Activity Introduction
Quick summary: Students investigate invertebrates. They begin by reviewing their prior knowledge of invertebrates before classifying a range of animals as either invertebrates and vertebrates, as well as looking at the features and needs of these animals. Students then head outside and work in pairs to observe and draw an invertebrate in the schoolyard before finding out why invertebrates are important and how they can create habitats for them in the schoolyard.
This lesson has been developed with generous support from the Ian Potter Foundation, John T Reid Charitable Trusts and The Myer Foundation.
Learning intentions:
- Students understand what invertebrates are
- Students recognise some of the differences between invertebrates and vertebrates
- Students understand why invertebrates are important.
21st century skills:
Australian Curriculum Mapping
Content descriptions:
Year 3 Science
- Living things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSU044)
- With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS054)
- Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS060)
Year 4 Science
- Living things depend on each other and the environment to survive (ACSSU073)
- With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS065)
- Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS071)
Syllabus outcomes: ST2-10LW, ST2-4WS, ST2-11LW.
General capabilities: Critical and Creative Thinking.
Cross-curriculum priority: Sustainability OI.2, OI.9.
Relevant parts of Year 3 achievement standards: Students group living things based on observable features and distinguish them from non-living things, and they use diagrams and other representations to communicate their ideas.
Relevant parts of Year 4 achievement standards: Students describe relationships that assist the survival of living things. They use formal and informal ways to communicate their observations and findings.
Topics: Biodiversity, Sustainability.
This lesson is part of the wider unit of work: Investigating Invertebrates – Lower Primary.
Time required: 130 mins.
Level of teacher scaffolding: Medium – oversee class discussions, lead students in invertebrate observation activity and in creating invertebrate habitats.
Resources required:
- Animal Images
- Device capable of presenting a video to the class
- Drawing materials, including pencils, paper and rulers
- Materials for invertebrate habitat (see Part C of the lesson)
- Student Worksheet – one copy per student
- Vertebrate Invertebrate Signs (or create your own)
Keywords: invertebrate, vertebrate, shelter, food, school, observation, drawing, habitats.
Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.
Teacher Preparation
