Teacher:
School:
Essential
Question(s)
Grade/Subject:
K/ Science
Week of:
What is the relationship between animals and what they eat, and how does that determine where they live?
What features help plants and animals survive in different environments?
NGSS
Plants and animals can change their environment. (K- ESS2-2)
Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for
everything they do. (K-ESS3-1)
Lesson
Objective
Opening/
Do Now
Description of Each
Instructional Component
I can
Give details and
explain an
animal from the
desert
environment by
drawing and
presenting
using a task
specific rubric.
Circle Time
(5 min)
BrainPop
Animal
Adaptations
https://jr.brainp
op.com/science
/habitats/desert
/
1.Mini- Lesson (I Do)Teacher introduces “The
Desert Plants and Animals”
by use of a Power point.
(Slides 157-204)
http://www.trenton.k12.nj.
us/files/_7PBtU_/e0952b3
a9da18aa63745a49013852
ec4/Unit_4__Plant__Animal_Environm
ents___Presentation_Slides.pdf
SWBAT
Construct an
argument
supported by
evidence for
how plants and
animals (including
humans) can
change the
environment to
meet their needs.
K-ES2-2
Use a model to
represent the
relationship
between the
Have students
draw a desert
environment
OR
Youtube Video
Camel
Adaptations
https://www.yo
utube.com/watc
h?v=YpGgm8wyY4
Have students
draw a desert
environment
The teacher will read over
slides, thinking aloud,
“What animals and plants
make homes in the desert?
How do they change to
adapt to their
environment?” Introducing
key words, desert, needs,
animals, sand, heat.
2. We Do- See Formative
Assessment 1
Formative
Assessments:
Checks for
Understanding
1. PowerPoint
Questions (Slide
170, 171,172,185,
186, 191, 192,196,
197, 203,204)
2. Drawing
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 the desert
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
assessment
questions from lab.
Closing/
Reflection/
Assessment
Materials/
Resources
Used
Presentation of Computer
Animal and their
Environment
Youtube
Drawing
BrainPop
Plants and
Animal
Environments
PowerPoint
Sandy Soil
Seeds
Markers
Construction
Paper
Activity Sheets
needs of different
plants and
animals (including
humans) and the
places they live.
K-ES3-1
3.Animal Drawing
Presentation/ Lab Activities
(You Do)
Desert Plants and Water
(Slides 169)
Set up experiment by
putting seeds in sandy soil.
Place pot by sunny window
for weeks without water.
Then add water for a few
days to a week so they can
grow. Observe the growth
of plant.Then stop giving
water and see what
happens.How is this like
plant life in the desert?
Desert Food Web (Slide
195)
·
*Activity Sheets
http://www.trenton.k12.n
j.us/files/_7PBtf_/5e5f948
fe81a6c8e3745a49013852
ec4/Unit_4__Plant__Animal_Environm
ents__Optional_Activities.pdf
*Create a semantic
map of the desert
(animals-plants-etc)
*Model lab task
*Allow oral
responses to lab
assessment or
drawn responses
Visual- Create
vocabulary
flashcards of
animals found in
the desert
Bodily KinestheticHands-on activities
and labs
Musical- Listen to
Youtube plants and
animals needs
InterpersonalGroup students
together with a
partner to perform
lab task and
presentation
encouraging
students to discuss
their observations
through prompted
questions and turn
and talk
discussions.
IntrapersonalAllow student to
perform labs
independently with
moderate
prompting and
discussion. Give
students journal
starts to privately
record observations
from lab.
Linguistic-Allowed
students to listen to
forests vocabulary
and animals via
video or teacher
modeled
Logical- Have
students share the
reasoning behind
their chosen
animals and shared
information