LESSON PLAN 1

Name: Kelly Edwards Date: 11/28/17

Lesson Title: Living or Non-living? Grade/Level: First Grade Science

Curriculum Standards Focus Question/Big Idea/Goal
State Curriculum Standards What question(s), big idea(s), and/or goals drive your instruction?

GLE 0107.2.1 Distinguish between living and non-living things in Central Focus: Can students classify objects as living or non-
an environment. living?

Lesson Objective(s)
Objectives are measureable.

Students will be able to identify various characteristics of living and non living things.
Students will be able to to sort living and non living things based on their characteristics.
Students will be able to explain what characteristics make a thing living or non living.

Vocabulary/ Academic Language

What opportunities will you provide for students to practice content language/vocabulary and develop fluency ?
Before beginning the demonstration of the lesson, the following terms will be at the beginning of the PowerPoint presentation.
The students will be able to guess what the definitions of the terms are, find out the actual definition, and then be able to apply
it throughout the rest of the lesson. When asking or answering questions, students will use the vocabulary to demonstrate a
practical application of the terms.
Living: something that is alive
Non-living: something that is not alive
Characteristic: something used to identify something else

Questions for higher order thinking and assessment

These cannot be answered by yes or no.
What is a living thing?
What is a non living thing?
How do you know this object is living or non living?

Assessment/Evaluation
Informal: How will students demonstrate understanding of lesson objective(s)? How will you monitor and/or give feedback?
The teacher will ask and take questions throughout the lesson to determine the overall comprehension of the information.
Students will also be actively answering questions out loud, which will demonstrate their overall understanding of the material.
Formal: What evidence will you collect and how will it document student learning/mastery of lesson objective(s)?
The students will complete a worksheet, which covers the material taught, independently. It will be taken up for a grade based
on effort. This will show the teacher which students can come to the right answers on their own, and which students still need
help understanding the content.
Materials
What do you need for this lesson?
- SmartBoard
- PowerPoint of the definitions of the vocabulary, example problems to work as a class, and example problems that
students will be asked to come up to the board and do
- Pencils
- Notebook paper
- Worksheet for class practice
- Hula Hoops
- Living and non living objects
- Science vocabulary books
- Independent worksheet
- Homework sheet

Bell Ringer
What will students do as they enter the classroom and get ready to start the lesson?
The students will be instructed to read the vocabulary terms on the board and think-pair-share with a partner about what the
words could mean. They will be asked to write down the words in their science vocabulary books and be ready to fill in the
definitions later on in the lesson. Some of the vocabulary will be review from the previous lesson, and some will be new words
that will be introduced in the lesson to follow.

Anticipatory Set
How will you engage student interest in the content of the lesson? Use knowledge of students academic, social, and cultural characteristics.
The teacher will place two hula hoops on the floor of the classroom. Then, the teacher will have a brown paper bag full of
different objects that are living or non living. The teacher will instruct each student to come to the bag, get an object, and place it
in the correct hula hoop. Some students may get theirs wrong, but the teacher will address that later on in the lesson when
defining living and non living things. Every student will have an opportunity to place an object in a hula hoop.
Instruction
Provide specific details of lesson content and delivery. This could include step by step procedures, discovery, modeling (I Do), questions, encouraging higher
order thinking and problem solving, etc.
The teacher will introduce that the class will be learning about living and non living things. The teacher will then ask students to
define the vocabulary term living from the bell ringer. The students will answer with their ideas and the teacher will write them
on the board. The teacher will read all of the answers out loud and introduce the correct definition to begin the lesson. The
teacher will ask the students to write down the correct definition in their science vocabulary books. The rest of the terms (non
living and characteristic) will be introduced, defined by the students, and properly defined by the teacher in this same pattern.
These will also be written in the science vocabulary books. Then, the students will take a moment to either write down an
example of the word and definition or draw a picture to help them remember what each one means. This will be in the right
hand column of their journal. The teacher will tell the students that living things breathe air, eat food, drink water, etc., but that
non living things do not need these. The teacher will hold up a few objects from the anticipatory set and ask the students if each
object does each of these things, one at a time. The students will respond yes or no based on the object and the question. Then,
the teacher will have a slide that has various pictures of living or non living things. The students will receive a sheet of paper with
these pictures and columns on it. They will write an L for living and a NL for non living. Then, the students will place a check
or an x by each thing that the object does or does not do to prove that it is living or non living. After this is completed as a class,
each student will come up to the board and write either a living or non living thing in the correct category. Then the teacher will
give the students an independent worksheet similar to this worksheet to complete for a grade.

