Sierra Nevada College Lesson Plan

Teacher
Candidate:
Grade/Subject:
Lesson
Content:
SNC
Supervisor:

Katlyn Pratt
Science 5th grade
Basic Needs of Animals

Lead
Teacher:
District:
School:
Time
Allotted:

2 days 60 minutes each

Materials, including technology:

Beaver Video Questions Handout and Beaver Video

Interactive Science Notebook
White Board
Word Wall
Frayer Model Graphic Organizer
Animal information Cards
Zoo Tour Journal
Zoo Tour Rubric
iPads
Scissors (one per group)
Bottle of Glue (one per group)
Shoe Box (one per group)
Cotton Balls
Piper Cleaners
Craft Sticks
Washable Markers
Aluminum Foil
Construction Paper
Standard(s), including literacy for all content areas and/or SMP

NGSS.5-LS2-1 Develop a model to describe the movement of matter among plants,

animals, decomposers, and the environment.
Planning
Conducting
Modeling
NGSS.LS2.A Interdependent Relationships in Ecosystems: The food of almost any
kind of animal can be traced back to plants. Organisms are related in food webs in
which some animals eat plants for food and other animals eat the animals that eat
plants. Some organisms, such as fungi and bacteria, break down eat organisms
(both plants or plants parts and animals) and therefore operate as decomposers.
Decomposition eventually restores (recycles) some materials back to the soil.
Organisms can survive only in environments in which their particular needs are met.
A healthy ecosystem is one in which multiple species of different types are each
able to meet their needs in a relatively stable web of life. Newly introduced species
can damage the balance of an ecosystem.
NGSS.LS2.B Cycles of Matter and Energy Transfer in Ecosystems Matter cycles
between the air and soil and among plants, animals, and microbes as these
organisms live and die. Organisms obtain gases, and water, from the environment,

Sierra Nevada College Lesson Plan

and release waste matter (gas, liquid, or solid) back into the environment.
CCSS.ELA.RI.5.7 Draw on information from multiple print or digital sources,
demonstrating the ability to locate an answer to a question quickly or to solve a
problem efficiently.
CCSS.ELA.SL.5.5 Include multimedia components (e.g., graphics, sound) and visual
displays in presentations when appropriate to enhance the development of main
ideas or themes.
How will learning be assessed at the end of the unit/learning cycle (summative):

Students will create a 3D model of a habitat that meets the basic needs of the
animal given as a group and present the model to the class. Each student will be
responsible for completing the Zoo Tour Student Journal that will be handed in at the
end of the project as well as a self-reflection/scoring on the rubric.
Objective(s): high cognitive demand for diverse learners

Cognitive Level (DOK or

Blooms)

1.Students

can illustrate ways an organisms habitat

supports its basic needs.

DOK 3

Students can explain the basic needs an animal needs

to survive.

DOK 2

2.

Connections to past learning or experience, building background

Day 1
Building Background: Beaver Video: Students watch a short video about the needs
of beavers and answers the questions from the beaver handout.
Connections to prior learning: Quick Write Prompt displayed on the front board when
students enter the room. Teacher guides students through the prompt. Students
will conduct quick write in their interactive science notebook.
1. Pick an animal that you have always wanted as a pet.
2. Think about and make a short list of the things an animal needs in order to
survive in their environment and how they can fill those things in their home.
Remember to think of living (biotic) and nonliving (abiotic) items.
3. Write a persuasive paragraph to convince your parents that they should let
you get this animal as a pet. The paragraph should describe the basic needs
of the animal, making sure to include food, water, and shelter, and then
describe how you will be able to take care of the needs of the animal.
4. Include a drawing of your animal under your paragraph.
Teacher leads short discussion utilizing questioning.
What do animals need to survive?
*Anticipated Response: Animals need food to eat and water to drink. They also need
shelter.
Are all animals basic needs met the same way?
*Anticipated Response: No. Squirrels live in the trees and collect nuts. Birds could
live in a nest, which is a different kind of shelter.

Sierra Nevada College Lesson Plan

-Do animals need clothes like we do? No. Animals have fur to keep them warm.
Students are then directed to write a persuasive paragraph to convince their family
they should be able to get their chosen animal as a pet.
ELL/SPED Modification: Sentence stems will be provided to all students to assist in
the writing process.
-My animal will get water by _______________.
-My animal will get food by ________________.
-Another basic need of my animal is _______________.
- A non-living or abiotic thing my animal depends on is _________________.
-A living or biotic thing my animal depends on is __________________.
GT Modification: Students are encouraged make deeper connections by stating why
these biotic and abiotic needs are important to the animal and how they effect the
habitat.
Day 2
Warm Up: Basic Needs Matching game. Pictures of organisms and habitats are
displayed on the front board. Students are to match the organism with the
environment that it is best suited to live in and defend response to neighbor.
Essential Vocabulary

Definitions

Biotic

Living things

Abiotic

Non-Living things

Habitat

The natural home or environment of an animal,

plant, or other organism.

