Living Things’ Needs

Grade Level

Grades 1-2

Duration

25 minutes

Alberta Curriculum Connection

Science K-6

• Grade 1:
  C1.1: Explore the needs of animals and plants for survival (habitats, food, water).
• Grade 2:
  C2.1: Demonstrate an understanding that plants and animals have basic needs and depend on the natural environment to meet those needs.

Learning Objectives

By the end of this lesson, students will be able to:

• Identify the basic needs of living things (plants and animals).
• Explain why living things need shelter, food, and water to survive.
• Demonstrate curiosity and ask questions about how different living things meet their needs.

Materials Needed

• Picture cards of varied animals and plants
• Whiteboard or large paper
• Markers or coloured pencils
• A simple “Living Things Needs” worksheet
• Small plastic cups, soil, seeds, paper towel (for quick sprout activity)

Lesson Outline

1. Introduction (5 minutes)

• Begin with a lively question: “What do you think every animal and plant needs to live?”
• Show picture cards one at a time (different animals: dog, fish, bird, etc., and plants: flower, tree). Ask students what each living thing might need to survive.
• Write their ideas on the whiteboard under three headings: Food, Water, Shelter.

2. Exploration and Discussion (8 minutes)

• Ask students to group the picture cards under the headings on the board (e.g., fish needs water, birds need shelter).
• Use guiding sentences like, “Without water, what happens to the plant?” “Why do animals need shelter?”
• Explain briefly that even though needs may look different for each living thing, survival depends on meeting these basic needs. Refer directly to Alberta Program of Studies language: “Animals and plants have basic needs, which depend on their natural environment” (C1.1, C2.1).

3. Hands-On Activity (8 minutes)

• Plant a quick sprout:
  • Have students place seeds between a wet paper towel in a clear plastic cup.
  • Explain: “We are helping this seed meet its need for water and air so it can grow.”
• While they work, invite students to draw their favourite living thing and label its basic needs on the worksheet.
• Encourage creativity — students can add colour and details.

4. Conclusion and Assessment (4 minutes)

• Review the three basic needs by asking each student to say one need and name a living thing that requires it.
• Collect and quickly review their worksheets for understanding.
• Close with the affirmation: “All living things need food, water, and shelter to live happy, healthy lives — and the environment helps provide these.”

Differentiation

• For students needing extra support: Use simpler vocabulary and provide additional visual prompts.
• For advanced students: Challenge them to think about how different environments (desert, forest, ocean) provide for different living things’ needs.

Teacher Reflection Prompts

• Did the students engage with comparing needs of different living things?
• Were the students able to independently label the needs on their worksheet?
• What aspects of the hands-on seed sprouting activity could be expanded in future lessons (e.g., observing growth over time)?

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WOW factor: Use live digital drawing on a tablet or interactive whiteboard during the introduction and exploration phases to visualise and sort living things' needs dynamically with the students, making the lesson interactive and visually memorable. This technology integration aligns with 21st-century competencies and enhances engagement for young learners.