Sample 3-Part Lesson Plan

Topic/Big Idea: Understanding Life Systems
Grade: 6 Subject: Science and Technology/ Visual Arts
Time: 90 min (2 periods)
Curriculum Expectations and Learning Goals
Curriculum Expectations  Learning Goals 
  I can:
Science and Technology:
-Identify invertebrate and
3.1 identify and describe the distinguishing characteristics of different groups of vertebrate animals
plants and animals ​(e.g., invertebrates have no spinal column; insects have three
basic body parts; flowering plants produce flowers and fruits)​, and use these
-Identify the different classes
characteristics to further classify various kinds of plants and animals ​(e.g., inver- of the animal kingdom
tebrates – arthropods – insects; vertebrates – mammals – primates; seed plants -Explain how an animal
– flowering plants – grasses) relies on its habitat for
survival
3.2 demonstrate an understanding of biodiversity as the variety of life on earth,
including variety within each species of plant and animal, among species of
-Use creativity to design
plants and animals in communities, and among communities and the physical sculptures that communicate
landscapes that support them a unique idea

Visual Arts:
D1.4 ​use a variety of materials, tools, techniques, and technologies to determine
solutions to design challenges

Part 1: Minds On​     Estimated time: 10

The teacher begins the lessons by asking the class to work in groups
of 3 and list facts they know about an animal they like. They might
choose to write down attributes like “a dog has 4 legs”, or “a snake is
covered in scales”. After 5 minutes, the group then shares their
findings with the class.

Part 2: Action ​Estimated time: 30

1
 

Via slideshow, the teacher explains that, in the animal kingdom,

animals are categorized based on their physical traits and the habitats Materials and Set up:
they thrive in. The concept of vertebrates, invertebrates, fish
amphibians, mammals, reptiles, birds, fish, crustacean, and chordates -tape
are all introduced. After each category is presented the class is asked -markers
to name animals that apply to it. The teacher then introduces some
characteristics that an animal can possess, including camouflage and -Air-dry clay (i.e. Play-Dough, or
protective colouration, to serve its survival. an arts and crafts plasticine
product)
-Googly eyes
The students are then introduced to today’s activity: In groups of 2,
students will be working together to invent their own animal based on
-pipe cleaners
a list of traits they are assigned through a lottery draw. This list will -Science textbooks (if available)
indicate whether the animal is a vertebrate or invertebrate, if it is a
mammal, reptile, bird, fish, crustacean, or chordate, and if it possesses Terminology:
any special characteristics, such as camouflage, to help its survival.
Students will be designing the foundation of their animal using air dry -vertebrates
clay, pipe cleaners, or a combination of the two tools as then -invertebrates
decorating it, if they choose to, with markers and googly eyes. -animal kingdom
Students will also be required to fill out a short form describing the
animal’s characteristics including its name, habitat, and what it eats. If
-camouflage
students do not already have access to a class science textbook with a -protective colouration
comprehensive glossary on animal characteristics, they will be given a -characteristics
glossary of the Animal Kingdom categories to refer to for information -arthropod
on how their animal might survive and what other characteristics it -crustacean
might have. A finished example of this project made by the teacher in -chordates
advance is also presented to the class before the students start the
activity.

Assessment Strategies:
- Observations
- Conversations
- Questions & Prompts to check
for understanding
Part 3: Consolidation Estimated Time: 20 min.
​ he class spends 5 minutes putting away the arts and crafts materials,
T Reflection strategies:
and then head outside with their animals in hand. The groups are Checks for understanding
given 5 minutes to place their animals in a spot (within the boundaries Connect back to learning goals
of the school and the teacher’s line of sight) they believe their animal
is most likely to thrive in, and make their habitat. If they can’t find a Identify next steps for learning
spot that seems right, they are encouraged to simply find a region with
the closest environment they can find. The class then takes turns

2
 

introducing their animal creations in their habitats, sharing its

category in the animal kingdom, and why they chose the habitat they
did for their animal. If the habitat they chose wasn’t the perfect one,
they must explain what they actually believe their animal’s perfect
habitat should be, and why.
Considerations
Multiple Intelligences: Accommodations:  Assessment as Learning:  
- verbal linguistic Who:   - self-assessment 
How  - peer assessment 
- logical/mathematical - kind of assignment 
- musical/rhythmic  - breadth 
bodily/kinesthetic - depth  Assessment of Learning:
- pace - Teacher observations and
- visual/spatial
recording of anecdotal notes
- interpersonal - grouping - Conversations and
- intrapersonal - time conferences with students
- place  - Collection and analysis of
- naturalist
- other products: assignments,
- existential
quiz/test, learning journal, art
work, etc.
Equity/Diversity
Inclusion
Documentation tools: checklists,
Culturally Responsive Pedagogy
rubrics, anecdotal notes, video,
photography