Strategy for teaching new vocabulary

Students will use a unit word wall and Frayer model note taker to write the
vocabulary word, definition, synonym, a non-lingual representation, and a sentence
using the term or an example. The Frayer model will be glued into the interactive
notebook.
ELL/SPED Modification: Students will receive a modified note taker, dependent on
development level. The definition and a cloze-sentence will be provided. Students
are prompted to write the vocab term, follow along with their finger while the
definition is read aloud, draw an illustration, and fill the term into the cloze-sentence
frame.
Sequence and Scope of Instruction (include
instructional strategies, questions, opportunities
for meaning making through discourse and other
engagement strategies, formative assessments,
opportunities for metacognition, grouping,
differentiation and transitions)

Day 1
Warm Up: Beaver Video.

Instructional Strategy

Building Background,
Scaffolding

estimate
d time

3-5m

Sierra Nevada College Lesson Plan

State Objectives: Connect to NGSS

Teacher Directed

1m

Pair Share/Group Share: Students Pair share

their responses to the Beaver Video, and then
a group discussion about each of the question
prompts.

Pair/Group Discourse

5-7m

Modeling, Meaning
making through nonlinguistics, Scaffolding,
Informal Formative
Assessment

7-10m

Introduce Key Vocabulary: Through strategies

stated above in vocabulary section. Students
are directed to share non-lingual
representation with neighbor. Teacher
observes and looks for misunderstandings.
Connection to Prior Learning: Student
attention is directed toward the Quick Write
prompt displayed on the front board. The
teacher guides student through prompt as
stated above, clarifying and supporting
student inquisition through questioning
stated above. Continue through Quick Write
prompt to persuasive paragraph. Pair share
quick write with shoulder partner. Quick
Group Share.
Transition: Introduction to Zoo Tour Activity.
Students are divided into groups of 4-5 based
on table seating. Teacher hands out the Zoo
Journal and Rubric to each student. Students
are directed to write their name on both
pieces of paper.
Teacher explains project by stating that each
group will get a zoo animal picture card with
general information about the animal. Each
group is to prepare a 2-3 minute presentation
about their animal as well as a 3D model of a
habitat that will meet the basic needs of the
animal along with a picture of the animal. The
students are then directed to look at the
rubric. The teacher reads through the
expectations to receive full points. Students
are then directed to read through the rubric
and make notes about questions or
statements that are unclear.
Teacher hands out animal cards and students
begin to prepare their presentations.
*iPads are available for additional research on
designated science sights provided on the
schools website under technology resources.

18-20m
Quick Write, Building
Background, ELL/SPED
Modification

10-15m
Teacher Directed,
Introduction to project,
Modeling, Grouping

1m
Formative Assessment
3-5m
Connection to Prior
Learning, Review,
Formative Assessment

Sierra Nevada College Lesson Plan

Closure: Exit Ticket

1m

Day 2:
Warm Up: Basic Needs Matching Game.
Students discuss why they made their choice
with a shoulder partner and then a group
discussion on why the organism matches that
environment.

25-30m

State Objectives: Connect to Common Core

Zoo Tour: Students continue working on the
Zoo Tour Presentation and build the 3D
model. Building materials are placed at the
back of the classroom for easy student
access. Materials include (1 shoe box per
group, glue, scissors, cotton balls, pipe
cleaners, craft sticks, markers, aluminum foil,
and construction paper).
Presentations: Each group presents their
model and animal needs. Presentations
should be 2-3 minutes long.
Potential Questions and Anticipated
Responses:
-How will your animal get water? We placed a
pond in the habitat so the elephant can easily
get water.
-How will your animal get food? There is a
blueberry bush so the bear can get food.
-What other basic needs does your habitat
meet? The shark has a lot of space to move
around and swim.
-What are some living things your animal
depends on? The bear depends on berries
from trees and bushes.
-What are some non-living things your animal
depends on? All animals need water and air,
which are not living things.

Teacher Directed
Project Based Learning,
Independent exploration,
Differentiation, Meaning
making through planning,
conducting, and creating
a model.

25m

Group Presentations,
Questioning, Speaking
and Listening,
Summative Assessment

1-2m
Student Self Monitoring,
Metacognition

Closure: Exit Ticket

Closure: specific activity to review content

Day 1 Exit Ticket: Students write a biotic and an abiotic basic need of an animal.
(ELL/SPED Modification: Students may use a non-lingual representation)
Day 2: Exit Ticket: Students score themselves on their rubric with short
explanations. (ELL/SPED Modification: Students may verbally discuss explanations
with the teacher if needed).

Sierra Nevada College Lesson Plan

References
Accelerate Learning. (2016). Basic needs. STEM Scopes. Retrieved from
https://ali2.acceleratelearning.com/scopes/9080
Higher Order Teacher. (2012). Frayer model vocabulary diagram. Retrieved from
https://www.teacherspayteachers.com/Product/Frayer-Model-VocabularyDiagrams-2-per-page479161
WGBH. (2016). The needs of living things. PBS Learning Media. Retrieved from
http://www.pbslearningmedia.org/resource/tdc02.sci.life.colt.lp_stayalive/theneeds-

of-

living-things/