Guided and Independent Practice

This is the We Do and You Do section where students are encouraged to think critically. Provide specific details that demonstrate a gradual release of
responsibility from teacher to students.
After discussing the differences between living and non living things, the teacher will ask students to write down a few problems
posted on the board and work them out on their paper. The teacher will call on some students to come up to the board and
choose if an object is living or non living, asking the class to provide the correct answers to each problem. The students will stand
if they agree with the answer on the board or sit if they disagree. Based on if the teacher sees that the problem is right or wrong,
students who are standing or sitting will be asked to defend their opinion. Students will respond to why they agree or disagree,
and the teacher will address it and move on to the next problem.
Students will then be given an individual worksheet to complete.

Closure
Verbalize or demonstrate learning or skill one more time. This may include stating future learning objectives.
The teacher will ask the students to get into partners once the independent worksheets have been turned in. The teacher will
instruct each group to think/pair/share two things they thing are living and two things they think are non living and be ready to
share the ideas with the class. Once these are shared, the teacher will instruct them to write this down on an exit ticket before
they leave.

Adaptations to Meet Individual Needs

How will you adapt the instruction to meet the needs of individual students?
If the students are in need of a better idea of the difference between living and non living things, the teacher will pass out a piece
of paper to each student. On one side, the students will write living and on the other, non living. Then, the teacher will
instruct them to draw a few pictures of living things and non living things on the correct side of the paper. If the students need
help during the lesson, the teacher will have a few books on living an non living things that they will pull out for the students to
look at. The teacher may choose to read one or two of them to help the students get a better idea and a visual of living and non
living things. The teacher will also have a review worksheet for the class to work on when they are finished with the initial
independent worksheet if the partner activity does not go over well. This way students who finish early will still have something
to work on while others are finishing up. If the teacher sees that the class may need some more practice before moving on to the
next lesson, they may assign a short homework sheet to help better prepare the students for the next day.
 Cross-curricular connections
State connections between the material covered and other content areas.
This lesson uses vocabulary, which integrates reading, vocabulary and definitions, and grammar. Students will discuss concepts
out loud throughout the lesson, helping them develop speaking, listening, and writing skills. Students will be following a
procedure in order to determine solutions, showing reasoning skills used in math.
https://www.education.com/lesson-plan/living-and-nonliving-things/

LESSON PLAN 2
Name: Kelly Edwards Date: 11/29/17

Lesson Title: What Grows? Grade/Level: First Grade Science

Curriculum Standards Focus Question/Big Idea/Goal
State Curriculum Standards What question(s), big idea(s), and/or goals drive your instruction?

GLE 0107.3.1 Recognize that plants and animals are living things Central Focus: Can students recognize that plants and
that grow and change over time. animals grow?

Lesson Objective(s)
Objectives are measureable.

Students will be able to recall that plants and animals are classified as living things.
Students will be able to name and describe things that plants and animals need to live and grow.
Students will be able to identify that living things grow and change over time and non-living things do not.

Vocabulary/ Academic Language

What opportunities will you provide for students to practice content language/vocabulary and develop fluency ?
Before beginning the demonstration of the lesson, the following terms will be at the beginning of the PowerPoint presentation.
The students will be able to guess what the definitions of the terms are, find out the actual definition, and then be able to apply
it throughout the rest of the lesson. When asking or answering questions, students will use the vocabulary to demonstrate a
practical application of the terms.
Living: something that is alive
Non-living: something that is not alive
Grow: physically changing
Change: to become different
Questions for higher order thinking and assessment
These cannot be answered by yes or no.

What is an example of a living thing? A non-living thing?

What are some ways that living and non-living things are different?

What do we mean when we say that some things grow and other things do not grow?

Assessment/Evaluation
Informal: How will students demonstrate understanding of lesson objective(s)? How will you monitor and/or give feedback?
The teacher will ask and take questions throughout the lesson to determine the overall comprehension of the information.
Students will also be actively answering questions out loud, which will demonstrate their overall understanding of the material.
Formal: What evidence will you collect and how will it document student learning/mastery of lesson objective(s)?
The students will complete a worksheet, which covers the material taught, independently. It will be taken up for a grade based
on effort. This will show the teacher which students can come to the right answers on their own, and which students still need
help understanding the content.
Materials
What do you need for this lesson?

