Are you an Ontario-based teacher looking for a lesson plan for your Grade 6 lesson on Biodiversity? You’re in the right place! Here’s a 45 minute lesson that takes your kiddos out into the schoolyard for some hands-on learning.
I’ll keep this article short and sweet, but here’s a little backstory. The next few blog posts you will see are part of me building my online teaching portfolio – Part of which includes a snapshot into my lesson planning and approach to teaching in an elementary level classroom!
The lesson plan I am about to share is adapted from Madeline Hunter’s lesson plan template. If you want to read an in depth article about this approach, Leslie Owen Wilson, Ed. D. does a great job of explaining it here.
I will let my 45 minute lesson plan speak for itself, but please feel invited to reach out via comment or by private messaging me on Instagram if you have any comments or questions!
*Also please note that this model references the Ontario curriculum.
Lesson Design Template – Adapted from Madeline Hunter
| Topic: Biodiversity Grade: 6 | Subject: Science | Time: 45 minutes |
| Resilience Factors: Caring relationships, High Expectations, Opportunities for Meaningful Participation Emotional Intelligence Skills: Self-perception, Self-expression, Interpersonal, Decision-making, Stress-management | ||
| OBJECTIVES: Curricular Expectations: Specific Page 112-113. Lesson Goals: 1. Activate prior knowledge of difference between plant and animal kingdoms and competition between organisms 2. Make predictions about what they have discovered in the schoolyard 3. Investigate plant and animal organisms in the schoolyard 4. Comparison of characteristics in discovered organisms 5. Use scientific vocabulary to describe the distinguishing characteristics 6. Identify an example of an invasive species in the schoolyard | Overall Expectation 2: Investigate the characteristics of living things and classify diverse organisms according to specific characteristics. Specific Expectations: 2.1: Follow established safety procedures for outdoor activities and field work 2.3: Use scientific inquiry/research skills to compare the characteristics of organisms within the plant or animal kingdoms system 2.4: Use appropriate science and technology vocabulary, including classification, biodiversity, natural community, interrelationships, vertebrate, invertebrate, stability, characteristics, and organism, in oral and written communication | Overall Expectation 3: Demonstrate an understanding f biodiversity, its contributions to the stability of natural systems, and its benefits to humans Specific Expectations: 3.1: Identify and describe the distinguishing characteristics of different groups of plants and animals 3.2: Demonstrate an understanding of biodiversity as the variety of life on earth, including variety within each species of plant and animal, among species of plants and animals in communities, and among communities and the physical landscapes that support them 3.5: Describe interrelationships within species, between species, and between species and their environment |
| SOCIAL OBJECTIVES: Collaborate and listen, cooperation, teamwork and leadership, giving and receiving constructive feedback and active participation. | ||
| MENTAL SET: Estimated Time: 5 Minutes | 4 Corners Game Class heads outside and finds a spot in the schoolyard. Teacher brings pre-made labels to play four corners outside (1 through 4). Teacher loudly asks pre-made questions on the theme of biodiversity and provides four answers to each (activating prior knowledge). Students must then move to the corner that corresponds to their answer. Note: Because of time, there will be limited questions. Limit them to the most important themes (like examples on the right). Also, if students require, these can easily be pre-printed and handed out. | Example Questions: “What type of plant does not allow native plants to grow?” 1. Good plant 2. Invasive plant 3. Native plant 4. Freelance plant Check for understanding: After each question, the teacher reviews the correct answer and provides opportunity for students to explain why they chose a different answer. |
| STATED OBJECTIVES AND PURPOSE: Estimated Time: 2 Minutes *Quick review of task ahead! | Individually: 1. Use and apply your knowledge about biodiversity to predict what you think is living in the schoolyard 2. Accurately record key definitions and findings on individual worksheet (while working in groups) In group of 6: 1. Investigate which organisms live in the schoolyard and record on provided worksheet *See bottom of post for sample. 2. Discuss with group: Did you find any that were predicted? What surprised you? 3. Search for an invasive organism in the schoolyard and record on worksheet Social Objectives: To build relationships with peers through group work while thinking critically and creatively | Teacher’s Responsibility During the Activity: 1. Set reminders (below) for next lesson 2. Join each group during discussion to check-in and answer questions Reminders from Teacher: 1. Next class your group will compare the organisms (invasive and non-invasive) with another group. Remind them to take detailed field notes to prepare for this discussion! 2. Discussion topics for next class will be: Are the organisms your group found similar to those of the other group? Which characteristics are the same/different between your findings? |
| INPUT/MODELLING/DEMONSTRATION: Estimated Time: 10 Minutes | Steps: 1. Review the worksheet with the class and answer any questions 2. Give brief reminder of the differences between invasive and non-invasive organisms. Elicit definitions from students and ask everyone to record response on individual worksheets 3. Give a brief reminder about organism classification 4. Elicit group definition of biodiversity and ask students to record response on individual worksheets 5. Check-in: Any questions before we start? 6. Teacher demonstrates task by finding one organism – Talk as a group about where we would put this on the worksheet (check for understanding). Prompt with questions like “Should I put it in this column?” and ask for thumbs up/down responses to show understanding | |
| PRACTICE: Estimated Time: 20 Minutes | Outdoor Observation: 1. Students will go into the schoolyard in groups of 6 and fill in their worksheets individually (everyone to hand in their own work) 2. Remind them that we have limited time – Try to spend no longer than 5 minutes on each space in the worksheets 3. Depending on how long it takes to get the entire class outside, the lesson may be split into two lessons (in which case one lesson will be dedicated to finding and classifying non-invasive organisms and the second to finding invasive organisms/comparing findings with another group) Note: The attached worksheet references “biodiversity index”. If this hasn’t been taught yet, tell students that if they want to calculate it they can, but that this won’t be reviewed until later in the unit Check for Understanding: The teacher will continually circulate through groups, granting time for prompting questions and clarification if needed. Since everyone’s answers are recorded, the teacher can check-in and do a mini-lesson next class if required (based on student responses). | Materials: – Worksheet (1 for each student) – Writing utensils – Magnifying lens (if possible) Tactics: 4 Corners |
| CHECKS FOR UNDERSTANDING (Throughout): Teacher is to circulate through duration of the task while asking guiding questions. | Guiding Questions: 1. Why did you classify this organism as non-invasive? (Or invasive) 2. Which common characteristics did you find between organisms of different groups? 3. What are some distinguishing characteristics of this organism? 4. What is unique about this type of organism? 5. Of those that you found, which organisms compete with each other? Are any of them interrelated? | |
| CLOSURE: Estimated Time: 8 Minutes | Ask the class “What did this activity teach us about biodiversity?” Randomly select a few children that raise their hands to share. Then, have each group briefly share one interesting organism they found and to describe how they classified it and why (as a ticket out the door activity). | |
| CONSIDERATIONS: Multiple Intelligences: Verbal linguistic Logical/Mathematical Musical/Rhythmic Bodily/Kinaesthetic Visual/Spatial Interpersonal Intrapersonal Naturalist Existential | CONSIDERATIONS: Accommodations: Who: How: – Kind of assignment – Breadth – Depth – Pace – Grouping – Time – Place – Other | CONSIDERATIONS: Assessment: Self-evaluation Group evaluation Teacher evaluation Observation Anecdotal Notes Quiz/Test Checklist Rubric Interview Discussion Learning log/journal |
Throughout my work, I reference a worksheet. The one I used in my sample is from Edventures with Kids called “My Backyard Biodiversity”, which you can find by clicking here!
