Science Lesson Plan for STEM 433/533

Lesson Overview

Lesson Author: Caitlin Smith Date: 4/21/2017

Grade Level: 1st Grade

Subject/Topic Area: Science- Living Processes

Time Allotment for overall lesson: Three days- typically an hour- hour and half each day
Concept Statement –

This lesson plan overviews the living processes of animals for first grade students. The students will
engage, participate, and understand in the lesson that animals are living organisms that require basic
needs, very similar to human needs. The students will identify specific characteristics about multiple
animals and identify the habitats that match the animal. The students will also learn the differences
between domestic and wild animals, for example many jungle animals could not make for proper house
pets. Students will have opportunities to investigate the needs of multiple animals and the various
environments necessary for animal survival. The lesson will integrate health specifically since many
animals’ needs mimic human survival needs. It is critical for students to understand how animals live to
better understand the living processes and survival needs of not only animals, but also humans.
Understanding these concepts will allow for a better understanding of the world surrounding the
students.

Safety Concerns and Interventions- Possible safety concerns center around the field trip/ bringing
animals into the classroom. At the end of the lesson, I would like the students to either travel to a local
farm/zoo or have a local organization bring different types of animals safely into the classroom. Some
students may have allergies to animals, it is important to ask parents beforehand of any known
allergies/medications if required.
Safety Rules include but are not limited to:
Never leave students unsupervised with any type of animal ever.
Students are not to touch the animals unless given permission and are also supervised while interacting
with the animal.
Always pet an animal gently, no pulling or tugging.
Do not make any loud noises or sudden movements around an animal.
Make sure students understand that an animal is a living creature to be cared for and respected. Animals
have needs and feelings; they rely on humans to be their caretakers.

Letter to parents:
Dear Parents,
We have been having an exciting time in our science classroom recently! Your child has been learning
about many fascinating animals and the habitats they live in. We will be having visitors to our classroom
next week (5/3/2017). These visitors run a local wildlife animal refuge and will be bringing in many
animals that the students will have an opportunity to see, touch, and interact with. They are professionals
that will provide a highly safe and appropriate environment. This is a great opportunity and also exciting
for students. However, if you do not feel comfortable with your child participating please email me
immediately and I will create another activity for your child. I would also like any animal allergies/
medications required if allergic emailed to me as soon as possible. Please sign at the bottom giving you
child permission/or not permission to participate. Always feel free to email me with any
questions/concerns you may have. I am so excited for this opportunity for our students!
Sincerely,
Ms. Smith

 I, ________ give my permission for my child, _________ to participate in the wildlife visitors
activity.
 I, ________ do not grant permission for my child, _________ to participate in the wildlife
visitors activity.

Standards
State Curriculum Standards met in this lesson:
SOL:

1.5 The student will investigate and understand that animals, including humans, have basic needs and
certain distinguishing characteristics. Key concepts include:

1. a) Basic needs include adequate air, food, water, shelter, and space (habitat);
2. b) Animals, including humans, have many different physical characteristics; and
3. c) Animals can be classified according to a variety of characteristics.

1.7 The student will investigate and understand weather and seasonal changes. Key concepts include:

1. a) Changes in temperature, light, and precipitation affect plants and animals, including humans.

Integrating health:

1.2 The student will explain that good health is related to healthy decisions.

1. a) Describe the importance of having a healthy heart, brain, and lungs.

2. b) Select behaviors that help keep the heart, brain, and lungs healthy.
 Focus
 Animals, including people, have basic life needs, including air, food, water, shelter, and space
(habitat). Students do not need to know the term habitat. The focus should be on the items that are
necessary components of a habitat, not on the terminology.

 Body coverings include hair, fur, feathers, scales, and shells.

 Appendages are parts, such as arms, legs, wings, fins, and tails, which extend from the main body
and have specific functions. Students do not need to know the term appendage. The focus should be
on the concept, not the terminology.

 Methods of movement may include walking, crawling, flying, and swimming.

 Simple ways to classify animals are whether they are wild or domestic and whether they live on
land or in water.