- SmartBoard
- PowerPoint of the definitions of the vocabulary and examples, worksheets, and answers for the lesson
 - Pencils
- Notebook paper
- Worksheet for group activity
- Exit slip
- Baskets
- Beach ball
- Science vocabulary books
- Notecards
- Homework sheet

Bell Ringer
What will students do as they enter the classroom and get ready to start the lesson?
The teacher will have the students form a circle on the floor as they enter the room. The teacher will have a beach ball with
random living and non-living objects written on it. The students will take turns tossing the ball to a classmate. The word that is on
their index finger when they catch the ball is the word that they will read out loud. If the word has already been read, they will
choose another word. The student will read the word out loud and tell the class if it is living or non-living. Once all of the
students have read a word and classified it as living or non-living, the class will return to their seats.

Anticipatory Set
How will you engage student interest in the content of the lesson? Use knowledge of students academic, social, and cultural characteristics.
The teacher will place two baskets at the front of the room. One basket will be labeled Living and the other basket will be
labeled Non-living. As the students return to their seats, the teacher will pass out notecards and ask the students to write
down one thing. (This could be a living or non-living object, and it may or may not be a word repeated from the ball activity).
Once the students are finished, the teacher will instruct them to place their card in the basket that they think it belongs in. After
this is complete, the teacher will pick the cards out of the basket and read them out loud. The teacher will ask the class if the
card is in the correct spot or not. If they say the card is not in the correct basket, then the teacher will ask them why. The teacher
will then begin to ask the students to compare and contrast the living and non-living objects. The teacher will write this on the
board in the form of a t chart. The teacher will eventually direct the discussion towards the idea that living things can grow and
change, while non-living things stay the same.

Instruction
Provide specific details of lesson content and delivery. This could include step by step procedures, discovery, modeling (I Do), questions, encouraging higher
order thinking and problem solving, etc.
The teacher will facilitate discussion about the objects the students came up with during the anticipatory set and address the
compare/ contrast chart. The teacher will begin by defining the vocabulary terms and having the students copy down the words
in their science vocabulary books. The teacher will provide examples of living things. The teacher will explain that plants and
animals are living things. The teacher will explain that plants and animals move, breathe, need air, need water, and need food,
which are all qualities of a living thing as discussed in lesson one. The teacher will then ask the students to help answer some
questions that are on the board. The teacher will go over the worksheet on the board with the class as a whole. It will be fill in
the blank of some of the things that make a living thing grow and change. Then, the teacher will pass out a multiple choice
worksheet to be completed in groups. Once the groups are finished, the worksheet will be gone over as a class and the
independent worksheets will be passed out.

Guided and Independent Practice

This is the We Do and You Do section where students are encouraged to think critically. Provide specific details that demonstrate a gradual release of
responsibility from teacher to students.
The teacher and students will answer questions about how living things grow and change as a class. Then, the teacher will ask
the students to get into groups to complete a worksheet. Afterwards, the students will complete an activity independently which
will be taken up for a grade based on effort. This will have similar types of questions on it and may ask a few more abstract
questions as to what some living things change and grow into towards the end.

Closure
Verbalize or demonstrate learning or skill one more time. This may include stating future learning objectives.
The teacher will review the concept that plants and animals are living things, characteristics of living things, and end with an I
Can statement which says, I can tell that plants and animals grow because they are living things. The teacher will pass out an
exit slip and ask the students to write one thing they learned and one thing they dont understand and turn it in on their way out
the door.

Adaptations to Meet Individual Needs

How will you adapt the instruction to meet the needs of individual students?
 Students who do not understand the anticipatory set will be asked to think/pair/share will another student near them to help
them get ideas of some of the characteristics of living and non living things. The teacher will also pull up the PowerPoint slide
from the previous lesson as review if necessary. If students are unable to comprehend the lesson, the teacher will review living
and non living things and ask students to list some of the things these living objects grow or change into. (Ex. caterpillar to
butterfly, potted plant to large tree, seed to flower, baby to child to adult, etc.) Then, students will be able to draw one of these
examples on a piece of paper to help them remember that non living things do not grow and change while living things do. If the
teacher sees that the class may need some more practice before moving on to the next lesson, they may assign a short
homework sheet to help better prepare the students for the next day.

