Grade 4 Science — Term 3, Week 4
5 day-plan(s) · WeLearn JA SCI T3 G4
Day 1: Vertebrates and Invertebrates
Grade 4 Science · Term 3, Week 4 · 60 minutes
| Objectives | Classify animals as vertebrates or invertebrates. |
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| Materials | Animal cards, backbone model |
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| Key vocabulary | vertebrate, invertebrate, backbone, spine |
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| Engage (starter) | "Which animals have a backbone?" |
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| Develop (main) | Interactive: sort animals into vertebrates and invertebrates; feel your own backbone; tap-to-reveal the two groups. |
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| Plenary (close) | Name an invertebrate. |
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| Assessment | Classifies by backbone. |
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| Teacher notes | Most animals are invertebrates. |
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Day 2: Vertebrate Groups
Grade 4 Science · Term 3, Week 4 · 60 minutes
| Objectives | Identify the five vertebrate groups by features. |
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| Materials | Vertebrate cards |
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| Key vocabulary | mammal, bird, fish, reptile, amphibian |
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| Engage (starter) | "What features put an animal in each group?" |
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| Develop (main) | Interactive: match vertebrates to groups by features (fur, feathers, scales, skin); tap-to-reveal each group with local examples. |
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| Plenary (close) | Name a feature of mammals. |
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| Assessment | Identifies vertebrate groups. |
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| Teacher notes | Use Caribbean animals. |
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Day 3: Invertebrate Groups
Grade 4 Science · Term 3, Week 4 · 60 minutes
| Objectives | Recognise common invertebrate groups. |
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| Materials | Invertebrate pictures, hand lens |
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| Key vocabulary | insect, spider, worm, mollusc, invertebrate |
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| Engage (starter) | "How is a spider different from an insect?" |
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| Develop (main) | Interactive: sort invertebrates by features (legs, body parts); compare insects and spiders; tap-to-reveal groups. |
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| Plenary (close) | How many legs does an insect have? |
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| Assessment | Recognises invertebrate groups. |
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| Teacher notes | Insects have six legs; spiders eight. |
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Day 4: Animal Life Cycles
Grade 4 Science · Term 3, Week 4 · 60 minutes
| Objectives | Compare animal life cycles including metamorphosis. |
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| Materials | Life-cycle cards (frog, butterfly, bird) |
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| Key vocabulary | life cycle, metamorphosis, egg, larva, adult |
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| Engage (starter) | "How does a tadpole become a frog?" |
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| Develop (main) | Interactive: order and compare animal life cycles; identify metamorphosis; tap-to-reveal each cycle. |
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| Plenary (close) | Order a frog's life cycle. |
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| Assessment | Compares life cycles. |
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| Teacher notes | Frog and butterfly show metamorphosis. |
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Day 5: Review: Animal Groups
Grade 4 Science · Term 3, Week 4 · 60 minutes
| Objectives | Consolidate vertebrates, invertebrates, life cycles. |
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| Materials | Animal cards, review stations |
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| Key vocabulary | review, vertebrate, invertebrate |
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| Engage (starter) | "Animal classification challenge!" |
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| Develop (main) | Interactive: classify animals and order life cycles at review stations. |
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| Plenary (close) | Name a vertebrate group and a feature. |
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| Assessment | Station accuracy. |
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| Teacher notes | Reinforce backbone as the key split. |
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