IDEC Lesson Plan Format
1. Lesson Name/Title: Wild vs Tame Animals (Tame Lesson/Part 2)
2. SOLs/Foundation
Blocks
Science 1.5 The student
will investigate and
understand that animals,
including humans, have
basic needs and certain
distinguishing
characteristics. Key
concept C)animals can be
classified according to a
variety of characteristics
3. Objective(s)
Art 1.11 The student will
create observational
drawings of people and
objects in the environment

The student will be able to
identify examples of tame
animals.

The student will be able to
identify locations of where
tame animals can be
found.

The student will be able to
express how tame animals
are dependent on people,
and friendly.
4. Assessment of
Objective(s)
Completed booklets; accuracy
of booklets
Health 1.3 The student will
explain the need for
specific rules and practices
to promote personal safety
and injury-free situations
5. Materials
Wild & Tame animal booklet
Pencils
Crayons or markers
Velcro
Large white paper
Cut out pictures of tame animals
6. Optimal Students/Seating Arrangement for the Lesson
Students will be seated on the floor in front of the whiteboard for a whole class introduction to
wild animals. The students will then return to their individual desks to work on their animal
booklets.
7. Lesson Sequence

Introduction (10 minutes) The students will be introduced to tame animals; they will learn
about their typical habitats and dependent nature of humans. The instructor will mention
they are going to explore the differences between wild and tame animals, but this lesson
focuses primarily on the tame.
What you will do/say
What the student(s) do/say
“Yesterday we learned about wild animals, today we are
going to focus on tame animals.” (Point to ‘Animals: Wild
and Tame’ chart.)
“Yesterday we talked about what tame means. Can
Students may express varied
responses
someone remind me what it means?”
“Tame is something that is not frightened or scared of
people, and is not dangerous. What were some of the
animals we said were tame?”
“Perfect! Today we are going to focus on tame animals.”
(Pick up marker) “Can anyone tell me where I might find
tame animals?” (Write the students responses on the
board under tame, and focus on ‘House, farm, pet
store’.)
“Awesome. Can tame animals live on their own? Or do
they need help from people?”
“That’s right, they need help from people! They need our
help to feed them and give them water, and play with
them!.”
Students may express varied
responses… fish, cat, frogs, etc.
Students will be called on to
name where they would find
tame animals
“They need help from people!”
Students will raise their hands
“Raise your hands if you help your pets or animals at
home.”
(Write ‘’need help from people’ under TAME.)
“Are tame animals usually friendly? Or are they
dangerous?”
“So if I saw a dog at my friend’s house, do you think I
would be able to pet him?”
“Friendly!”
“Yess!”
Some students may talk about
how some ‘tame animals’ are
mean, and you can talk to them
about how you should always be
careful, but for the most part
they are friendly.
“In my baggie I have a lot of animals. I’m going to need
some friends to help me put them on the chart so
everyone can see.”
(Pass out the various tame animals with Velcro backings
to students who are being attentive and focused during
the lesson. One by one the students will place their tame
animal on the chart under TAME. Prompt them to say
the name of the animal and then ask the class
collectively where they might find the animal. For
examples: A cat; A cat lives in a house, or outside of a
house, but still with people.) Repeat until all of the tame
animals are on the chart.

Procedures (10 minutes)
Students will be dismissed to their desks and will begin working on their Wild and Tame
animal booklets.
What you will do/say
What the student(s) do/say
Hold up booklet.
“We are going to keep working on your Wild and Tame
The booklets will be awaiting the
students at their desks
booklet Yesterday we worked on the wild animal pages,
and today we will work on the tame animal pages!” (Flip
through pages)
“On the fifth page, these are your tame animal facts.
(Read the words on the page and orally fill in the blanks;
they are verbatim what is written on the chart filled out by
the class.) On the sixth page, this is where tame animals
live. You can color the pictures here. On the seventh
page, these are examples of tame animals. You can
draw pictures of each of the animals in the boxes. Right
now I want you to work on the tame animal pages only.”
“If you don’t finish, you can work on it for morning work
or when you take it home. If you do finish with your tame
animals, you can go back and finish your wild animals if
that’s not done.”

“What if we don’t finish?”
Students will begin working on
their books
Closure (2 minutes)
Students will be dismissed from their desks by identifying a tame animal, habitat or fact.
What you will do/say
What the student(s) do/say
“It’s time to clean up! Let’s put our markers
and pencils away!”
Ask each of the students to name a tame
animal, habitat or fact in order to line up at
the door (if they are not in your class) or to
get their stuff ready for the next class
activity.
Students will begin to pack up
Students will give varied responses to the
questions asked
If students struggle to provide a response,
providing verbal prompting to guide them
towards an answer.
**This is time dependent; if minimal time is
available, have the students line up and ask
for a few examples from selected students in
line
Collect booklets from students in line or at
desks
8. Modifications for children at different learning levels
Students may need assistance with the fill in the blanks, and verbal prompting or guiding may
be given. For students who are gifted, they may be asked to provide further examples on the
pages of habitats or tame animals, or even other descriptive words.
9. Reflections
For this science lesson, I taught this to not only my class, but each of the other 1st grade
classes. The dynamic of the students vary vastly from class to class so it was interesting to see
the level of prior knowledge they expressed, as well as how they responded to the movement
activity. For the most part the children as a whole were well behaved, but there were a handful
of students who felt that everyone should get a card. While I felt bad, I also was trying to reinstill the idea that not everyone ‘gets a trophy’. I did make it a point to give cards to students
who did not speak up much during the brainstorming part in the beginning, because then they
would be forced to use their voice to communicate the animal card in their hard at least.
The students completed their workbooks and appeared to really grasp the information.
Some of the students did show difficulty following directions in the book, but my CP reassured
me that the students know how to follow them and that they should be held accountable.
Therefore, for some students I had to walk them through the directions again until they were
finished. I really loved this booklet because it kept all of their work contained in one location, as
well as gave them the freedom to make their own choices on how to complete the pages.