Cross-curricular connections
State connections between the material covered and other content areas.
This lesson uses vocabulary, which integrates reading, vocabulary and definitions, and grammar. Students will discuss concepts
out loud throughout the lesson, helping them develop speaking, listening, and writing skills. Students will be following a
procedure in order to determine solutions, showing reasoning skills used in math.
How are They Different Worksheet Living vs Non living quiz Characteristics of Life quiz
Living Things Need. worksheet

LESSON PLAN 3
Name: Kelly Edwards Date: 11/30/17

Lesson Title: The Life Cycle Grade/Level: First Grade Science

Curriculum Standards Focus Question/Big Idea/Goal
State Curriculum Standards What question(s), big idea(s), and/or goals drive your instruction?

GLE 0107.4.1 Observe and illustrate the life cycle of animals. Central Focus: Can students recognize that animals grow and
change in stages?
Lesson Objective(s)
Objectives are measureable.

Students will be able to classify animals as living things.

Students will be able to realize that animals grow and change over time.
Students will be able to recite the stages of the life cycle of an animal.

Vocabulary/ Academic Language

What opportunities will you provide for students to practice content language/vocabulary and develop fluency?
Before beginning the demonstration of the lesson, the following terms will be at the beginning of the PowerPoint presentation.
The students will be able to guess what the definitions of the terms are, find out the actual definition, and then be able to apply
it throughout the rest of the lesson. When asking or answering questions, students will use the vocabulary to demonstrate a
practical application of the terms.
Animal: living thing that is not a plant or human
Life Cycle: a set of changes that a living thing goes through when it grows

Questions for higher order thinking and assessment

These cannot be answered by yes or no.
What is an animal?
What are the stages an animal goes through when it grows?
How is the life cycle of an animal similar to the life cycle of a human?

Assessment/Evaluation
Informal: How will students demonstrate understanding of lesson objective(s)? How will you monitor and/or give feedback?
The teacher will ask and take questions throughout the lesson to determine the overall comprehension of the information.
Students will also be actively answering questions out loud, which will demonstrate their overall understanding of the material.
Formal: What evidence will you collect and how will it document student learning/mastery of lesson objective(s)?
The students will complete a worksheet, which covers the material taught, independently. It will be taken up for a grade based
on effort. This will show the teacher which students can come to the right answers on their own, and which students still need
help understanding the content.
Materials
What do you need for this lesson?
- SmartBoard
 - PowerPoint of the definitions of the vocabulary and examples, worksheets, and answers for the lesson
- Pencils
- Butterfly puzzle packs
- Notebook paper
- Worksheet for group activity
- Science vocabulary books
- Homework sheet
- Butterfly life cycle independent worksheet

Bell Ringer
What will students do as they enter the classroom and get ready to start the lesson?
The students will be instructed to read the vocabulary terms on the board and think-pair-share with a partner about what the
words could mean. They will be asked to write down the words in their science vocabulary books and be ready to fill in the
definitions later on in the lesson. Some of the vocabulary will be review from the previous lesson, and some will be new words
that will be introduced in the lesson to follow. The students will also be asked to draw a picture of any animal in the Animal
word/ definition/ picture line in the book.

Anticipatory Set
How will you engage student interest in the content of the lesson? Use knowledge of students academic, social, and cultural characteristics.
The teacher will ask the class to get into groups of three or four. Then, the teacher will pass out a bag of puzzle pieces. One piece
will have an egg, another will have a caterpillar, then next will have a cocoon, and the last will have a butterfly. The students will
work in their groups to see which order they think the pictures go in.

Instruction
Provide specific details of lesson content and delivery. This could include step by step procedures, discovery, modeling (I Do), questions, encouraging higher
order thinking and problem solving, etc.
The teacher will ask some groups to share the order they put their butterfly puzzle in. Once all groups have shared, the teacher
will show the class the correct way and ask why this is the correct way. The teacher will explain that animals are living things that
grow and change, and their life cycle is like a picture that shows the different changes they go through. The teacher will talk
about how all living things start as a baby, and in this case the butterfly would begin as what is called an egg. Then, the butterfly
grows into a caterpillar. One special thing about a butterfly is that the next step is that it has a cocoon. In the cocoon, it grows
and changes from a caterpillar into a butterfly. The teacher will mention that other animals go through a similar process as well.
The teacher will ask the students to get into their groups to complete an activity.

