: External structures are on the outside, where we can see them.
  • Step 2: So the answer is: external (outside the body)
  • Answer: external (outside the body)
  • 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. Is this an internal or an external structure: an eagle's talons? (external (outside the body) / internal (inside the body)) → external (outside the body)Prompt: Could you see it without looking inside the animal?
  2. What does this internal structure do: heart? (take in oxygen from water / controls the body and processes information / pumps blood around the body / breaks down food) → pumps blood around the bodyPrompt: Think about what keeps an animal alive: blood, air, food, control, support.

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. What does this internal structure do: skeleton? (pumps blood around the body / breaks down food / take in oxygen from the air / supports and protects the body) → supports and protects the bodyPrompt: Think about what keeps an animal alive: blood, air, food, control, support.
  2. Insects have no bones. What holds their bodies up? (nothing; they are floppy / a hard outer covering (exoskeleton) / air inside them / their wings only) → a hard outer covering (exoskeleton)Prompt: Tap a beetle's back (gently): it is hard.

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: Animal body parts and the jobs they do.
  • 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-4.

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

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Internal and external structures of animals

Name

Date

Score/ 6

  1. Question 1

    What does this internal structure do: stomach?

    • A. controls the body and processes information
    • B. supports and protects the body
    • C. breaks down food
    • D. pumps blood around the body

  2. Question 2

    Is this an internal or an external structure: the lungs?

    • A. external (outside the body)
    • B. internal (inside the body)

  3. Question 3

    Insects have no bones. What holds their bodies up?

    • A. nothing; they are floppy
    • B. a hard outer covering (exoskeleton)
    • C. air inside them
    • D. their wings only

  4. Question 4

    What does this internal structure do: skeleton?

    • A. take in oxygen from water
    • B. supports and protects the body
    • C. pumps blood around the body
    • D. breaks down food

  5. Question 5

    Is this an internal or an external structure: a bird's feathers?

    • A. external (outside the body)
    • B. internal (inside the body)

  6. Question 6

    What does this internal structure do: lungs?

    • A. pumps blood around the body
    • B. breaks down food
    • C. controls the body and processes information
    • D. take in oxygen from the air

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Answer key: Internal and external structures of animals

  1. 1. C. breaks down food

  2. 2. B. internal (inside the body)

  3. 3. B. a hard outer covering (exoskeleton)

  4. 4. B. supports and protects the body

  5. 5. A. external (outside the body)

  6. 6. D. take in oxygen from the air