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Science Lesson Kit · Teacher Resource

Animal Classification: Vertebrates & Invertebrates — 5E Lesson Plan

Life Science · 45 minutes

Grade 3

5E lesson flow

  1. 01

    Engage

    6 min

    Teacher Does

    Show a whale, bird, spider, and octopus and ask students to propose grouping rules.

    Students Do

    Suggest rules and notice that different rules create different groups.

    Ask

    • Which rule uses body structure instead of habitat or size?

    Look For

    Backbone or body-feature rules.

  2. 02

    Explore

    12 min

    Teacher Does

    Provide mystery cards with body evidence.

    Students Do

    Sort animals into backbone/no-backbone groups.

    Ask

    • What evidence supports each placement?

    Look For

    Explicit backbone evidence.

  3. 03

    Explain

    9 min

    Teacher Does

    Introduce classify, characteristic, vertebrate, invertebrate, backbone, and evidence.

    Students Do

    Use smaller-group reference cards to classify familiar examples.

    Ask

    • What additional feature helps after the backbone split?

    Look For

    Feathers, hair, leg number, shell/body plan.

  4. 04

    Elaborate

    11 min

    Teacher Does

    Present tricky examples such as bat, snail, whale, and spider.

    Students Do

    Reject weak rules and revise classifications using evidence.

    Ask

    • Why can wings, shells, or habitat mislead us?

    Look For

    Multiple groups can share those features.

  5. 05

    Evaluate

    7 min

    Teacher Does

    Assign the mystery-animal performance task.

    Students Do

    Classify and explain two decisions.

    Ask

    • Which characteristic is strongest evidence?

    Look For

    Backbone first; additional structural features next.

Student goal

I can classify animals using body-structure evidence and explain my choices.

Learning objectives

  • Classify animals as vertebrates or invertebrates using backbone evidence.
  • Use body features to place familiar animals into smaller classification groups.
  • Explain why habitat, size, movement, or wings alone are not reliable classification rules.

Materials

  • Mystery-animal cards
  • Vertebrate/invertebrate sorting mats
  • Group reference cards
  • Classification sheets

Before class

  • Prepare explicit backbone evidence for animals whose internal structure is not visible.
  • Include diverse examples from land and water.
  • Avoid making habitat or movement the main classification rule.
  • Keep the focus on familiar, age-appropriate groups.

Prior knowledge

  • Students can describe visible animal body parts.
  • Students know animals can share some features but differ in others.

Vocabulary

classify
To sort organisms into groups using shared characteristics.
characteristic
A feature or trait that can be used as evidence.
vertebrate
An animal with a backbone.
invertebrate
An animal without a backbone.
backbone
The linked bones or vertebrae that form the spinal column in vertebrates.
evidence
Information used to support a classification or claim.

Differentiation

  • Use body-feature icons and backbone x-ray cards.
  • Provide a two-step decision frame: backbone? then smaller-group features.
  • Allow oral explanations before writing.
  • For extension, ask students to design a simple yes/no classification key for four animals.

Assessment

  • Check vertebrate/invertebrate accuracy.
  • Check smaller-group evidence.
  • Require two evidence-based explanations.
  • Reject habitat/size-only classification reasoning.

Exit ticket

Classify one animal as vertebrate or invertebrate and name the evidence.

Extension

Create a two-question classification key that separates four teacher-provided animals.