Unit 4-Plants and Animals Needs 3
Teacher:
Essential
Question(s)
School:
Do all animals need the same kind of food?
Grade/Subject: K/ Science Week of:
What do animals need to live and grow?
NGSS
Lesson
Objective
I can
Decide if animals need food and water to survive by completing lab task and observations with 80% accuracy.
SWBAT
Where do animals obtain their food?
All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow. (K-LS1-1)
Use observations to describe patterns of what plants and animals
(including humans) need to survive.
Opening/
Do Now
Circle Time
Youtube Video
Needs of
Animals https://www.yo
utube.com/watc h?v=k4UDf3tF_
O4
Draw one thing that animals need to survive.
OR
Slide 73-
Brainstorm
*Draw Ideas of how animals search for food
Description of Each
Instructional Component
1.Mini- Lesson (I Do)-
Teacher introduces
“Animal’s Needs“ and” by use of a Power point.
(Slides 72-81 http://www.trento
n.k12.nj.us/files/_7
PBsW_/98848ff7a9 cf98b93745a49013
852ec4/Unit_3_-
_Plant__Animal_N eeds_-
_Presentation_Slid es.pdf
The teacher will read over slides, thinking aloud,
“What do animals need to survive? What are the same and or different about plants and animal’s needs? Introducing key words, energy, animal, need, water, shelter, food, air.
Formative
Assessments:
Checks for
Understanding
1. PowerPoint
Questions (Slide
79,80,81,97,98,107,
108)
2. Finding Food
Question Sheet
3. Observations
Differentiation/
Modifications
Special Education
and or ELL-
*Pacing(provide ample time for lab task)
*Simple Language
*Create Vocabulary cards with vocab terms and pictures
*Teacher can create a large font anchor chart for animals needs including pictures and key terms
*Anchor chart for tools used during lab
*Deliver minilesson in small groups
*Group students with partners to complete lab
*Modify
Closing/
Reflection/
Assessment
Post Lab
Observation
Sheets:
*What did you observe that was the same in all three labs?
Recording
Sheets: http://www.tre
nton.k12.nj.us/f iles/_7PBru_/c5
58263f756f92fe
3745a49013852 ec4/Unit_3_-
_Plant__Animal
_Needs_-
_Optional_Labs.
Squirrel Lab
Sheet 12
Materials/
Resources
Used
Computer
Youtube
Plants and
Animals Need
Powerpoint
Finding Food
Reading
Materials
Plastic Bottle
String
Bird Seeds
Peanuts
Soil
Container
Shredded
Teacher will read passage
“Finding Food” http://www.readworks.org
/passages/finding-food
2.We Do- See formative assessment 1
3Animal Observation (You
Do)
Students will make daily observations and record whether they saw an animal eat or drink , what and where they ate or drank.
Observing Squirrels Lab-
Students will be observing
Squirrel activities. They will look for squirrels moving around to find food and record the number of times the squirrel collects food. In autumn record the number of times a squirrel collects seeds
(Slide 91) or
Acorns in one hour. (Use activity sheet 12) Do this for several days. In autumn, squirrels store food. Did you observe where they hide their food?
Observe the squirrels again another time of the year. Is there a difference in their activity. Do they store food this time of the assessment questions from lab.
*Create a semantic map of animals and their needs
(waterwater, etc)
*Model lab task
*Allow oral responses to lab assessment or drawn responses
Visual- Take pictures of animals and what they eat , draw the animals while they are eating
Bodily Kinesthetic-
Hands-on animal observation labs
Musical- Listen to
Youtube (animals needs) Identify the needs of plants
Interpersonal-
Group students together with a partner to perform lab task encouraging students to discuss their observations through prompted questions and turn and talk discussions.
Intrapersonal-
Allow student to
*What did you observe?
*Is there a pattern when squirrels eat?
Birds Lab
Sheet 13
Share your observations?
How often did the birds eat from the feeders?
Earthworm Lab
Sheet s 14-15
*Is the worm stretched out or curled up?
* Does it stay where it is or move out of sight when you remove the dark cover.
*Is it at the top, bottom, or somewhere in the middle?
*If there are numerous worms, do you ever find them in the same burrow?
*Try putting different kinds of food under
Newspaper
Lettuce
Black Paper
Foil
year? Compare your data for the two seasons
Observing Birds Outdoor
Feeding Lab-
Have students work bird feeding trays and bottles to see how often animals have taken from them birds. Observe one for a week and other throughout the year. (Slides 92-96)
Observing Earthworms
lab- Students will collect soil and observe what they find in the soil on their recording activity sheets.
Then teacher will place earthworms in a container following lab instructions to perform daily observations. (Slides 99-
106) perform lab independently with moderate prompting and discussion. Give students journal starts to privately record observations from lab.
Linguistic-Have students perform labs announcing what they see or listening to teacher model their observations.
Logical- Prompt students to journal results of their observations and give reasoning’s for animals eating patterns the leaves in container.
*Does the worm seem to like one type of food?