Guided and Independent Practice

This is the We Do and You Do section where students are encouraged to think critically. Provide specific details that demonstrate a gradual release of
responsibility from teacher to students.
The teacher will ask the students to get into groups to complete an activity. The teacher will give a piece of construction paper to
each group, along with a bag of 4 different kinds of noodles. The students will follow the teachers example to create a picture of
the life cycle of a butterfly. Afterwards, the students will complete a worksheet independently which will be taken up for a grade
based on effort. This will require them to cut and paste the steps of the life cycle of the butterfly into the order they think it goes
in. Then they will color it in.

Closure
Verbalize or demonstrate learning or skill one more time. This may include stating future learning objectives.
Once the worksheets have been handed in, the teacher will pull out the Three Ws chart, which lists three questions.
These questions are: What did we learn today? So what? (why is this important) and What now? (where do we go
from here). The teacher will ask each question and take answers in between.
Adaptations to Meet Individual Needs
How will you adapt the instruction to meet the needs of individual students?
If the students are not comprehending the anticipatory set, the teacher will review the concepts that plants and animals are
living things and living things grow and change over time. Then, the teacher will ask the students to take out a sheet of paper and
draw a picture of their family. Most will have the child, either a younger or older sibling, and one or two parents or grandparents.
The teacher will ask a few students to come up and tell the class who is in their family picture. The teacher will explain that the
child grew and changed from a baby, into a teenager or older child like their older brother and sisters, and finally into an adult
like their parents or grandparents. The teacher will say that this is called a life cycle, but today the class will learn about the life
cycle of a butterfly. The teacher will note that in the life cycle of their families, the people grew from small to large, so the
students should remember that when looking at the puzzle. If the students are not comprehending the lesson, the teacher will
relate that just like a butterfly begins as an egg, so does a chicken. The teacher will give the example of the life cycle of a chicken.
If the students need help with the noodle butterfly cycle activity, the teacher will have them pull out the corrected puzzle from
 the anticipatory set and review the life cycle of the butterfly. The teacher will also give examples as listed before. If the teacher
sees that the class may need some more practice before moving on to the next lesson, they may assign a short homework sheet
to help better prepare the students for the next day.
Cross-curricular connections
State connections between the material covered and other content areas.
This lesson uses vocabulary, which integrates reading, vocabulary and definitions, and grammar. Students will discuss concepts
out loud throughout the lesson, helping them develop speaking, listening, and writing skills. Students will be following a
procedure in order to determine solutions, showing reasoning skills used in math.
https://www.teacherspayteachers.com/Product/Freebie-Butterfly-Life-Cycle-cut-paste-1190447
https://www.allkidsnetwork.com/crafts/bugs/butterfly-life-cycle-craft.asp
40 WAYS TO LEAVE A LESSON

LESSON PLAN 4
Name: Kelly Edwards Date: 12/1/17

Lesson Title: Animals and Their Young Grade/Level: First Grade Science
Curriculum Standards Focus Question/Big Idea/Goal
State Curriculum Standards What question(s), big idea(s), and/or goals drive your instruction?

GLE 0107.4.2 Describe ways in which animals closely resemble Central Focus: Can students recognize the similarities
their parents. between animals and their young?

Lesson Objective(s)
Objectives are measureable.

Students will be able to remember which baby animals go with which adult animals.
Students will be able to comprehend that there are common similarities between animals and their young.
Students will be able to explain the similarities there are between animals and their young.

Vocabulary/ Academic Language

What opportunities will you provide for students to practice content language/vocabulary and develop fluency ?
Before beginning the demonstration of the lesson, the following terms will be at the beginning of the PowerPoint presentation.
The students will be able to guess what the definitions of the terms are, find out the actual definition, and then be able to apply
it throughout the rest of the lesson. When asking or answering questions, students will use the vocabulary to demonstrate a
practical application of the terms.
Grow: to become larger or different over time

Questions for higher order thinking and assessment

These cannot be answered by yes or no.
What is a characteristic of a [animal]?
Does this animals young have this same characteristic as it does?
Why is this baby animal classified with this adult animal?

