Amanda Goldstein

Ms. Lachances 1st grade class

To be taught 12/4/13

LESSON PLAN OUTLINE

JMU Elementary Education Program
A. TITLE/TYPE OF LESSON Animal Needs/ Science
B. CONTEXT OF LESSON
Since these first graders have been learning about animal coverings and appendages in
earlier lessons in the beginning of the week, it is appropriate that they will now learn
about the basic needs of animals. I felt that it was more important to introduce
appendages and coverings first since they are more concrete and visual. A student can
visually picture and describe a furry polar bear living with four paws. The needs of this
polar bear, however, are not as easily visualized. If a student can now what the animal
looks likes and where they live, this may clue them in to some of the basic needs that
each animal may have. By learning about concrete characteristics first, students will have
a strong foundation to attain abstract information during this lesson.
Students will also be intrigued by this lesson since they are writing about animals during
literacy. They have chosen an animal to write a book about. Since they know information
about these animals already, they can use what they know to help them make their
individual map of needs. They will also learn new information during this lesson that they
can possibly use in their books, as well. Since there is so much material that the students
need to learn, the promotion of cross curricular learning can encourage understanding
while saving time, as well.
C. LEARNING OBJECTIVES
Understand
Students will understand
what animal coverings and
habitats are.
Students will understand
that animals have basic
needs.

Know
Students will know that an
animals needs and wants
are different.
Students will know the four
basic needs of animals.

Do
Students will make a map
of the animal of their choice
and its basic needs.
Students will state examples
of how the animal they
chose could meet its basic
needs.

D. ASSESSING LEARNING
In the beginning of the lesson, I will be able to see how well the students understand the
information that we have been learning in previous days involving coverings and
appendages. The students will be reminded what each category means to eliminate any
confusion if they have forgotten anything from prior days. I will be able to see if the
students understand animal needs when they create their semantic maps. I will look at
these after they are done discussing them at the end of the day. This assessment will show
me who understands what appendages, coverings, and basic needs are and how much I
need to focus on them on the following days of this unit.

Amanda Goldstein
Ms. Lachances 1st grade class

To be taught 12/4/13

E. RELATED VIRGINIA STANDARDS OF LEARNING

1.5 The student will investigate and understand that animals, including humans, have
basic needs and certain distinguishing characteristics. Key concepts include
a) basic needs include adequate air, food, water, shelter, and space (habitat);
b) animals, including humans, have many different physical characteristics;
and
c) animals can be classified according to a variety of characteristics.
F. MATERIALS NEEDED
- Chart paper
- Semantic map copies
- Smart Board
- Projector
- Markers
- Pencils
All materials will be set up and organized before the students enter the classroom from
specials to eliminate wasting time.
G. PROCEDURE
Preparation of the learning environment
o Before teaching this lesson I will have all copies made and have all
documents up on the computer so I do not waste any time waiting for them
to load while I am teaching. I will also have the chart paper up on the
white board labeled Animals Have (Appendages and coverings) and
Animals Need at the top so students can brainstorm ideas independently
when they come in to the rug. This will allow them to think about details
individually to get ready for discussion.
Engage- Introduction of the lesson
o I will introduce this lesson by explaining the four needs that animals must
obtain in order to survive air, water, food, and shelter. I will play an
Animal Needs video on the Smart Board for them to watch. By hearing the
needs put to a fun song, the students will be able to memorize the four
needs faster than they would by me just listing them off.
Implementation of the lesson (specific procedures and directions for teacher
and students)
o Students will go to the rug so we can discuss the four basic needs that all
animals have. I will ask them if they think that humans have the same
needs, too. This will be a short discussion to keep the students learning
and focused. We will discuss how an animals surrounding can influence
how it can get its resources.
o The students will then go back to their desk to fill out a map of their
animals (the one that they chose to write about in writing) needs. They
will not only state the four basic needs, but they will also explain how they
meet some of them or get them from their surroundings or habitats. This

Amanda Goldstein
Ms. Lachances 1st grade class

To be taught 12/4/13

will be shown with pictures and sentences. Since all students are not all on
the same writing and reading levels, they will be asked to fill out as many
examples as they can. I believe that some students will be able to give an
example for all different needs and how they are obtained, but I do not
think they all will. Students will be able to use this in writing class and
finish it after I give it back to them. They will be able to use my feedback
on this assessment as guidance, too.
Closure
o Students will come back to the rug after to share. They will share what
they wrote about with a partner. Depending on how much time is left, we
will share examples. I will guide students to realize that even though we
have many different animals, they all have the same basic needs. They
may get their needs from different resources, but every animal needs
water, shelter, and air. If we have time, we will end the lesson by
discussing how humans obtain their basic needs so they can relate this
lesson back to themselves.
Clean-up
o All students will clean up the markers and pencils that they used before
coming to the rug. I will collect all of their papers at the end to check for
understanding of this lesson. All materials will be put back to where they
belong at the end of this lesson. All technology being used will be shut off,
as well.

H. DIFFERENTIATION
If students are struggling in the beginning of this lesson, I will guide them with
questioning and assistance to understand this information. If I notice students especially
struggling, I will go over to their desk and make sure that they understand this when they
are working individually. If they have any questions I can answer them to promote
learning and understanding. When students go back to their desks, I will go around and
make sure that everyone is on the right track. I will do this so no one feels lost and
confused. I believe that everyone in this class can understand this information even if
they need a little extra help and guidance. This will be a fun and engaging activity if
students are able to follow along with the material. I will be there for extra help if they
need.
If students get done early at their desks, they will be able to write about how they obtain
their four needs, as humans. The students who finish early will be able to do this. I will
also ask these students share this information to the rest of the class afterwards so the
other students can relate their findings about animals to themselves as humans. It will be
interesting for these students to take this a step forward as time permits.
I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU
DO ABOUT IT?
I will have all technology and copies already made for this lesson. If there is a problem
with technology, I will know about it previously and tweak this lesson as needed. I could
go to the library and check out a book about animal needs instead of using a video if the

Amanda Goldstein
Ms. Lachances 1st grade class

To be taught 12/4/13

Internet does not cooperate. If students have trouble with the content of this lesson, I will
help them accordingly. There are some students who will probably not understand this
right away. There are a few students in the classroom who get perplexed when learning
about something brand new. They are all capable of understanding this material, but some
may need a little bit more guidance. I will go around the room to make sure everyone
understands the assignment and is on the right track, but I will not give them answers to
fill out their maps. I want to guide them to understand this information on their own, so I
can see what we still need to work on for the rest of the week. If students are really
struggling, I will have them fill this chart out with human needs first. This will be
possibly more relatable than the needs of an animal. I will help students, as they need it
so no one is stressed out or upset, even if they do not understand the information right
away. This should be a creative and engaging lesson for these first graders.