Lesson and Author’s # of days and time Lesson title or Key Learning/ What What will students

Initials allotted question given to students learn/ do?

students Specific Learning (Specific student
Outcomes from activities
lesson plan
(Related NGSS in
parentheses)

1 BE 1 day/ 45 min. Legs? Hands? Fur? Students are going to Students will observe
What are these? Can know that the external and write down the
they help humans? parts on animals can external parts on the
help humans solve animal picture given
problems. (1-LS1-1 to them. Then they
Use materials to share what they found
design a solution to a as a class and then
human problem.) focus on the beak of
the bird. How can this
beak help solve
human problems?
Then help the teacher
design a beak and
test out if it works.
2 BE 1 day/ 45 min. Engineer plant day Students are going to Students will observe
know that the external and write down the
parts of plants can external parts on the
help humans solve plant given to them.
problems. (1-LS1-1 Then they will share
Use materials to what they found as a
design a solution to a class. They will pick
human problem.) an external part from
their plant and create
a design to help them
solve a problem. Then
they will test out their
experiments.
3 HL 1 day/ 60 min. Camouflage? What’s Students will take a Students will create/
camouflage? Do look at multiple design their own moth
animals use it? How? pictures on the board that will have to
and will have to try camouflage with
and find the animal something in the
that is camouflaging classroom. They will
itself. They will learn then all have to find a
how camouflage is moth that is not their
used as a means of own.
protections for an
animals survival. (1-
LS1-2 Patterns of
behavior for animals
to survive.)
4 HL 1 day/ 60 min. What do dolphins do Students will watch Students will have to
to help their babies videos and determine determine the types of
survive? through observations, behavior that the
what certain dolphins use to
behaviors dolphins do protect their babies.
to show their babies They will also have to
how to survive. They explain these
will also have to behaviors and
identify these determine what the
behaviors and write a parent or baby does
statement about that specifically.
behavior. (1-LS1-2
Patterns of behavior
for animals to survive.)
5 TC 1 day/ 45 min. Plant Parents Students will identify Students will observe
that young plants are and draw leaves or
similar to their flowers from the same
parents, but also plant in their science
different. Students will notebooks. Students
determine different will be able to observe
similarities and real life plants.
differences. (1-LS3-1 Students will
Make observations construct a poster
that young plants are board with their
alike, but different drawings, while
than their parents.) matching the leaves
with each other.
6 TC 1 day/ 45 min. Do baby animals look Students will realize Students will draw a
like their parents? how animals look like combination of
their parents, but not different animals
exactly alike. Students based on their
will come up with knowledge of the
similarities as well as animal or by looking
differences. (1-LS3-1 at a picture provided.
Construct evidence Students will fill in a
that animals are alike, Venn diagram
but different than their explaining the
parents.) differences and
similarities that both
animals have.
7 1 day/ 60 min. Assessment Students will create a Students will answer
big idea page for the the following
four guiding questions questions:

for the unit, answering 1. How do animal and

each question with plant external parts
evidence from their help them survive?

explorations and 2. Can animal and

experiments from the plant external parts
unit. help humans?

3. How do parent
animals help their
babies survive?

4. How are animals

and plants alike but
different than their
parents?