Big Idea(S):
Lesson
#
1
2,3 &
4
How do structures and functions of animals help them grow, survive, and reproduce?
Learning Target/I Can
Statement:
How do structures and functions of animals help them grow, survive, and reproduce?
I can apply vocabulary to discuss animal structures
(parts) and functions
(jobs).
I can observe animal structures (parts) to create questions about their functions (jobs).
I can identify the structures (parts) that help animals survive.
Teacher Facilitated Learning
Strategies:
Review how we classified animals
(vertebrate and invertebrate)
Review structures and functions
Structure- parts
Function- jobs
STEM- St. will be given an IPAD in groups of 3. Time will be allotted time for exploration. (5 mins.)
5 subgroups of vertebrates
Discuss characteristics of invertebrates
What does it mean to survive?
Have students tell different things that help them to survive
Student Engagement Strategies
(including Reading, Writing, Oral
Communication, Thinking and/or
Technology):
Unit Pre-assessment attached:
Watch brainpop.com on the 5 subgroups of vertebrates
Mammals, birds, fish, reptiles, and amphibians.
STEM- St. will watch brainpop.com with group member. Using the information that they learned from the brainpop video, students create a chart where they provide the structure and function of the animals and then tell is that structure helps the animal to grow survive or reproduce. After viewing the brainpop on Vertebrates, st. will take the quiz that goes along with the information. St. will receive a
“prize” if they score a 9/10 or perfect score.
Watch the brainpop on invertebrates and fill out the chart on their structures, functions, and if they help them to grow survive or reproduce. St, will again take the quiz on invertebrates working toward a perfect score or a 9/10.
Continue to watch brainpop on animals.
(There is a column in their notebooks where they tell if the structure helps the animal to grow, survive, or reproduce.
Formative/Summative
Assessment:
Materials/Resources Needed:
Exit slip
(list an animal, the animals structure, function, and tell if that structure helps the animal to grow survive or reproduce
STEM- present information recorded in science notebook that st. learned about invertebrates and vertebrates.
Brainpop.com
Notebooks
Begin collecting foam cups, yogurt cups, milk cartons, etc.
Brainpop.com
Brainpop.com
Notebook
STEM
-
What is the design process? Students will be asked to re-design a white Styrofoam cup in

5 order to make it better. They may choose to change it in any way/shape/ or form. What is it about the cup’s re-design that would make it appeal to a buyer?
Teacher will show power point to allow students to better understand what is expected in the design process.
What is the brainstorming process?
Teacher will explain process through the following power point.
What is sketching? Teacher will show power point on sketching.
Students will get in groups of 2-3 to first brainstorm their ideas.
Finally and then design in their science notebooks. After about 10-
15 minutes, allow students to share their ideas.
I can identify the structures (parts) that help animals reproduce
(make more of the same).
What does it mean to reproduce?
Go back and connect the reproducing with how we found out plants reproduced. This will let the students know what they are looking for.
Continue to watch brainpop on animals. (There is a column in their notebooks where they tell if the structure helps the animal to grow, survive, or reproduce
STEM Activity- Review with students the step of the design process. St. will go through same steps in designing a gumdrop bridge.
Brainpop.com
Notebook

6
7
I can infer about the relationship between structures (parts) and functions (jobs) of animals.
I can compare life cycle of live birth and egg laying animals (beginning
After exploring the structure and functions of vertebrates and invertebrates have students make inferences (draw conclusions based on what they know) about the different animals
Discuss how animals adapt to their environment based on their structure and functions
What is a life cycle?
How is a birds life cycle and a mammals live cycle different based
Students will be given a cup of gumdrops and toothpicks. Each team (2-3) will test their structure one at a time using pencils. The minimum size requirement for the structure is 10 inches in length and
2 inches wide. Be sure and review with the students the strongest shape (triangle) and the best way for that shape to withstand weight
(reinforcements) additional toothpicks. Each bridge will be tested by placing it between 2 stacks of text books. (At least 8 books tall on each side).
Have students create their own animal (they decided their structure and the functions) they have to put their animal into an environment and tell 3 ways that their animals adapts to their environment. (picture must be colorful and detailed)
STEM Activity-Students will be given the opportunity to observe minibeasts and investigate habitats.
St. will follow same design process brainstorming bait traps for
“minibeast.” Teacher will guide students to consider cup style
(little plastic cups, yogurt cups, empty milk cartons). Bait according to herbivore (sweet things) vs. carnivore (cat food, hotdog).
Protection (lid) and weather (holes).
Students will be given time to work in teams of 2-3 to brainstorm, sketch, and then build their traps for both herbivores and carnivores.
Introduce the life cycle of an egg laying animal. (First have students predict what they think the life
The students will share their animals that they created.
(check to make sure they have structure, functions, environments, and adaptations)
Venn diagram – have the students make a Venn
Notebooks with notes
Piece of paper for students to create their animals and environments.
Brainpop.com video on the life cycles

8 of life, growth & development, reproduction, and death). on their structures?
Review that with every life cycle there is a beginning, growth and development, reproduction, and death. (refer back to the plant to remind them)
I can predict (educated guess), classify (group) and make inferences (use clues to make conclusions) about animals based on their life cycle.
What are the main parts of the life cycle? (birth, growth and development, reproduction, and death)
Looking at different life cycles (or sections of the life cycle) classify, predict, and draw conclusions of the animals. cycle will looks like-based on the experience they have had with the plant life cycle.) Draw a picture of the egg laying life cycle.
Talk about the live birth life cycle.
Have them refer to previous knowledge (some students might live on a farm and have seen a live birth with an animal.) Draw the life cycle
STEM Activity- Students will dig a hole big enough for each “trap” to fit in and put bait inside. St. will record in their science notebook type of bait they used and predict what “minibeast” they are likely to catch. Teacher will discuss types of creatures (insects) native to the
Bluegrass region.
Have students look at the life cycles that they have created. Ask questions that require students to draw conclusions or make inferences.
If one part of the life cycle was taken out, what would happen?
Why is it important for the animals to reproduce? How does that affect us?
STEM Activity- Students will go outside and observe traps. Using an iPad, students will take pictures of traps and what they have discovered. After observation, st. will use iPad to research insects found and determine life cycle of each insect. Record in science notebook information that they found. Reflect in science notebook the results and why they think that diagram on their own. (live birth and egg laying)
This will give me the opportunity to see if they know how the two are alike and different.
Notebooks
Draw pictures of life cycle
OR over life cycles that require students to draw conclusions and make inferences about the life cycle.
Life cycles that have been completed by students
Open response question

9
10
I can apply (use) vocabulary in developing inferences (clues to make conclusions) about animal life cycles, structures and functions.
Post Assessment
Pre Assessment for Plant
& Animal Environments
Review vocabulary for test
Create a review game
Assess on animals it happened. St. will sketch and label structures on found insects
Have students participate in teams to complete jeopardy. (vocabulary and terms)
Assess on animals
Post assessment
Jeopardy game on power point
Tests