Lesson Plan
VITAL INFORMATION
Subject(s): Life Science
Topic or Unit of Study: Earthworms
Grade/Level: Middle School, 7th Grade.
Objective: Students will develop an understanding of the nature of earthworms.
Students will be able to identify and label the anatomical structures (internally and
externally) of the earthworm.
Summary: As part of life science, students become aware of the different types of
animals. The earthworm is used as an example of a terrestrial Annelid. Using the
Annelid dissection students are able to see the complexity of the Annelids as
compared with the other worms.
MATERIALS AND RESOURCES
Instructional Materials: 17 of each  earthworms, dissection trays, scissors,
blades. Many (up to 100) dissection pins and petri-dishes (to hold the pins). Alcohol
and large beaker to kill the earthworms. A lot of paper towels will be needed.
Resources: A handout showing the external and internal anatomy of the
earthworm, to be cut out and pasted into their composition book. The handout was
created using a website called Biology Corner
(http://www.biologycorner.com/worksheets/earthwormdissection.htm) and
Biodidac (http://biodidac.bio.uottawa.ca).
IMPLEMENTATION
Standards: California Science Content Standards, Grade Seven, 5.a and 7.d
Procedure/Sequence of Activities: Before the day of class I will buy earthworms
at a local bait shop, making sure that they are adult worms.
First 5 min. of class – I will pass out the handout, and going over what the function of
each structure is that they need to know.
10 min. – I will have all students come up to front desk and show students step by
step how to do a worm dissection (since this is their first time). At each step I will
pick up the dissection tray and show them before proceeding onto the next step.
20 min. –I will have each student to sit at their tables, with their partner, and wait
for me to pass out the worms. At which time they will then start their dissection.
During this time I will go from group to group observing their progress and making
sure that each group is on task. If students need help cutting or pinning the
earthworm I will help them, or if needed do it.
5 min. – I will go from group to group asking them to identify certain parts that are
on their handout (head/tail, hearts, clitellum, crop, gizzard, intestines).
Last 5 min. – I will tell students to clean up their workstations. Earthworms and any
paper towels used go into trashcans, clean off dissection trays and scissors. Make
sure all pins are put into containers.
Differentiated Instruction:
Time Allotment: The class is 45 min. long.
Assessment/Rubric:
At Level 1, student is performing below expected standard.
At Level 2, student is performing in the lower range of the expected standard.
At Level 3, student is performing in upper range of the expected standard.
At Level 4, student is performing beyond the expected standard.
Category
Level 1
Level 2
Student can
follow
directions
Student
needs
constant
help to
complete
the activity.
Student
needs some
help to
complete
the activity.
Student
needs
minimal
amount of
assistance.
Student
does not
require any
assistance
to complete
the activity.
Student can
identify the
anatomical
structures of an
earthworm.
Student can
identify few
parts of the
earthworm.
Student can
identify
some of the
parts of an
earthworm
Student can
identify
most of the
parts of an
earthworm.
Student can
identify all
of the main
parts of the
earthworm.
Student handles
worms carefully
and with respect
Has limited
respect and
needs
continual
supervision.
Student has
some
respect, but
does need
some
supervision.
Student
shows good
sense of
respect and
is careful
with the
worms.
Student
shows a
great deal
of respect
and can
supervise
others.
REFLECTION
Level 3
Level 4