Learning objective
- To classify invertebrates.
Success criteria
- I can define
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National curriculum
Science
Living things and their habitats
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Cross-curricular links
Art and design
Pupils
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Before the lesson
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Lesson plan
Recap and recall
Hand out the children’s copies of the Activity: Vertebrate characteristics table from Lesson 3 and ask the children to tick the characteristics of birds and mammals. Reveal the answers using the Presentation: Comparing warm-blooded vertebrates and allow the children to mark their answers.
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Adaptive teaching
Pupils needing extra support
Could work in pairs to make their invertebrate models, alternating between modelling the clay and adding the labels each round.
Pupils working at greater depth
Could create a table (similar to the Activity: Vertebrate characteristics table) to compare the characteristics of the invertebrates.
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Assessing progress and understanding
Pupils with secure understanding indicated by: defining invertebrates; naming,
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Knowledge outcomes
- I can define an invertebrate as an animal without a backbone.
- I can describe the characteristics of worms (segmented, soft bodies, no legs or exoskeletons).
- I can describe the characteristics of snails (unsegmented, soft bodies with an external shell and no legs).
- I can describe the characteristics of spiders (two body segments, eight legs, exoskeletons, mostly have eight eyes).
- I can describe the characteristics of insects (three body segments, six legs, exoskeletons, mostly have two pairs of wings).
- I can compare the characteristics of the invertebrate groups.
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Vocabulary definitions
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classification key
A diagram used to sort organisms using their similarities and differences.
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exoskeleton
A skeleton on the outside of the body.
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Maintained by: Kapow Primary team
Last update: 9th September, 2024
