Developmental Lesson Plan

*ALL EQUAL

Teacher Candidate: Paige Miller, Megan Bauter, Jaclyn Pillinger Date: 10/2/18

Group Size: 21 Allotted Time: 45 minutes – 2 Days Grade Level First-Grade

Subject or Topic: Lesson 5 – Basic Needs

Common Core/PA Standard(s):

4.1 Ecology
4.1.1.A Identify and describe the basic needs of living things in a terrestrial habitat.
3.1.1.A2 Investigate the dependence of living things on the sun’s energy, water, food/nutrients,
air, living space, and shelter.

Learning Targets/Objectives:
The first-grade students will be able to know and explain why each basic need is necessary for
living things in Pennsylvania forest.
The first-grade students will be able to find examples of each basic need through the use of
their senses during a nature walk.

Assessment Approaches: Evidence:

1. Classroom checklist. 1. Instead of checks we will mark how many
2. Guided worksheet. of the four components each student listed
3. Habitat/shelter replica correctly.
2. Completion of worksheet.
3. Replica completion.

Assessment Scale:
For the guided worksheet and the replica, they will be turned it together and graded. (2 & 3)
3 – Both activities are sufficiently complete.
2 – Both activities are partially complete.
1 – Only one activity is complete.
0 – None of the activities were completed.

Subject Matter/Content:
Prerequisites:
The students should be able to identify the basic needs for themselves and understand how
other living things need similar need to them.

Key Vocabulary:
Shelter: a place or structure that gives protection against weather or danger.
Energy: the power or ability to make something work or be active.
Oxygen: a gas with no color or smell that is one of the chemical elements.
Food: anything that contains nutrients and is eaten by living creatures in order to maintain life,
health, and growth.
Water: a clear liquid that has no taste or odor. Water takes the form of rain, rivers, oceans, and
lakes and is a major requirement for life.
Survival: the act or fact of continuing to be alive or survive.
Food chain: a series of living beings in which each serves as food for the next.

Content/Facts:
What are the basic needs?
Why are the basic need important for survival?

Introduction/Activating/Launch Strategies: (5 minutes)

Day 1
Ask the students to recall what the key components of photosynthesis are and what it
produced. Each student will write their thoughts and answers down on a white board and hold
it up when they are asked, this will be used as assessment.
 Once all student has written down what they remember on their whiteboard we will
have a few students share their ideas, before going over any answers that were missed.
Day 2
Ask the students to recall what types of materials they found on their nature walk the previous
day. The students will raise their hands and share their responses while the teacher makes a list
on the board.
 Once all the material list is created we will have a brief discussion on how these
materials are used by animals to help them live and survive.

Development/Teaching Approaches (30 minutes)

Day 1
 Gather the students on the carpet in front of the Smart Board.
 Play basic needs of an animal video: https://www.youtube.com/watch?v=dA3dzs-
HXBI
o What is your shelter?
o Look to your partner and tell them one animal that you have observed in the
woods, your neighborhood, ect. and what their shelter is?
o What types of materials can a shelter be made from?
 The teacher will write the student responses on the board for further
discussion.
 Explain the nature walk activity/scavenger hunt.
o We will be going outside to the outdoor classroom and observing and collecting
natural materials within the environment. The students will be provided with a
pencil and guiding worksheet, as well as, a small bag to collect the materials.
We will then use those collected materials to create a replica of a habitat.
Students will then use their collected materials to create and write about their
creation.
 The students will grab their coats, line up at the door, and walk outside.
  Weather permitting: Outdoor read aloud in the outdoor classroom.
o I Took A Walk. By: Henry Cole
 Before reading: What do you think this book is about? What are you
going to see?
 After reading: How will you use what you learned in this book for when
we go on our nature walk?
 Pass out guiding sheet to the students.
 Explain the nature walk boundaries and rules.
 Allow them 10-15 minutes to collect the materials and place them in their bags.
 Have the students line up and head back inside.

Day 2
 Gather the students on the carpet.
 Explain the habitat/replica project to the whole group.
o The students will find their nature walk bags and spread their materials across
their desk.
o They will use the materials they collected, as well as, one’s in the classroom to
create a habitat image on their story page sheet.
 The story page sheet has an open box for the image to be created in, and
lines underneath for an explanation.
 The student will then head back to their seats.
 They will be able to move freely in the room to get needed materials from the resource
center.
 They will be given 20 minutes to work.
o Once their habitat is created they must write a brief explanation of their habitat
creation and referencing the importance of the basic needs of all living things.
 Once the students finish they will clean up their table, putting all scraps in the trash and
all materials away on their correct shelf.

Closure/Summarizing Strategies: (10 minutes)

Day 1
The students will first discuss with their table groups what types of materials they found on
their nature walk, where they found them, and what they might have been used for. Tell the
students that tomorrow we will start by sharing our materials with the whole group and
discussing what we will be doing with them.

Day 2
The students will get the chance to get out of their seats, walk around the different tables, and
view the habitats created by their classmates. After all the student habitats are viewed they will
go back to their tables, grab their own creation, and place it on the racks to dry.

Accommodations/Differentiation:
The student has a sever difficulty with fine motor skills and we would accommodate by
providing a poster board for the replica creation, allowing them more space and flexibility.
They would be given thicker markers or utensils to write with and liquid glue.
Materials/Resources:
 Online beginners dictionary - https://www.wordsmyth.net/
 Video: https://www.youtube.com/watch?v=dA3dzs-HXBI
 Book: I Took A Walk By: Henry Cole
 Guiding sheet for nature walk.
 Story page sheet.
 Nature walk materials, markers, pencil, scissors, glue.

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts