Lesson Plan

SPED 435/ED 427

Topic: Needs of Animals

Standards:
LS1-K-1. Use observations to describe patterns of what plants and animals (including
humans) need to survive.

SL.K.3 Ask and answer questions in order to seek help, get

information, or clarify something that is not understood.

Objective: SWBAT identify the three things animals/humans need to survive 3 out of 5
times.

Student-Friendly Objective: I can name what animals and humans need to survive.

Assessment Plan: Students will go “shopping” and choose the correct items
animals/humans need to survive.

Materials Needed:
SmartBoard/Projector
Construction paper for Centers
Ipads
Graham Crackers
Plates
Blocks

Key Vocabulary:
Survive: To stay alive
Photosynthesis: How plants make their own food
Living: Alive (can move by itself, grow, breathe, food/water)
Non-living: Not alive (can’t move by itself, grow, breathe, food/water)
Mammals: Warm-blooded animals that have hair/fur to survive
Shelter: Where some lives/home
Necessities: required or needs

Anticipatory Set
• (1-2 Minutes) “Who remembers what we did in class on Thursday? What did we
learn about plants?” “Are plants living or non-living? What makes something a
living thing? What are other types of living things?”

Instructional Inputs:
 • I will remind students only the person called on should be talking.
• “I can’t hear you if your hand is not raised.”
• I will encourage students by saying “____ is ready to learn or move on to the next
step. “
• We will review what plants need to survive (sunlight and water). I will then ask the
class what about people, what do we need to survive, what about animals?
• It is important to know what animals and humans need to survive so we can take
care of ourselves and our pets because we all rely on one another.
• Deeper Questions:
o How do humans/animals rely on plants?
o Do humans have a need for non-living things? Why or why not?
o Can animals help humans?
o What things do plants have in common with animals?

Modeling/Guided Practice:
• Today we are going to name what animals and humans need to survive! How
many of you have a pet? What kind of pets do you have? How do you take care
of your pets? (I will write their answers on the board) Those are all great ways to
care for our pet, did you know there are only four things animals and humans
need in order to survive! With our list we created let’s find out what four things
are the necessities! I brought my pet Cooper (I will show a picture of him using
the Smartboard) to help teach us what animals need to survive.
• To learn more about this we are going to go to each center. When we get to the
center, we will click the play button on the Ipad, we need to listen carefully to
the video because Cooper is going to tell you what to do at your table group. At
each center you will have 3 minutes to complete the activities. If you are green
group you will start at the table that has the color green (I will point to it) then
when we hear the timer (I will play the timer) we stop what we are doing and
move to the next table) Make sure to stay with your group so no one gets left
behind. Turn and explain what you are doing to a partner. As you do these
centers, I want you to remember what Cooper tells you he needs in order to
survive.

• At Station 1: Children will watch the video and build a shelter for Cooper using
the blocks. They will each make their own shelter.

• At Station 2: Children will watch the video and first try to hold their breath for 5
seconds. Then they will try to jump while holding their breath. Then they will
jump without holding their breath.

• At Station 3: Children will watch the video and then follow the recipe to make
Coopers favorite treat (Crushed graham cracker and water each in a separate
 bowl). At this station Children will each have a graham cracker and will then
make it very small by breaking it into pieces. Then they will pour the water as a
group into a cup.

• Students will come back all together and we will discuss what they learned. I will
ask, “What did you learn about what animals need to survive? (I will circle the
words on the board the children said).

• To check for understanding I will be wandering to each station to ask questions

like, what are you doing and why? Does he need this to survive?

Closure:
• What did we learn about animals and humans today?

Independent practice/application:
• Students will go shopping to the pet store to only pick out items their animal
needs. I will give each student a pet to go shopping for. Then I will give the
students a bag of item and they are to only buy the things their animal needs
to survive.

Differentiation
• Struggling learners will be put in groups with students who are exceling in this
area.
• For fast finishers they will be able to get a book to read from the library.

Transition:
• I will give the 3-minute mark and then the one-minute mark and tell the students
to put their things away, leave their items on their desk, and get ready for recess.
I will then excuse them to the playground.
Reflection:
• Your specific insights into teaching as a result of your teaching experience with
this specific lesson plan. Include at least two things that went well, supported by
examples from the lesson and your reasoning, and two suggestions for
improvement, supported by examples from the lesson and your reasoning.
One thing that went well today