Science lesson plan · 5th grade (Year 6 in England) · 45 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 · 5 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.
- Which invertebrate group does a butterfly belong to? (insect / arachnid / mollusc (mollusk) / crustacean) → insectPrompt: Count the legs if it has any.
- Key: 1. Has feathers? Yes → go to 2. No → go to 3. 2. Can fly? Yes → robin. No → penguin. 3. Has fur? Yes → rabbit. No → frog. An animal has no feathers and no fur. What is it? (robin / frog / penguin / rabbit) → frogPrompt: No feathers takes you to question 3.
- Is a human a vertebrate or an invertebrate? (vertebrate / invertebrate) → vertebratePrompt: Does it have a backbone (spine)?
Hook · 5 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 · 10 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 · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Which invertebrate group does this belong to: harvestman? (insect / arachnid / crustacean / mollusc) → arachnidPrompt: Count the legs and body parts.
- Three of these are insects. Which one is NOT? (scorpion / ant / butterfly / grasshopper) → scorpionPrompt: Use legs, body parts and shells to decide.
You do: independent practice · 10 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 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Three of these are crustaceans. Which one is NOT? (crab / tick / shrimp / lobster) → tickPrompt: Use legs, body parts and shells to decide.
- Which invertebrate group does this belong to: scorpion? (insect / arachnid / crustacean / mollusc) → arachnidPrompt: 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