π§ Watch me think: Same test, same place. Look down the middle. If there is no line of bones, it is the other kind.
invertebrate β an animal that has NO backbone.
skeleton β the hard parts that hold a body up. Ours is inside. A crabβs is outside.
β Common mistake: Big animals have backbones, small ones donβt. β Actually: Size is not the test. A mouse is tiny and has a backbone. A lobster is big and has none.
π€ We Do Β· say it before I click
Backbone or no backbone?
Tap an animal. Everybody decides. THEN I click. Nobody can read ahead β there is nothing to read yet.
π€ We Do Β· what is the same?
Four different animals. One thing the same.
Do not tell me yet. Watch all four. When you spot the thing they share, hand on your head.
All four are vertebrates. Completely different outsides β same test.
The robinis a vertebrateBECAUSEI can see a line of small bones down its back.
Assessor witness Β· what the adult is watching for
Located the backbone on a diagram unaided.
Sorted animals into vertebrate / invertebrate.
Gave a reason using the word βbecauseβ.
πΈ Capture: Photograph the pupilβs sorted card mat before it is cleared.
π€ We Do 2 Β· sort, then write
Sort these into the right column
Sort, donβt guess. Put each card in the right bin.Sorted 0/6
Bat
Crab
Snake
Jellyfish
It is furry
It is small
β Vertebrate
β Invertebrate
β² NOT A TEST
βΈ STOP for today β label and keep your work. Wednesday P2 (10:10β10:50): use Resume period 2 on the title screen.
Use the remaining practice time: Use the last four minutes to choose one card. Point to a body clue. Does size, fur or the number of legs prove it has a backbone? Keep or change your answer. You may pass or tell the adult in private.
βοΈ Independent Work
Your turn β pick your tier
βΆ Wednesday P2 (10:10β10:50) β restart here. First recall the last lesson. This workshop has time to check and tidy up.
32-minute workshop. Follow the steps below. Choose a route with your adult. You can point, sign, draw or write. You can tell an adult what to do. Each way can show your science.
32:00
β Supported
Sort the eight cards again with an adult. Look at the fish and beetle body clues. Point to what holds each body up. Choose BACKBONE or NO BACKBONE. Make a card with two clues. You can point or ask an adult to write.
β² Standard
Sort your eight cards again. Read or hear all four body clues. Give a reason for one choice. Then make a card with two clues. Use what is inside the body. Size or the number of legs will not tell us if it has a backbone.
β Stretch
Check all four cases. Make a card with two clues and hide the name. Ask an adult or a partner to solve it. A hard outer case is not a backbone. Rings on a body are not proof of one either. Use the body clues to say why.
Backbone evidence lab
4 min: Look at Mondayβs sort. Say, point to or show the rule. Choose to read, point or move cards.
20 min: Use the body clues below. First hide the clues. Predict each group. Show the clues and sort each case. Then choose one animal from the first lesson. Make two clues for it. Keep its name hidden.
2 min: Pens down if you are writing; pause and check. Ask an adult or a partner to check one choice. Does it fit the backbone rule? You can also check on your own. Use the body clues.
6 min: Keep or change one choice. Show why. Save your card with the mat. Put the kit back.
Access and equipment: Use the printed cards, your first mat, a pencil or loose labels. An adult can read and cut. You can point. Use only the paper models. Do not touch an animal or anyoneβs spine.
Eight revisit labels β an adult can read or cut these
My group: backbone / no backbone
Fish
________________
Bird
________________
Frog
________________
Lizard
________________
Mouse
________________
Snail
________________
Crab
________________
Earthworm
________________
Case
Body evidence
Goldfish
Bones inside the body include a backbone.
Bat
It has wings. It also has bones inside its body, with a backbone.
Beetle
A hard outer case holds the body up. There is no backbone inside.
Earthworm
Muscles push against fluid inside the body. The rings on its skin are not bones.
Case
My first idea
Evidence / final choice
Case 1
________________
________________
Case 2
________________
________________
My mystery card
________________
________________
π Lundy Loop
Where what you say changes something
This is where your voice changes what happens next.
π‘ Space
Sorting cards means moving. If standing at the table helps you think, stand.
π£ Voice
Point, sign or say what you notice. Ask a question or say what would help you join in. You may pass or speak to the adult in private.
π Audience
Tell the adult who teaches this lesson. You can ask a partner to help pass on your message.
β Influence
The adult says what can change now. Agree one change to try. If it cannot happen, the adult says why. Check if the change helped. Ask before work is shown or shared.
π« Exit Ticket
Before you go
β Supported
Circle the vertebrate: worm / cat
cat
β² Standard
Name one vertebrate and one invertebrate.
any correct pair, e.g. cat / worm
β Stretch
How could you check if an animal has a backbone without cutting it open?
Use a clear body diagram or a trusted body fact. A soft outside alone is not proof. We do not cut or handle an animal.
Slide 1/10
π πΈβοΈ
Backbones and No Backbones β banked!
