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Metaphorical Expression
Lesson Plan
Science
First
60 Minutes
Anthy Baracos

Instructional Unit Content

Standard(s)/Element(s)
Content Area Standard
S1L1. Students will investigate the characteristics and basic needs of plants and animals.
a. Identify the basic needs of a plant.
1. Air
2. Water
3. Light
4. Nutrients
b. Identify the basic needs of an animal.
1. Air
2. Water
3. Food
4. Shelter
c. Identify the parts of a plantroot, stem, leaf, and flower.
d. Compare and describe various animalsappearance, motion, growth, basic needs.
TAG Standard
Creative Thinking & Creative Problem Solving Skills
7. The student uses analogies, metaphors, and/or models to explain complex concepts.

Summary/Overview
The focus of this lesson is to give students the opportunity to develop new insights and
provide powerful explanations of the characteristics and basic needs of plants and animals.

Enduring Understanding(s)
At the end of this lesson the student will understand that
Animals need air, water, food and shelter to survive.
Animals have differences and similarities in appearance, motion, growth and basic
needs.

Essential Question(s)

How are animals alike?

How are animals different?
What do animals need in order to survive?
What do plants need to survive?
What are the parts of a plant?

Concept(s) to Maintain

Evidence of Learning
What students should know:
Animals need air, water, food and shelter to survive.
Animals have differences and similarities in appearance, motion, growth and basic
needs.
Plants need air, water, light and nutrients to survive.
All plants have the following parts: roots, stem leaf and flower.
Roots are important because they take in food and water from the soil and anchor the
plant.
The stem is important because it acts like a straw to transport water through plant.
The stem raises the height of flowers and leaves and brings it closer to light.
The stem is made up of little tubes that carry water and nutrients to all parts of the
plant.
Leaves come in lots of different shapes and help identify plants.
Leaves make plant food using energy from the sun
Flowers produce seeds which help make new plants.
What students should be able to do:
Uses direct analogies and personal analogies to explain the characteristics and basic needs
of plants and animals.

Suggested Vocabulary

Habitat
Shelter
Movement
Survive
Plants
Stems
Roots
Leaves
Soil
Seeds
Water
Light
Air
Nutrients
Procedure(s)
Phase 1: Hook
1.

Students will participate in a Carousel Brainstorming Activity. Students will inspect the
question posed at each station, develop/record all ideas, and rotate to expand ideas at another
station. Review the three types of metaphorical expressions experienced by the students: direct
analogies and personal analogies. Explain to the students that today in science we are going to
learn a new concept using these two types of metaphors.

Phase 2: Examine the Content

Set the Scene: The instructor will ask students: Did you eat something for breakfast this
morning? Who gave it to you? Did you put on clothes? What are some other parts of your daily
routine?
3. Pose the Essential Question. Why is it necessary for basic needs of plants and animals to
2.

be met? How is our essential question connected to our discussion and your daily
routine?
4.

Students will work in pairs to watch the BrainPOP Jr. movies about Caring for Pets and Parts
of the Plant and complete the content organizer. Each student will pair up with another to
compare their answers and verify their understanding of the concept of basic needs of plants and
animals.

Phase 3: Analogies
5.

Direct Analogy: Students will identify the similarities and differences caring for pets and plants
like human beings. In groups of 4 record how they are alike and different using the visual
organizer.

6.

Personal Analogy: Students will compare themselves to a plant or pet. Individually record the
answers to the following questions:
Where do you live?
How do you feel when you someone gives you attention?
How do you feel when the one of your basic needs are not met?
Students will write a paragraph, poem, song or draw a picture to explain in the first person about
their life as a plant or pet. Students who need an extension may complete the personal analogy
for being a plant or pet.

Phase 4: Synthesis Activity

7.

Candidates will generate another direct analogy by completing the following sentence: Being a
plant or pet is like ________. Give at least 2 reasons why being a pet or plant is like the item in
your sentence.

Summarizing Activity

Exit Ticket: Are all of the basic needs of plants and animals necessary for survival?
Explain.

Resource(s)
Technology:
Caring for Pets www.brainpopjr.com
Parts of the Plant www.brainpopjr.com
Handouts:
Handout 1: Mental Stretchers
Handout 2: Content Organizer
Handout 3: Direct Analogy Organizer
Handout 4: Personal Analogy Organizer
Handout 5: Exit Ticket