Assessment/Evaluation
Informal: How will students demonstrate understanding of lesson objective(s)? How will you monitor and/or give feedback?
The teacher will ask and take questions throughout the lesson to determine the overall comprehension of the information.
Students will also be actively answering questions out loud, which will demonstrate their overall understanding of the material.
Formal: What evidence will you collect and how will it document student learning/mastery of lesson objective(s)?
The students will complete a worksheet, which covers the material taught, independently. It will be taken up for a grade based
on effort. This will show the teacher which students can come to the right answers on their own, and which students still need
help understanding the content.
Materials
What do you need for this lesson?
- SmartBoard
- PowerPoint of the definitions of the vocabulary and examples, worksheets, and answers for the lesson
- Pencils
- Notecards
 - Notebook paper
- Animals matching for anticipatory set
- Science vocabulary books
- Homework sheet
- Animal matching game
- Individual worksheet

Bell Ringer
What will students do as they enter the classroom and get ready to start the lesson?
The teacher will pass out notecards and ask the students to write down one thing they remember from the previous lesson.
Then, the teacher will discuss the students answers as a class.

Anticipatory Set
How will you engage student interest in the content of the lesson? Use knowledge of students academic, social, and cultural characteristics.
The teacher will ask the students to look at the board and draw a line to which baby animal goes with the parent animal. Then,
the teacher will ask the students why they think each animal goes with the parent they connected it to.

Instruction
Provide specific details of lesson content and delivery. This could include step by step procedures, discovery, modeling (I Do), questions, encouraging higher
order thinking and problem solving, etc.
The teacher will explain that there are certain things about animals that make them look similar to their parents. The teacher will
relate that the students look like their parents, too. The teacher will ask the students to name one thing that they have in
common with their parents. This could be eye color, hair color, nose, smile, etc. Then, the teacher will explain that animals are
like this too. The teacher will point out some of the features in different animals and their parents to the students. The teacher
will then ask students to get into groups and will pass out a matching game to each group. The groups will complete the matches,
which will be parent(s) animals with their babies. The class will then discuss the similarities between the babies and the parents
now that they have a visual in front of them. After this is done, the teacher will pass out a worksheet to each student to be
completed individually for a grade based on effort. This worksheet will require the students to connect the lines from the child to
the parent animal and will require them to give one example per animal group as to why they go together.

Guided and Independent Practice

This is the We Do and You Do section where students are encouraged to think critically. Provide specific details that demonstrate a gradual release of
responsibility from teacher to students.
The students will complete a matching game in groups with the teachers guidance. The class will discuss the results together.
Then, the teacher will pass out individual worksheets that will be taken up for a grade based on effort.

Closure
Verbalize or demonstrate learning or skill one more time. This may include stating future learning objectives.
The teacher will pass out note cards to each student and will ask them to draw a picture of one thing they learned from the
lesson. This will be their exit ticket out of the room for the day.

Adaptations to Meet Individual Needs

How will you adapt the instruction to meet the needs of individual students?
If the students are in need of a different way to begin the lesson, the teacher will talk about the family drawings from the
previous lesson. The teacher will mention that the children in the families look like the parents. Then, the teacher will ask the
students to pull out a piece of paper and draw a picture of an animal and its baby. Most students will draw their dog and a
puppy, or a cat and kittens, etc. The teacher will use this to demonstrate that the animals young is like a smaller version of the
animal. If the students are not comprehending the lesson, the teacher will pull up the original anticipatory set and they will
complete it again as a class. The students will use this to look at when completing the group matching assignment. If the students
cannot complete the individual assignment, then the teacher will ask the students to turn it in and the teacher will assess it and
plan a review for the following day. If the teacher sees that the class may need some more practice before moving on to the next
lesson, they may assign a short homework sheet to help better prepare the students for the next day.
Cross-curricular connections
State connections between the material covered and other content areas.
This lesson uses vocabulary, which integrates reading, vocabulary and definitions, and grammar. Students will discuss concepts
out loud throughout the lesson, helping them develop speaking, listening, and writing skills. Students will be following a
procedure in order to determine solutions, showing reasoning skills used in math.
http://www.freehomeschooldeals.com/free-baby-animal-puzzles-13-total/
40 WAYS TO LEAVE A LESSON
 LESSON PLAN 5
Name: Kelly Edwards Date: 12/2/17

Lesson Title: Where is My Home? Grade/Level: First Grade Science

Curriculum Standards Focus Question/Big Idea/Goal
State Curriculum Standards What question(s), big idea(s), and/or goals drive your instruction?

GLE 0107.5.1 Investigate how plants and animals can be grouped Central Focus: Can students tell what animals go in certain
according to their habitats. habitats?

Lesson Objective(s)
Objectives are measureable.

Students will be able to define the word habitat.

Students will be able to differentiate between the different habitats.
Students will be able to place animals into their correct habitat.

