COGNOSCITIVOS
2.4 LA REALIDAD DEL AULA
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Notes:
UNIT CONTENT
Assessment criteria
•Recognising characteristics of invertebrate animals
•Classifying invertebrates
•Using the main characteristics to identify arthropods
•Interpreting anatomical drawings
•Showing interest in protecting nature Content objectives
1. Identifying characteristics of invertebrates and where they live 2. Learning names of invertebrate animals
3. Understanding the main characteristics of invertebrate groups 4. Identifying the characteristics of arthropods and where they live 5. Understanding the different arthropod groups
6. Appreciating the importance of protecting animal habitats
Language objectives
1. Describing and classifying invertebrates and arthropods: Invertebrates are … Arthropods are covered by … … have an external skeleton
2. Expressing contrast: Most are … but some … Many live in the sea … others live … 3. Giving examples: such as giant squids … such as medusas
4. Expressing ability: Most invertebrates can move … The arthropod can grow … 5. Describing sequence: At first …, then …
6. Expressing frequency: They are usually … and often have … From time to time …
•The main characteristics of invertebrate animals
•Invertebrate groups
•Arthropods: characteristics, groups, and anatomical differences
•Recognise different types of invertebrates
•Classify invertebrates into groups
•Observe photographs and drawings of invertebrates
•Distinguish body parts of insects, arachnids and arthropods
•Study labelled anatomical drawings of invertebrate animals
•Understand the importance of protecting habitats in order to protect animal life
CONCEPTS PROCEDURES ATTITUDES
Contents
UNIT 3
Invertebrates
UNIT 0
33
RESOURCES
Resource folder
• Reinforcement and extension – Reinforcement: Worksheet 3 – Extension: Worksheet 3
• Assessment
– Assessment: Worksheet 3
•Developing intelligence worksheets
•Working with recent immigrants PHOTOCOPIABLE RESOURCES SPECIAL PROGRAMMES *
Internet resources www.richmondelt.com www.indexnet.santillana.es Insects
http://www.ento.csiro.au/education/index.html Everything you ever wanted to know about insects and more. For teachers and students.
Invertebrate animals
http://www.pbs.org/kcet/shapeoflife/animals/index.html The Shape of Life gives facts, photos
and activities on all the invertebrate groups.
For students and teachers.
Let's talk about insects
http://www.urbanext.uiuc.edu/insects/12.html A clever ant explains about insects.
For students and teachers.
Other resources
•Richmond World Facts
•Richmond Student’s Dictionary
•Flashcards
•Posters
* Not yet available in English www.richmondelt.com
LEVEL
5
WE NEED
I NSECTS !
12 INVERTEBRATES
Invertebrates
COMPARE
Compare the photos.
•How many different animals can you see?
•Think of other animals which live in, or near, the sea.
1. What are invertebrates?
Invertebrates are animals which do not have a skeleton or a backbone.
•Size:
Most invertebrates are very small, but some, such as giant squids, are enormous.
•Body shape:
Most invertebrates are symmetrical, but some have irregular bodies.
•Body covering:
Many invertebrate bodies are protected by shells or exoskeletons,
but others have no covering.
2. How do invertebrates live?
Many invertebrates live in the sea, but some live in fresh water.
Others live on land.
Most invertebrates can move, but some attach themselves to rocks or the sea floor.
Others, called parasites, live inside other animals.
Invertebrates are oviparous.
A larva hatches from an egg.
At first, it does not look like an adult.
Then its physical appearance changes.
READ
12
Describe invertebrates. Most invertebrates are very small, … Why is it important to protect animals’ habitats?
■ CONTENT AND LANGUAGE DEVELOPMENT
Comprehension. Write the words and sentences on the BB.
Ss copy and complete the sentences with the correct word.
parasites sea shells or exoskeletons skeleton oviparous 1. Invertebrates do not have a …
2. Many invertebrates are protected by … 3. Not all invertebrates live in the … 4. … live inside other animals.
5. Invertebrates are …
Answers: 1. skeleton. 2. shells or exoskeletons. 3. sea.
4. Parasites. 5. oviparous.
1
Vocabulary: exoskeleton, invertebrates, oviparous, parasites, shells
■ Special attention
• Using the vocabulary correctly
■ Hands on
■ Presentation
• Focus on the photos and questions.
• Present and with and .
Ask Ss for examples of invertebrates:
Which are very small? (flies, ladybirds) Which are a little larger? (snails, clams) Which are even larger? (octopus, starfish, crabs)
• Ask: Which invertebrates … have shells?
(limpets, mussels, cockles, snails) … have exoskeletons? (crabs, sea urchins,
starfish, scorpions) … have no body covering? (earthworms, squid, jellyfish)
• Ss do the activity at the bottom of the page.
and Activity Book, page 9.
The vocabulary activity is Extension.
Present the vocabulary on the BB before Ss name the organs.
➔
Worms and light
• Ask: Where do worms live?
(underground)
• Cut off about one-third of the lid of a shoebox.
• Place the earthworms on a wet paper towel at one end of the box.
• Cover the box with the lid making sure the worms are on the open side. Ask:
What will the worms do? (move to the dark side)
• Place the box away from the light.
• Wait 30 minutes and take off the lid.
Ask: Why do the earthworms move to the dark side? (They avoid light because they live underground.)
Content objectives: 1, 6.
Language objectives: 1, 2, 3, 4, 5.
M.A. …are symmetrical, are protected by shells or exoskeletons M.A. If an animal’s habitat is destroyed, it can die…
35
■ Special attention
• The fact that anemone and coral are animals
• Some vertebrates are protected by hard body coverings, but do not have a skeleton
■ Hands on
■ Presentation
• Focus on the illustrations.
Ask: How many groups of animals are there? (six) Which names are in big
letters? (names of the invertebrate groups) Which group does (coral) belong to?
• Ask: How can we organise all the
information?(in a table) Ask: What type of table should we use? Point out that in this case, a double-entry table is useful.
Write the names of the invertebrate groups down the left side. At the top, write these headings: Body, Habitat, Other characteristics, Examples.
• Ss read with and complete the table.
Some squares will be empty.
Activity Book, page 10.
➔ R
1 28 LOOK AND READ
INVERTEBRATES 13