Francesca Joseph
Professor Barrett-Zahn
EDUC 554
2/25/2022
Constructivist Lesson Plan Format
Lesson Plan Team Members:
Francesca
Science Subject Area and Grade Level:
Animals of Mexico , First Grade
New York State Science Learning Standards:
1-LS1-1. Use materials to design a solution to a human problem by mimicking how plants
and/or animals use their external parts to help them survive, grow, and meet their needs.*
1-LS1-2. Read texts and use media to determine patterns in behavior of parents and
offspring that help offspring survive.
Disciplinary Core Idea (DCI)
LS1.D: Information Processing Animals have body parts that capture and convey different
kinds of information needed for growth and survival. Animals respond to these inputs with
behaviors that help them survive. Plants also respond to some external inputs. (1-LS1-1)
1-LS1-2. Read texts and use media to determine patterns in behavior of parents and
offspring that help offspring survive
LS1.B: Growth and Development of Organisms Adult plants and animals can have young.
In many kinds of animals, parents and the offspring themselves engage in behaviors that
help the offspring to survive. (1-LS1-2)
Science and Engineering Practice (SEP)
Constructing Explanations and Designing Solutions Constructing explanations and
designing solutions in K–2 builds on prior experiences and progresses to the use of evidence
and ideas in constructing evidence-based accounts of natural phenomena and designing
solutions
Use materials to design a device that solves a specific problem or a solution to a specific
problem. (1-LS1-1)
Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and
communicating information in K–2 builds on prior experiences and uses observations and
texts to communicate new information. Read grade-appropriate texts and use media to
obtain scientific information to determine patterns in the natural world. (1-LS1-2)
Crosscutting Concept (CCC)
Structure and Function The shape and stability of structures of natural and designed objects
are related to their function(s). (1-LS1-1)
Objectives: The specific objectives for your lesson based on the New York State
Science Learning Standards
Students will compare animals as adults and babies to comprehend the similarities and
differences of those animals.
Students will be able to tell how some animals go through changes as they go from babies to
adulthood.
Students will be able to correctly identify all four of the basic needs of all animals.
Students will know the basic needs of animals for their survival.
Criteria for Success: Describe how you will know students have attained the
understanding embodied in the objective.
The students have the opportunity to be creative. They will be given a prompted worksheet
to create their own animal. If the child can clearly write that their animal needs food, shelter,
air and water on their report then they will be marked as having understood the lesson.
Resources: What resources will you and the students use?
PowerPoint presentation of animals
Writing prompt
Pencils
Crayons
Adaptations: Describe how you will adapt the lesson to account for two of the
following categories: Special Needs Children or Second Language Learners
To accommodate Second/English Language Learners, there will be the Spanish translation
of the animals presented on the PowerPoint. To ensure that the hearing impaired
understands there will be plenty of pictures showing the Native Mexico animals with labels
and notes on the bottom of each screen explaining the animals.
Engage: Describe you will capture the children’s attention and help the children access
prior knowledge.
The teacher will show the students a picture of her when she was a child and ask the
students to figure out who is in the picture. After I have given the students a chance to
answer the question, the teacher will tell the students who is in the picture and then go into a
group discussion about changes people make from baby to adulthood. The teacher will show
the students baby pictures of animals and pictures of the same animal as an adult. These
animals will native to Mexico to keep the theme of the unit. While the teacher shows the
children various animals from Mexico, we will also go over the needs of each animal and
how it’s habitat differs from the other animals previously shown.
Explore: Describe how you will give students an opportunity to think, plan and
organize collected knowledge.
The teacher will instigate a class discussion to compare and contrast the baby and adult
pictures. After the teacher will also ask students if they know they what is needed so that
animals can grow. After accepting a few answers the teacher will talk about the basic needs
of animals. Next a review over some vocabulary with students (habitat, lungs, gills,
mammals, omnivore, carnivore, herbivore).The children will also be given a chance to break
off into groups to a matching game in groups. The game will focus on baby versus
adulthood animals. We will also make a chart listing the animals into different categories. a.
Where they live b. What they eat c. Cold or hot climates
Explain: Describe how you will involve students in an analysis of their experiences. Use
reflective activities to help students clarify and modify their understanding.
The students will write a story about a pet and its needs on the prompted paper. They will
also draw a picture to show their animal as a baby and adult. Students will have to tell how
the basic needs of their pet are met.
E-Learning or SMART Board Activities: Describe how you will involve students in an
online learning situation or SMART Board activity that offers opportunities for
additional review or exploration.
There will be a powerPoint to get the children involved. The PowerPoint will provide
enough color and stimulation to hold the children’s attention and keep them involved.
Extend: Explain how you will give students the opportunity to expand and solidify
their understanding of the objective and apply what the students have learned.
The teacher will recap the lesson and read a short story about a pet iguana. She will also
review the new vocabulary. The teacher will also review the similarities and differences
among adult and baby animals of Mexico and the basic needs of all animals.
Evaluate: Describe your final evaluation technique. Also describe how you will
evaluate throughout the lesson and how you will involve students in evaluating his or
her progress.
Formative Assessment: a. As the students are writing their creating their pet, the I will go
around the room and ask two questions: 1. What are the basic needs of your animal?(food,
water, shelter, air) 2. What are the differences and similarities of the animal you have
created from baby and adulthood?