Essential Questions
 Why do animals drink water?
 What is the difference between a pet and a wild animal?
 What type of pets do you have at home?
 How do you take care of a pet?
 In the book, what do humans observe about the animals at the zoo? How do the animals view the
humans?
 Why do animals need shelter?
 What type of shelter do wild animals need?
 What type of habitat do jungle animals need to survive?
 How should you act at the zoo?
 How would you handle someone else’s pet?
 What type of skin does your pet have?
 Why do dogs and cats have fur?
 What type of animals swim?
 Where does your pet live?

Vocabulary
 Domestic Animal
 Wild Animal
 Pets
 Habitats
 Fur
 Skin
  Water
 Food
 Survival
 Fly
 Swim
 Crawl
 Paws
 Living
 Human needs
Lesson Plan Objectives

 Make and communicate observations of live animals, including humans, about their needs,
physical characteristics, and where they live.

 Describe the life needs of animals, including air, food, water, shelter, and space.

 Identify and chart simple characteristics by which animals can be classified, including body
coverings (hair, fur, feathers, scales, and shells), body shape, appendages (arms, legs, wings, fins,
and tails), methods of movement (walking, crawling, flying, and swimming), wild or domestic,
and water homes or land homes.

 Infer types of animal homes (water or land), using the physical characteristics of the animals,
such as scales and fins that allow fish to live and move in water or fur and legs that allow dogs to
live and move on land.

 Classify animals by where they live (their homes).

Techniques and Activities:

Engage Phase:

 Have the students gather on the classroom rug.

 Bring the classroom guinea pig over in cage.
 Place unopened juice and chocolate bar in cage.
 The students will most likely laugh, be confused, and ask what you are doing.
 Ask the students why they think the guinea pig cannot eat the same snacks/foods as humans.
  Explain that animals need different things than humans but we both need certain things to live.
 Ask students what humans’ need that is similar to what animals need.
 Ask students what type of pets they have at home.
 Record types of pets on the board in different categories.
 Ask students what the pets need.
 Record the differences and the different types of pets.

Explore Phase:
 Set up two sides of the room. Each side of the room will have four centers. One side of the room
will be domestic animals and the other side will be wild animals. Each center will have a type of
animal.
 Divide students into groups of four and assign them each to a center. They will rotate throughout
the centers.
 Students will describe the animal based on physical observation. The students will also predict
what the animal eats and what type of habitat the animal lives in.
 Students should touch on the following focus points

 Make and communicate observations of live animals, including humans, about their needs,
physical characteristics, and where they live.

 describe the life needs of animals, including air, food, water, shelter, and space.

 identify and chart simple characteristics by which animals can be classified, including body
coverings (hair, fur, feathers, scales, and shells), body shape, appendages (arms, legs, wings, fins,
and tails), methods of movement (walking, crawling, flying, and swimming), wild or domestic, and
water homes or land homes.

 distinguish between wild animals (raccoon, hawk, squirrel, shark) and domestic animals (dog,
cat, sheep) and recognize examples of each.

 infer types of animal homes (water or land), using the physical characteristics of the animals,
such as scales and fins that allow fish to live and move in water or fur and legs that allow dogs to
live and move on land.

 classify animals by where they live (their homes).

Explain Phase:

 Pass out a KWL chart before the video.

 Have the students complete the chart based on what they know about wild animals, what they
wonder about wild animals, and what they learned about wild animals.
 View the national geographic video “Animals A-Z” this video covers multiple types of wild
animals in an educational and entertaining format.
 Once the video ends, ask students what they learned. Focus on questions such as
 Where do wild animals tend to live?
  What do wild animals eat?
 How do wild animals get food?
 What makes a wild animal different from a pet?
 How do your pets get food?

 Have students make predictions before reading the book “The View at the Zoo”

 Ask probing questions throughout the story.

 Allow for a class discussion about how humans view animals but also how animals view
humans. Have the classes discuss why it is important that humans respect and treat animals
correctly.

Elaborate Phase:

 Have a local wildlife group come visit the classroom.