BUILD Science Β· Week 3 β
β I can find the backbone on a skeleton picture.β I can name two animals with a backbone and two without.β I can say one way an animal without a backbone is held up.
OPTIONAL EVIDENCE CHECK
Check one piece of evidence
Show an adult or chosen partner, or quietly check your own work against todayβs success: I can find the backbone on a skeleton picture. and I can name two animals with a backbone and two without.. Keep or correct one thing using the evidence.
The planned two-minute check belongs inside the workshop. If this optional panel is opened manually, resume when ready and allow for the pause in the teaching plan.
Knowledge Organiser β Backbones and No Backbones
BUILD Β· White Rose Science Year 3 Β· Week 3
Key word
What it means
backbone
A line of small bones down the middle of the back.
vertebrate
An animal that HAS a backbone.
invertebrate
An animal that has NO backbone.
skeleton
A body-supporting framework; it may be inside or outside the body.
support
Holding something up so it keeps its shape.
Key facts
A backbone is not one bone. It is many small bones in a line.
Fish, birds, frogs, lizards and mammals are vertebrates.
Insects, worms, snails, crabs and spiders are invertebrates.
No backbone does not mean no support. A snail has a shell. A crab has a hard case. A worm is held up by the liquid inside it.
Success criteria
I can find the backbone on a skeleton picture.
I can name two animals with a backbone and two without.
I can say one way an animal without a backbone is held up.
Backbones and No Backbones
Name: ____________________ Tier ringed by adult: β Supported β² Standard β Stretch Date:
Learning objective
I can sort animals into those with a backbone and those without.
Teaching plan: Monday P3 (11:00β11:40) β Title through We Do 2: 40 minutes. STOP after We Do 2, label and keep the work. Wednesday P2 (10:10β10:50) β restart at Independent Work: 32-minute workshop, 4-minute pupil feedback, 4-minute Exit Ticket. Total: 40 minutes on each day; 80 across the week. Timers guide the plan and never advance a pupil automatically.
Today at a Glance
Find the backbone
Sort eight animals
Prove one of them
Arrival task
Point to the backbone on the skeleton picture on your desk.
Write one animal you think has a backbone.
Write one animal you think has a backbone and one you think does not.
We Do β Sort each card into the right group
Bat → ______________________________
Crab → ______________________________
Snake → ______________________________
Jellyfish → ______________________________
It is furry → ______________________________
It is small → ______________________________
WAGOLL
The crab is an invertebrate because it has no line of bones down its back. It is held up by a hard case on the outside instead.
Scaffolding β β Supported
Adult notes β access & sensory Bodies and food are personal. Teach every idea on the model, the diagram or the picture card β never on a pupil's own body, and never on what a pupil has eaten. If a pupil steps out, the diagram waits for them.
Sentence stems
I will show you my proof out loud so you can copy the shape: 'The robin is a vertebrate BECAUSE I can see the line of small bones down its back.' Because. That word is where the evidence goes.
Word bank
backbone, vertebrate, invertebrate, skeleton, support
Scaffolding β β² Standard
Sentence stems
I will show you my proof out loud so you can copy the shape: 'The robin is a vertebrate BECAUSE I can see the line of small bones down its back.' Because. That word is where the evidence goes.
Word bank
backbone, vertebrate, invertebrate, skeleton, support
Scaffolding β β Stretch
Sentence stems
I will show you my proof out loud so you can copy the shape: 'The robin is a vertebrate BECAUSE I can see the line of small bones down its back.' Because. That word is where the evidence goes.
Word bank
backbone, vertebrate, invertebrate, skeleton, support
Independent Work β β Supported
Task: Sort the eight cards again with an adult. Look at the fish and beetle body clues. Point to what holds each body up. Choose BACKBONE or NO BACKBONE. Make a card with two clues. You can point or ask an adult to write.
Backbone evidence lab
4 min: Look at Mondayβs sort. Say, point to or show the rule. Choose to read, point or move cards.
20 min: Use the body clues below. First hide the clues. Predict each group. Show the clues and sort each case. Then choose one animal from the first lesson. Make two clues for it. Keep its name hidden.
2 min: Pens down if you are writing; pause and check. Ask an adult or a partner to check one choice. Does it fit the backbone rule? You can also check on your own. Use the body clues.
6 min: Keep or change one choice. Show why. Save your card with the mat. Put the kit back.
Access and equipment: Use the printed cards, your first mat, a pencil or loose labels. An adult can read and cut. You can point. Use only the paper models. Do not touch an animal or anyoneβs spine.
Eight revisit labels β an adult can read or cut these
My group: backbone / no backbone
Fish
________________
Bird
________________
Frog
________________
Lizard
________________
Mouse
________________
Snail
________________
Crab
________________
Earthworm
________________
Case
Body evidence
Goldfish
Bones inside the body include a backbone.
Bat
It has wings. It also has bones inside its body, with a backbone.
Beetle
A hard outer case holds the body up. There is no backbone inside.
Earthworm
Muscles push against fluid inside the body. The rings on its skin are not bones.