Vocabulary/ Academic Language

What opportunities will you provide for students to practice content language/vocabulary and develop fluency ?
Before beginning the demonstration of the lesson, the following terms will be at the beginning of the PowerPoint presentation.
The students will be able to guess what the definitions of the terms are, find out the actual definition, and then be able to apply
it throughout the rest of the lesson. When asking or answering questions, students will use the vocabulary to demonstrate a
practical application of the terms.
Habitat: a place where an animal is found naturally

Questions for higher order thinking and assessment

These cannot be answered by yes or no.
What is a habitat?
What habitat does a [animal] live in?
What features of this animal are a clue as to what kind of habitat they live in?

Assessment/Evaluation
Informal: How will students demonstrate understanding of lesson objective(s)? How will you monitor and/or give feedback?
The teacher will ask and take questions throughout the lesson to determine the overall comprehension of the information.
Students will also be actively answering questions out loud, which will demonstrate their overall understanding of the material.
Formal: What evidence will you collect and how will it document student learning/mastery of lesson objective(s)?
The students will complete a worksheet, which covers the material taught, independently. It will be taken up for a grade based
on effort. This will show the teacher which students can come to the right answers on their own, and which students still need
help understanding the content.
Materials
What do you need for this lesson?
- SmartBoard
- PowerPoint of the definitions of the vocabulary and examples, worksheets, and answers for the lesson
- Pencils
- Notecards
- Notebook paper
- Science vocabulary books
- Homework sheet
- Animal habitat group activity
- Independent worksheet

Bell Ringer
What will students do as they enter the classroom and get ready to start the lesson?
The students will be instructed to read the vocabulary terms on the board and think-pair-share with a partner about what the
words could mean. They will be asked to write down the words in their science vocabulary books and be ready to fill in the
definitions later on in the lesson. Some of the vocabulary will be review from the previous lesson, and some will be new words
that will be introduced in the lesson to follow.
Anticipatory Set
How will you engage student interest in the content of the lesson? Use knowledge of students academic, social, and cultural characteristics.
The teacher will hand out note cards and ask students to draw a picture of their home. Then, the teacher will ask the students to
think about some things about their home that make it a good place to live in. [ex. warm, dry, has a bed, has food that they can
eat, etc.]

Instruction
Provide specific details of lesson content and delivery. This could include step by step procedures, discovery, modeling (I Do), questions, encouraging higher
order thinking and problem solving, etc.
The teacher will ask the students for some of their answers to the anticipatory set. The teacher will talk about how each of these
things are parts of their home that make it a good place for them to live. However, if a bear were to live in their home, it would
not be good because bears dont eat people food or sleep in a bed. Bears eat food found in a habitat called the forest. The
teacher will continue to introduce the other habitats: ocean, desert, and arctic. The teacher will give characteristics of each of
the habitats, and the class will talk about some animals that live in each. Then, the teacher will discuss how some animals, like
the polar bear, have qualities that are made for their habitat, like thick fur and claws to catch fish and protect themselves. Then,
the teacher will do an activity that the class will complete together. This activity will require the students to consider the material
from the lesson and choose which animals go with which habitat and why. The teacher will call out an answer and the students
will have to stand if they agree or sit if they disagree. The teacher will call on a student from each side for every answer and they
will have to defend why they think it is wrong or right. Then, the teacher will pass out an independent worksheet for the
students to complete for a grade based on effort. This worksheet will require the students to cut and paste animals into the
correct environment on their sheet.

Guided and Independent Practice

This is the We Do and You Do section where students are encouraged to think critically. Provide specific details that demonstrate a gradual release of
responsibility from teacher to students.
The students will complete a group activity as a class and will discuss the results together.
Then, the teacher will pass out individual worksheets that will be taken up for a grade based on effort.

Closure
Verbalize or demonstrate learning or skill one more time. This may include stating future learning objectives.
The teacher will review the days concept and ask students to draw a picture of one animal in their correct environment as their
exit ticket.