 The group will bring various types of wildlife animals safely into the classroom.
 The students will be able to touch the wildlife animals and observe them in a controlled
environment.
 Explain to the class it is important to respect the animals and behave correctly in front of them.
 Have the students describe the different animals and how they were different in terms of skin,
textures, and behaviors.
 Have the students make guesses about where each animal would live in the wild.
 Alternate Activity:
 Visit computer lab with class.
 Have students visit websites that portray different animals in different habitats.
 Students will describe the different animals and their characteristics.
 The students will also record the habitat and lifestyle of the animals.
 https://www.nature.org/newsfeatures/specialfeatures/animals/
 http://www.skyenimals.com/browse_habitat.cgi
 http://kids.nationalgeographic.com/animals/



Evaluation Phase:

 Each student will create a paper bag puppet animal of his or her choice.
 The animal will have to be one discussed or mentioned in the class.
 Each student will then write a one to two paragraph about his or her paper animal puppet. The
student will describe the animal in term of physical characteristics, where they live, what they
eat, and if the animal would be wild or a pet.
 Each student will then present his or her puppet to the class.
  Students should cover the following in their puppet/presentation
 Arms, legs, wings, fins, and tails, that extend from the main body and that have specific
functions.
 Communicate what animals physical characteristics, and where they live.
 The life needs of animals, including air, food, water, and a suitable place to live.
 Classify using body coverings (hair, fur, feathers, scales, and shells), body shape, appendages
(arms, legs, wings, fins, and tails), methods of movement (walking,
 Wild or tame, and water homes or land homes.
 Types of animal homes (water or land), using the physical characteristics of the animals, such
as scales and fins that allow fish to live and move in water or fur and legs that allow dogs to
live and move on land classify animals by where they live (their homes).
 The student should be comfortable fully explaining their animal.


Lesson Closure:
 End the lesson with reflective questions; such as how should we treat wildlife animals? Which
animal was your favorite? How is a wild animal different from a pet animal? What do animals
need to survive? How is this similar to human needs?
 Exit Ticket: Ask students to list three things they learned during the video. Students should list
something from lesson, video, book, or classroom visitors.

Assessment/Evaluation:
I implemented multiple assessments and evaluations throughout the lesson.
 Pre-Assessment activities- engaging questions and KWL Chart.
 Prompt Responses- Exit Ticket
 Questions posed by students
 Class discussions
 Student responses
 Feedback by instructor.
 Students that require assistance can work more one on one with the instructor.

Student Products:
Students will create:

 Paper Animal Puppet

 Group Discussions
 Exit Ticket
 Predictions
 Worksheet describing differences
 KWL Chart

Supplemental Activities:
Extensions: Have students complete independent reading on books that involve habitats, wild animals,
or pets. Students will then draw a picture animating the book and will also write a few sentences
summarizing the book. The teacher will then hang pictures and sentences on classroom bulletin board.

Remediation: Small group reading with the instructor. Students and teacher will read book based on
wild animals. Teacher will pose questions to group and work through the story with them.
Adaptations and Accommodations for Special Learners:
All adaptations would be made for special learners based on the scenario/depth of the situation. ESL
students would receive a translated copy of all the material and be allowed to utilize the ESL teacher.
Students with IEP’s would be accommodated based on the instructions of their IEP such as more time,
one on one work, verbal assessments, etc. Military students would receive more time on work if
necessary, for example if they were traveling. Military students would also receive more one on one time
with instructor if deemed necessary. For example, if both parents were deployed and student needed
homework help.

Differentiated Instruction:
This lesson has been differentiated in multiple forms of media including:

 Group activities
 Group discussions
 Charts
 Exit ticket
 Media exploring animals
 Real classroom animals
 Puppet assessment

Resources

Materials and resources needed for this lesson.

 “The View from the Zoo” by Guy Francis
 Computers
 National Geographic Video “Animals from A to Z”
 Wildlife Refuge Animals
 Juice
 Chocolate Bar
 Classroom Pet
 Worksheets
 Brown Paper Bags
 Markers
 Crayons
 Colored Pencils
 Cotton Balls
 Pipe Cleaners
 Tissue Paper
 White Computer Paper

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Technology resources needed for this lesson
 Computers for each student
 Video player for video
 Camera for wildlife visitors
Web Addresses needed for this lesson:
 http://kids.nationalgeographic.com/animals/
 http://www.skyenimals.com/browse_habitat.cgi
 http://kids.nationalgeographic.com/animals/