Vertebrates
Karen Conlon-Riser
Fall 2015
Target Audiences
A homogenous group of 6th grade
students at Horace Mann School,
North Bergen, NJ
Objectives
SWBAT: identify the different
characteristics of vertebrates
Identify amphibians, reptiles, birds,
mammals cartilaginous fish
Goals
Students will choose vertebrates and
tell their characteristic
They will identify pictures of each type
of vertebrate
Identify vertebrates from facts about
where it lives , what is eats, and if its
able to keep its body temperature
steady.
Common Core
Standards
MS-LS1-5: Construct a scientific explanation based on
evidence for how environmental and genetic factors
influence the growth of organisms. [Clarification
Statement: Examples of local environmental conditions
could include availability of food, light, space, and water.
Examples of genetic factors could include large breed
cattle and species of grass affecting growth of organisms.
Examples of evidence could include drought decreasing
plant growth, fertilizer increasing plant growth, different
varieties of plant seeds growing at different rates in
different conditions, and fish growing larger in large
ponds than they do in small ponds.] [Assessment
Boundary: Assessment does not include genetic
mechanisms, gene regulation, or biochemical processes.]
Common Core
Standards (cont.)
MS-LS1-4: Use argument based on empirical evidence and scientific
reasoning to support an explanation for how characteristic animal
behaviors and specialized plant structures affect the probability of
successful reproduction of animals and plants respectively.
[Clarification Statement: Examples of behaviors that affect the
probability of animal reproduction could include nest building to
protect young from cold, herding of animals to protect young from
predators, and vocalization of animals and colorful plumage to
attract mates for breeding. Examples of animal behaviors that
affect the probability of plant reproduction could include
transferring pollen or seeds, and creating conditions for seed
germination and growth. Examples of plant structures could
include bright flowers attracting butterflies that transfer pollen,
flower nectar and odors that attract insects that transfer pollen,
and hard shells on nuts that squirrels bury.]
Lesson Procedures
1. Student will be given notes from
power points on the characteristics of
vertebrates.
Students will find pictures of each
type of vertebrate based on the
characteristics given.
Student will play a game that they
must identify the vertebrate from the
clues that are given
Lesson Procedures
(cont.)
http://www.kidscom.com/games/animal/animal.html
Brain Bits
Frontal lobe – problem solving in the
game of identifying the animal based
on clues
Occipital lobe – looking at the game
and well as the power point
Temporal Lobe - music from both
power points
Parietal lobe – writing the note in
notebooks – spatial orientation
Learning Styles
Concrete Sequential - would not
like the game because they do not
like to interpret abstract things
Abstract Sequential would like the
power point and writing the note
because they like lecture and
reading
Learning Styles
Abstract Random would love the game
because they like cooperative work
and assignments with interpretation.
Concrete Random – would love the
games because it is a hand-on
experience and they love open-ending
brainstorming (guessing of the animal
in the game)
Citations
Gregorc, Anthony F. Inside Styles: Beyond the Basics : Questions and
Answers on Style. Columbia, CT: Gregorc Associates, 1985. Print.