YGES Weekly Lesson Plan Template
Name: 2nd
Grade Science
Date: August
31st –
September 4th
Standard
Monday
Tuesday
Wednesday
Thursday
Friday
S2L1. Students will investigate the S2L1. Students will investigate the life S2L1. Students will investigate the S2L1. Students will
S2L1. Students will investigate
life cycles of different living
cycles of different living organisms.
life cycles of different living
investigate the life cycles of the life cycles of different living
a. Determine the sequence of the life
organisms.
organisms.
different living organisms. organisms.
a. Determine the sequence of the life cycle of common animals in your area: a a. Determine the sequence of the life a. Determine the sequence of a. Determine the sequence of the
cycle of common animals in your
mammal such as a cat or dog or
cycle of common animals in your area: the life cycle of common
life cycle of common animals in
area: a mammal such as a cat or dog classroom pet, a bird such as a chicken, a mammal such as a cat or dog or
animals in your area: a
your area: a mammal such as a cat
or classroom pet, a bird such as a
an amphibian such as a frog, and an
classroom pet, a bird such as a
mammal such as a cat or dog or dog or classroom pet, a bird
chicken, an amphibian such as a frog, insect such as a butterfly
chicken, an amphibian such as a frog, or classroom pet, a bird such as such as a chicken, an amphibian
and an insect such as a butterfly
and an insect such as a butterfly
a chicken, an amphibian such such as a frog, and an insect such
as a frog, and an insect such as as a butterfly
S2E3. Students will observe and record
a butterfly
S2E3. Students will observe and
changes in their surroundings and
S2E3. Students will observe and
record changes in their
infer the causes of the changes.
record changes in their
S2E3. Students will observe and
surroundings and infer the causes a. Recognize effects that occur in a
surroundings and infer the causes of S2E3. Students will observe record changes in their
specific area caused by weather, plants, the changes.
of the changes.
and record changes in their surroundings and infer the
a. Recognize effects that occur in a animals, and/or people.
a. Recognize effects that occur in a
surroundings and infer the causes of the changes.
specific area caused by weather,
specific area caused by weather,
a. Recognize effects that occur in
causes of the changes.
plants, animals, and/or people.
plants, animals, and/or people.
a. Recognize effects that occur a specific area caused by weather,
in a specific area caused by
plants, animals, and/or people.
weather, plants, animals,
and/or people.
Essential
What do animals need in How does an animal’s
Question/
order to survive and
covering help it survive?
Key Question thrive?
How do animals differ in How are tamed and
the way they move?
untamed the same
and different?
Please make sure that you address TKES standard four (differentiated instruction), standard 6 (assessment uses)
How are animals that live
on land and animals that
live in the water the same
and different?
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YGES Weekly Lesson Plan Template
Lesson
Opener
Complete a KWL chart with
students on what they know
that animals need to live and
what they would like to
know. Post in the classroom
so that students may refer
back to it during the unit.
Review: show video opener Review the basic needs Ask students what they Review basic needs of
know about the
animals, their different skin
on the needs of animals to of living animals. Also
differences in tame and coverings, and how tame
live and grow.
review the different
untamed animals. Then and untamed animals
https://youtu.be/X_DvvEfu types of body covering show video clip opener differ.
on wild and tame
CvU?list=PLbsWyo2XU6Ay that they may have.
animals.
Animals of the Land and
CXZhybtatG70tumQRcki_
Sea
Show video clip on the https://youtu.be/nOLHsh https://youtu.be/koTeflh2x
Introduce that animals have
Ew
many ways that animals kcxHc
different body coverings such as
may move.
hair, fur, feathers, scales, and
shells.
https://youtu.be/gP2te1j
F0y0
Show video clip on what animals Discuss the various ways Brainstorm a list of
Procedures/St Watch video clip
wear.
rategies
explaining the basic
that animals are able to examples of tame
Include
needs of animals to
https://youtu.be/nw7Gv8FRBt0 move depending on their and untamed
sufficient
survive.
species.
animals. Complete
detail for
https://youtu.be/Pe9kSl Complete “Animal Body
List examples of animals a Venn diagram on
parents and VeEIM
Coverings” activity with a that can walk, crawl, fly, the board on how
administratio
and swim. (This may be they are different
partner.
n to
Complete graphic
done as a whole group. and the same.
understand organizer describing
Students may list these
Gather back as a whole
what will be animal needs as a whole group and discuss the
examples on a piece of
happening in group.
paper to refer back to
correct answers.
your class.
later in the lesson.
Please make sure that you address TKES standard four (differentiated instruction), standard 6 (assessment uses)
As a whole group
make a list of animals
that live eon land and
animals that live in
water.
Complete graphic
organizer of animals
and where they live.
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YGES Weekly Lesson Plan Template
Lesson
Summary
Think-pair-share
Students will describe
the basic needs of
animals in order for
them to live and grow.
Ask the following questions Think pair and share
Think pair and share Discuss the animals
to review the information Students will pair up with the needs of all
that they learned that
that students learned
a partner to discuss
animals and how
live on land and the
today:
examples of animals and tame animals differ ones that live in
What types of animals
how they move.
from not tamed.
water. Ask students
have fur?
to brainstorm animals
What are some examples
that live on land but
of animals with feathers?
also like to spend part
What is one example of a
of their time in water
creature with scales?
and how they are
different.
Differentiatio Students will be placed
n Strategies into small groups based
on their needs for
support in completing
the graphic organizer.
Partners that need extra
support will be pulled to
small group to be given
extra support with activity.
Moe explanation of
scientific terms will be
given as needed.
Partners that need extra
support will be pulled to
small group to be given
extra support with
activity.
Moe explanation of
scientific terms will be
given as needed.
Assessment
Type/
Evaluation
and
Assessment
Uses
Exit Ticket:
Name 1 animal that has
fur.
Name 1 animal that has
scales.
Name 1 animal that has
feathers.
Name 1 animal that has a
shell.
Exit Ticket:
Exit Ticket:
Graphic organizer giving Cut, sort, and glue
an example of one
tame and not tame
animal that walks, crawls, animals exit page.
flies, and swims.
Exit ticket:
List 3 basic needs of
animals to live.
Partners that need Small Groups will be
extra support will be pulled back to the
pulled to small
back table as needed
group to be given for extra support with
extra support with brainstorming
activity.
examples of animals
Moe explanation of that prefer both land
scientific terms will and water.
be given as needed.
Please make sure that you address TKES standard four (differentiated instruction), standard 6 (assessment uses)
Exit Ticket:
Students list 3 animals
that live on land and 2
animals that live in
water.
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YGES Weekly Lesson Plan Template
Materials
Needed
Chart paper
Animals’ Basic Needs
Graphic Organizer
Animal Body Coverings
Page
Exit Ticket: Graphic
Exit Ticket: Tame
organizer on how animals and Not Tame
move
practice sheet
Graphic organizer
Exit Ticket Paper
Exit Ticket:
paper for each student
Exit ticket:
paper for each student
Please make sure that you address TKES standard four (differentiated instruction), standard 6 (assessment uses)
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