The document outlines a lesson plan for a 6th-grade class on the classification of animals, focusing on their modes of nutrition and structural characteristics. It employs a constructivist teaching approach, utilizing multimedia resources and group discussions to engage students and enhance their learning. Key objectives include understanding the animal kingdom's classification into vertebrates and invertebrates and fostering awareness of environmental protection.

1. 1
Lesson Plan
Name of the Student- Prof. Samruddhi Chepe
Name of the School- Ashoka Universal School
Topic- Classification of Animals Sub Topic- Mode of Nutrition of the Plant
Std.- 6th
Div.- D
Methods of Teaching- Constructivist Approach (5E Plan).
Resources- Video, ppt, quiz sheet.
Aim of Teaching- To make the students aware of the Animal Kingdom and classification of animals
on the basis of various characteristics.
Objectives and Specifications-
1. The pupil acquires knowledge about Animal Kingdom.
a) The pupil states the classification of animals on the basis of presence of Vertebral Column.
b) The pupil identifies various organisms as Vertebrates and Invertebrates.
2. The pupil develops an understanding towards classification of animals on the basis of of
presence of Vertebral Column.
a) The pupil distinguishes between Vertebrates and Invertebrates.
b) The pupil distinguishes between Protozoans and Poriferans.
3. The pupil develops an awareness of protection of environment.
a) The pupil explains the importance of protection of environment and conservation of
Biodiversity.
Content Analysis-
Core Elements/Life Skills/Values- Protection of Environment
Flow Chart of Action Plan-
Classification of Animals
Vertebrates
Class
Pisces
Class
Amph
ibia
Class
Reptili
a
Class
Aves
Class
Mam
malia
*Invertebrates
*Prot
ozoan
s
*Porif
erans
Coele
ntrate
s
Platyh
elmint
hes
Nema
thelmi
nthes
Anneli
ds
Arthr
opods
Mollu
scs

2. 2
Previous Knowledge-
The students have a previous knowledge of the classification of animals on the basis of their locomotion,
habitat, according to the food they consume and presence of vertebral column. They are aware of the various
phyllums in Vertebrates.
Pre-action Reflection-
I was not tense but in fact relaxed before the lesson. I was curious about students’ response.
I was glad that I got a nice topic for the lesson where ample questions can be generated.
Lesson Procedure According to Constructivist Pedagogy-
Content Teacher Activity Student Activity
Animal Kingdom. Engage-
Teacher engages the class by showing a video.
The video comprises of Animal Kingdom, its
importance to human beings and need to
conserve the flora and fauna. Teacher asks
questions related to slides shown.
 State various animals that you have
observed in the video.
 Do you notice anything different about
these creatures?
The teacher states that we would be studying
about classification of animals today.
The students watch the video
and came out with various
concepts involved in the video.
Classification of the
animals on the basis of
various characteristics
such as-
 locomotion
 habitat
 according to the
food they consume
 presence of
Explore-
Teacher shows diagram of different animals
and asks students to discuss in groups about the
features of animals.
 What is the difference between various
animals?
 What do you know about classification of
animals?
 How can we classify animal kingdom?
Students discuss with their
friends the various
characteristics that can be
responsible for the
classification of animals.
Invertebrates do not have
backbones. They include the
smallest animals such as:
Evaluate- Teacher gives a job sheet for evaluation.
Elaborate- Teacher elaborates with few more examples.
Explain- Teachers asks questions to students to enable them to explain
the types of animals on the basis of presence of backbone.
Explore- Teacher asks students to discuss in groups about the features of
animals /organisms with the help of specimens.
Engage- Teacher engages the class by showing a video/slides related to
animal classification.

3. 3
vertebral column  Why classification is necessary? spiders, mites, insects, and
worms.
Vertebrates do have
backbones. They include
animals such as: Horses, birds,
cats, dogs, fish, lizards, and
snakes, humans, frogs.
Protozoans-
A single-celled
microscopic animal of a
group of phyla of the
kingdom Protista, such as
an amoeba, flagellate,
ciliate, or sporozoan.
Poriferans-
a phylum of primitive
invertebrate animals
comprising the sponges
and having a cellular
grade of construction
without true tissue or
organ formation but with
the body permeated by
canals and chambers
through which a current
of water flows and passes
in its course through one
or more cavities lined
with choanocytes.
Explain-
Teacher shows diagram of amoebaand
Paramoecium. Teachers asks questions to
students to enable them to explain the types of
animals-
 What peculiarity do you see in the
animals?
 If I say they are present in air, soil and
water, can you see them freely flying in
air or in glass of water?
 So, what are the characteristics of the
protozoans?
Teacher States- now we come to another
phyllum of animals. She shows them a model
of sponge or a picture of Sponge.
 Can you see them with naked eyes?
 Where are they found?
 What are the characteristics of Poriferans?
 What do you observe the body of the
organism?
So they are called as Poriferans.
The pupils give the answers to
the questions related to-
Protozoans-
Unicellular, organisms,
Microscopic, found
everywhere - in air, water,
even in bodies of animals.
Poriferans-
• They look like plants but
they are animals.
• Sponges stay fixed in one
place.
• Their bodies are full of
holes and their skeleton is
made of spiky fibers.
• Water flows through the
holes of their body which
enables them to catch food.
Linnaeus's system of
Classification-
Elaborate-
Teacher elaborates with following points-
Putting animals in order like this is called
taxonomy. The taxonomists — people who
name animals — use a book called
the International Code of Zoological
Nomenclature, or ICZN, to tell them the rules
for classifying animals.
Linnaeus's system has seven levels:
1. Kingdom
2. Phylum
3. Class
4. Order
5. Family
6. Genus
7. Species
Every animal on the planet, down to the most
microscopic creature you can imagine, can be
classified according to this system.
Keep ponds clean or frogs get sick.
Evaluate-
Teacher gives a quiz for evaluation.
Students discuss for the
answers and answer the quiz in

4. 4
QUIZ-
1. Invertebrates have no: ___(Internal Skeleton)
2. The animal kingdom is divided into two
important groups. What are they? (Vertebrates
and Invertebrates)
3. Where do you find the protozoans the most?
(Water)
4. What is the last criterion in the classification of
animals? (Species)
5. On the basis of what is the broad classification
of Animal Kingdom done? (Phylum)
6. Sponges and corals are_____ (Poriferans).
7. To what phylum does Paramoecium belong?
(Protozoans)
8. To which phylum do sponges belong?
(Poriferans)
groups.
Reflection & Action
Core Component-
Environment Protection
The teacher initiates the reflection by saying-
Students, animals are a gift of nature to us.
They are the ones which are closely associated
with us in daily life.
Animals contribute a lot to human’s lives.
How do they serve humans?
But what is happening to some of them like
whales now days? Why?
What can you do as an individual to conserve
the animals or biodiversity?
Assignment-
Teacher asks students to draw a labelled
diagram of Amoeba and Paramoecium.
Students reply relevant
answers.
Reflection in Process-
The students were curious about what they are going to learn when they watched the video, they were
guessing the topic. The name of the topic came from the students itself. A student among the group was
giving good examples and was very sharp. The rest of the class was also very alert during the lesson.
Reflection after Process-
I could have given more challenging questions in the quiz.
References-
http://www.mensaforkids.org/teach/lesson-plans/classifying-animals/
http://cte.jhu.edu/techacademy/fellows/ullrich/webquest/ScienceLesson.html