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Lesson Plan #3

Topic: Basic Needs of


Plants and Animals
Subject: Science Grade: Second Grade
Content Objectives: (Stated in Student
riendl! Lan"ua"e#:
$%&S: '()A* +dentif! t,e basic needs of -lants
and animals(
The students will learn about the basic needs of
plants and animals.
Lan"ua"e Objectives: (Stated in Student riendl!
Lan"ua"e#:
%LPS .(C#: /se strate"ic learnin" tec,ni0ues
suc, as conce-t ma--in"1 dra2in"1 memori3in"1
com-arin"1 contrastin"1 and revie2in" to
ac0uire1 basic and "rade*level vocabular!
SWBAT use the words water, light, food, energy,
shelter, and nutrients, to compare and contrast the
basic needs of plants and animals.
&e! 4ocabular!:
2ater1 li",t1 food1 ener"!1 s,elter1 and
nutrients
5aterials (includin" Su--lementar! and
Ada-ted:
!ideo clips of animals and plants
"hart papers
!enn diagram wor#sheet
$aper
$encils
Animals and $lants matching wor#sheets
S+OP eatures67eflection
Pre-aration Scaffoldin" Grou-in" O-tions
%&%% Adaptation of "ontent %&%% 'odeling %&%% Whole "lass
%&% (in#s to Bac#ground %&%% Guided practice %&%% Small
Groups
%%% (in#s to $ast (earning %&%% )ndependent $ractice %%% $artners
%&%% Strategies )ncorporated %&%% "omprehensible )nput %&%% )ndependent
+nte"ration of Processes A--lication Assessment
%&%% *eading %%% +ands,on %&%% )ndi-idual
%&%% Writing %&%% 'eaningful %&%% Group
%&%% Spea#ing %&%% (in#ed to objecti-es %&%% Written
%&%% (istening %&%% $romotes engagement %%% .ral
Lesson Se0uence
Antici-ator! Set:
/Building Bac#ground
As# students what people need to sur-i-e or li-e0 1o we need food0 What about water0 +a-e students
time to reply bac#. Write their responses on the white board. Then as# them what about animals0
Anyone in the room ha-e pets0 +ow do they sur-i-e0 Write their responses on the white board. Then
as# them does plants need water and food to sur-i-e0
2e3t, write the #ey -ocabulary on the word wall. Go o-er the #ey -ocabulary by reading the words and
definitions. 4or beginner 5((s, ha-e a picture under each word so they can understand it better.
Lesson ocus:
/Teacher 'odeling
Go o-er the content and language objecti-es. *e-iew the #ey -ocabulary again. $ass out a chart paper to
each student. The chart paper will ha-e animals on one side and plants on the other side. Show them two
-ideos. .ne about animals and one about plants. +a-e students write on their chart what they see in the
-ideo. 6What animals did you guys see0 We saw the turtle drin#ing water and eating. Write water and
food. Where did the bird sleep07 2ow tal# about the plant -ideo. Wor# on the chart paper as a class and
ma#e sure students understand how animals and plants both need different or same thing to sur-i-e.
+a-e students put their thumbs up or down or side way if they understand what they are learning about
so far.
Guided Practice:
/"onstantly chec#ing for understanding
After completing the chart, ha-e students wor# together in their table. $ass out a !enn diagram to each
student in the group. +a-e them write animals on one side, plants on the other side, and both in the
middle. Tell them to use their chart paper and as a group come up with some of the similarities and
differences that plants and animals ha-e. )f they can thin# of other things that are not in their chart
paper, they can also add it to their !enn diagram.
After students are finished with their group wor#, discussed as a class. "reate one big !enn diagram on
the whiteboard and ha-e students from each group tell you what they came up with. After getting
answers from each group, pic# a couple students and read what the class came up with. 'a#e sure the
#ey -ocabulary words are mentioned in the !enn diagram.
+nde-endent Practice:
/'eaningful acti-ities, interaction, strategies, practice
$ass out a matching wor#sheet o-er basic needs of plants and animals. +a-e them complete it on their
own. Wal# around the room to ma#e sure students understand what they are doing. The wor#sheet
should not ta#e long so as a second part of this acti-ity, tell students to write the #ey -ocabulary words
that they learned today and draw a picture for each word. 4or intermediate or ad-anced 5((s, ha-e them
write a short description or sentences for each words.
7evie26Assessment:
Go o-er the learning objecti-es and the #ey -ocabulary words again. As# students 8uestions li#e what is
one thing an animal need to sur-i-e0 1o all plants and animals need water to sur-i-e0 +ow do plants
grow taller or bigger0
Students will be assessing by their !enn diagram they created as a group and how well they
incorporated the #ey -ocabulary words in their !enn diagram.
They will also be assessed by their completeness of their indi-idual wor#.
Beginner 5((s, will be assessed by the pictures and words they created.
)ntermediate9Ad-anced will be assessed by their pictures and description for each word.