Case
My first idea
Evidence / final choice
Case 1
________________
________________
Case 2
________________
________________
My mystery card
________________
________________
Independent Work β β² Standard
Task: Sort your eight cards again. Read or hear all four body clues. Give a reason for one choice. Then make a card with two clues. Use what is inside the body. Size or the number of legs will not tell us if it has a backbone.
Backbone evidence lab
4 min: Look at Mondayβs sort. Say, point to or show the rule. Choose to read, point or move cards.
20 min: Use the body clues below. First hide the clues. Predict each group. Show the clues and sort each case. Then choose one animal from the first lesson. Make two clues for it. Keep its name hidden.
2 min: Pens down if you are writing; pause and check. Ask an adult or a partner to check one choice. Does it fit the backbone rule? You can also check on your own. Use the body clues.
6 min: Keep or change one choice. Show why. Save your card with the mat. Put the kit back.
Access and equipment: Use the printed cards, your first mat, a pencil or loose labels. An adult can read and cut. You can point. Use only the paper models. Do not touch an animal or anyoneβs spine.
Eight revisit labels β an adult can read or cut these
My group: backbone / no backbone
Fish
________________
Bird
________________
Frog
________________
Lizard
________________
Mouse
________________
Snail
________________
Crab
________________
Earthworm
________________
Case
Body evidence
Goldfish
Bones inside the body include a backbone.
Bat
It has wings. It also has bones inside its body, with a backbone.
Beetle
A hard outer case holds the body up. There is no backbone inside.
Earthworm
Muscles push against fluid inside the body. The rings on its skin are not bones.
Case
My first idea
Evidence / final choice
Case 1
________________
________________
Case 2
________________
________________
My mystery card
________________
________________
Independent Work β β Stretch
Task: Check all four cases. Make a card with two clues and hide the name. Ask an adult or a partner to solve it. A hard outer case is not a backbone. Rings on a body are not proof of one either. Use the body clues to say why.
Backbone evidence lab
4 min: Look at Mondayβs sort. Say, point to or show the rule. Choose to read, point or move cards.
20 min: Use the body clues below. First hide the clues. Predict each group. Show the clues and sort each case. Then choose one animal from the first lesson. Make two clues for it. Keep its name hidden.
2 min: Pens down if you are writing; pause and check. Ask an adult or a partner to check one choice. Does it fit the backbone rule? You can also check on your own. Use the body clues.
6 min: Keep or change one choice. Show why. Save your card with the mat. Put the kit back.
Access and equipment: Use the printed cards, your first mat, a pencil or loose labels. An adult can read and cut. You can point. Use only the paper models. Do not touch an animal or anyoneβs spine.
Eight revisit labels β an adult can read or cut these
My group: backbone / no backbone
Fish
________________
Bird
________________
Frog
________________
Lizard
________________
Mouse
________________
Snail
________________
Crab
________________
Earthworm
________________
Case
Body evidence
Goldfish
Bones inside the body include a backbone.
Bat
It has wings. It also has bones inside its body, with a backbone.
Beetle
A hard outer case holds the body up. There is no backbone inside.
Earthworm
Muscles push against fluid inside the body. The rings on its skin are not bones.
Case
My first idea
Evidence / final choice
Case 1
________________
________________
Case 2
________________
________________
My mystery card
________________
________________
Exit Ticket
Name one vertebrate and one invertebrate.
Assessor Witness Statement
Pearson Entry Level Science 8939 (E1βE3); AQA UAS science units Records what was observed, and at which level of independence.
Pupil
____________________
Lesson
Backbones and No Backbones β BUILD Science Β· Week 3
Date
____________________
Observed in this lesson
β Located the backbone on a diagram unaided.
β Sorted animals into vertebrate / invertebrate.
β Gave a reason using the word 'because'.
Assessor comment
Ring the tier the pupil actually worked at
β Supported
β² Standard
β Stretch
Assessor name ______________ Role ____________ Signature ______________ Date ________
Lundy Loop
Space: Sorting cards means moving. If standing at the table helps you think, stand.
Voice: Point, sign or say what you notice. Ask a question or say what would help you join in. You may pass or speak to the adult in private.
Audience: Tell the adult who teaches this lesson. You can ask a partner to help pass on your message.
Influence: The adult says what can change now. Agree one change to try. If it cannot happen, the adult says why. Check if the change helped. Ask before work is shown or shared.
What I said:
What changed because of it:
Backbones and No Backbones β Feedback Sheet
Keep with your portfolio.
Pupil name:
Date:
WWW (What Went Well):
EBI (Even Better If):
Level worked at: Supported / Standard / Stretch
Evidence filed: Yes / Not yet
Pupil response β my next step:Ring this yourself — an adult may write your words if you ask.
How I answered it — ring one:👉pointed🗣said it✋showed🖼picture🔁tried again🎬filmedNothing yet is a real answer — leave it blank. Pass is always allowed.Filmed or photographed: work, not faces, unless consent is filed.R — adult initials that they received it: ____________