Adaptations to Meet Individual Needs

How will you adapt the instruction to meet the needs of individual students?
If the students are not comprehending the anticipatory set, then the teacher will ask them do describe some of the things that
they need in their home. The teacher will make a list of these things on the board. The teacher will connect that these needs are
similar to the needs of animals. They have things in their homes that they need as well. If the students are not comprehending
the lesson, then the teacher will ask the students to draw a picture of the beach. The picture will have sand, crabs, palm trees,
seashells, etc. The teacher will explain that this place is different that the place that the students live. The teacher will explain
that this environment doesnt have these things because these types of trees and animals cant live in this habitat because it is
too cold. The teacher will continue to do this until the students catch on. If the students are unable to place the animals in their
habitats, the teacher will have a worksheet for the students to complete as a class that labels different parts of certain animals
and what they are used for. [claws on a bear, webbed feet on a duck, etc.] The teacher will also pull up examples for the students
to look at as they complete the independent cut and paste assignment. If the teacher sees that the class may need some more
practice before moving on to the next lesson, they may assign a short homework sheet to help better prepare the students for
the next day.
Cross-curricular connections
State connections between the material covered and other content areas.
This lesson uses vocabulary, which integrates reading, vocabulary and definitions, and grammar. Students will discuss concepts
out loud throughout the lesson, helping them develop speaking, listening, and writing skills. Students will be following a
procedure in order to determine solutions, showing reasoning skills used in math.
 UNIT PLAN TEMPLATE
Name: Kelly Edwards Date: 11/28/17
Subject/Content: Science Grade Level: First
Curriculum Standards Unit Goals
State Curriculum Standards Create goals that are observable

GLE 0107.2.1 Distinguish between living and non-living things in Can students classify objects as living or non-living?
an environment.
Can students recognize that plants and animals grow?
GLE 0107.3.1 Recognize that plants and animals are living
Can students recognize that animals grow and change in
things that grow and change over time.
stages?

GLE 0107.4.1 Observe and illustrate the life cycle of animals. Can students recognize the similarities between animals and
their young?
GLE 0107.4.2 Describe ways in which animals closely resemble
their parents. Can students tell what animals go in certain habitats?

GLE 0107.5.1 Investigate how plants and animals can be

grouped according to their habitats.

Activities Planned
List and/or describe the daily activities planned for the unit.
Lesson 1: The students will add to their science vocabulary books. The students will participate in the hula hoop activity.
The teacher will instruct the students on living and non living things. The teacher and students will practice classifying
living and non living things together. The teacher will guide students as they begin to classify living and non living things
on their own. Then the students will complete a worksheet independently which will be taken up for a grade based on
effort.
Lesson 2: The students will add to their science vocabulary books. The students will participate in the beach ball and
basket activities. The teacher will instruct the students on the concept that plants and animals are living things that grow
and change. The teacher and students will practice identifying things that plants and animals need to grow and change
together. The teacher will guide students as they begin to identify things that plants and animals need to grow and
change on their own, and as a class, they will discuss the answers. The students will complete a worksheet independently
that will be turned in for a grade based on effort.
Lesson 3: The students will add to their science vocabulary books. The students will participate in the butterfly puzzle
activity. The teacher will instruct the students on the life cycle of animals. The teacher and students will practice this
concept of cycles together. The teacher will guide students as they begin to complete the pasta activity on their own and
as a class they will discuss the process. The students will complete a worksheet independently that will be turned in for a
grade based on effort.
Lesson 4: The students will add to their science vocabulary books. The students will participate in the animal/parent
matching activity. The teacher will instruct the students on the idea that animals young resemble them. The teacher and
students will practice making these connections together. The teacher will guide students as they begin to practice the
matching game and as a class they will discuss the answers. The students will complete a worksheet independently that
will be turned in for a grade.
Lesson 5: The students will add to their science vocabulary books. The students will review animals and their needs and
participate in the home activity. The teacher will instruct the students on habitats. The teacher and students will practice
placing animals in their habitats together. The teacher will guide students as they begin to do this on their own and as a
class they will discuss the answers. The students will complete a worksheet independently which will be taken up for a
grade based on effort.

Assessment
Informal: How will students demonstrate understanding of lesson objective(s)? How will you monitor and/or give feedback?
The students will be assessed informally through their ability to answer questions in class, defend their answers, and work in
groups to solve problems. The teacher will monitor this by taking note of the students who consistently answer questions right or
wrong, and by taking up work done in class. This will allow the teacher to give feedback on the work and return it to the students
before the students are required to complete the problems for a formal assessment.
Formal: What evidence will you collect and how will it document student learning/mastery of lesson objective(s)?
 The students will be assessed formally through independent worksheets that are taken up for a grade based on effort. The
teacher will document student comprehension of the content and assess student understanding as well as ones own teaching.
https://www.tn.gov/education/article/science-standards