Objective

Materials Required

1. Multimedia support (tv/ projector/ tablets); prints if these are not working

2. 1 print per student of the lesson worksheet and of the activity worksheet

3. Vocab words/ flash cards (diversity, features) to add to list

4. 1 print per group of any 1 of the 3 animal diversity sheets/ cards

5. If resources are not available, the activity can be facilitated digitally

Preparation Required

• Review all the linked resources thoroughly.

• Please fill in the activity worksheet for some animals to see what exemplar outputs should look like and be prepared with answers for all the animals on the sheets.

• Please rehearse some additional details like key teacher actions, in-parts scripts, and examples thus highlighted that are mentioned in the lesson plan.

• You can either keep the animals on the activity sheets pre-cut and as a set for each student group or have your students do it based on your class’s comfort.

• Be ready with the solution to the IP task.

• Display it digitally or on the board.

Key Avenues Of Learning

• Gather student responses from different categories to segue from explore to explain and to build the claim about diversity of animals.

• Take time to practice the vocab building using the steps thus highlighted in the plan.

• Some of the tasks thus highlighted in the lesson can be chosen based upon your class’s readiness, rigor levels, and availability of time during the lesson.

Opening | 05 min

Engage | 05 min

1. Ask students to name some animals they see around their house, school, or in parks

2. Write responses on the board. Encourage naming insects, birds, fish, lizards, dogs, etc.

3. Remind students that we have learnt how to use the 8 characteristics to classify things into groups of living and non-living. Ask if we had to do the same for all these animals, then how could we classify them into different groups

4. Take some student responses and try to note any responses that are features of animals, like classifying them based on how they move, look, give birth, their size, body covering, etc.

5. If none of these responses come up, discuss with students if all these animals look the same? Move the same? Give birth the same way? Are they the same size?

6. Write the objective on board and inform students that today we are going to explore different types of animals and their features

7. Explain that a feature is something you can see or tell about an animal, like how it moves, where it lives, or what it looks like. You can follow it up with examples like size is a feature, being able to fly is a feature, living in water is a feature, etc.

Explore| Part I | 05 min

1. Divide the class into groups of 4 and give each group any 1 set of animal pictures; each student in that group uses cut-outs of any 3 animals

2. Distribute both worksheets among all students

3. Introduce the activity excitedly by saying that there are lots of animals on earth with different features; let us try to find out about them!

4. Model out the expected task using the following steps:
1. Choose cut-outs of any 3 animals from the sheet
2. Display the worksheet on screen or draw the table on board
3. Choose cut-outs of any 3 animals from the sheet
4. Using this example, discuss how to fill in each column in the table

5. Take a quick CFU on instructions

Explore| Part II | 10 min

6. Allow ~10 min for student groups to do the activity.

7. Circulate the classroom with this table to offer support or push to students based on their needs.

Explore| Part III | 02 min

8. Gather the attention of all students using a quick attention grabber

9. Quickly check if all students have been able to complete the table for at least 2 animals

10. Inform that we are now going to arrange the features of different animals

11. Select any completed worksheet from a student randomly and model out the second task using the following steps
1. Answer the first question by counting how many animals out of those three can walk, swim, fly, etc.
2. Answer the second question by counting how many animals out of those three are small, medium, and large in size
3. Answer the third question by counting how many animals out of those three lay eggs and give birth

12. Take a quick CFU on instructions

Explore| Part IV | 03 min

13. Allow ~3 min for student groups to do the activity.

14. Circulate the classroom to offer support or push to students based on their needs

Explain | 03 min

1. Ask students that we have pictures of so many animals; are they the same in all ways or different from each other? Take some responses

2. Use classifications like this to explain that different animals have different features and that allows us to classify them into different groups, like all the animals that can fly can be put into one group, all the animals that are small in another group, and so on

3. Build the claim about diversity of animals on earth by saying that

4. There are many animals on earth and they are different from each other in many ways
1. This is called diversity; when we have a group of things that are different from each other in many ways
2. Like in this classroom, all of us have different hobbies, different handwriting, different food we like. This makes our classroom also diverse

5. Have students note down the meaning of diversity in their worksheets

Evaluate | 05 min

1. Ask students to attempt question G, Match the Columns, at the end of chapter 2.

2. Circulate the classroom to gather data on how students are doing

3. Display the solution and have students self check or peer check the answers

Closing | 02 min

1. Ask students to answer the reflection questions.

2. Explain the homework to students and instruct them to complete it…encourage students to record data on different kinds of animals based on the different groups.

3. Inform students that this lesson and the next will be needed together for a graded project for this unit.