Exploring Plants & Animals

Overview

Grade Level: Year 1 (Approx. 6-7 years old)
Duration: 30 minutes
Subject Area: Science
Specific Curriculum Area & Level: Next Generation Science Standards (NGSS) for First Grade
Performance Expectation Addressed: 1-LS1-1 - Students observe and describe patterns of what plants and animals need to survive.

This lesson will allow students to interact with characteristics of plants and animals, encouraging curiosity and observation while meeting the outlined performance expectations in "From Molecules to Organisms: Structures and Processes" under the NGSS standards.

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Objectives

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

1. Identify and name two characteristics of plants (color and shape).
2. Identify and name two characteristics of animals (body covering and movement).
3. Articulate how these features help the plant or animal survive and adapt to their environment.

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Materials Needed

1. Visual Aids: Picture cards of plants (tree, flower, grass) and animals (cat, fish, bird)
2. Real Life Samples: A small indoor potted plant and (if available) a safe, small animal toy or model for hands-on exploration.
3. Observation and Checklists: Laminated cards with categories ("Color," "Shape," "Body Covering," and "Movement").
4. Markers, sticky notes, and a whiteboard.
5. A stuffed animal or puppet to act as a "guide" for students during the lesson. (This can bring an element of fun for first graders!)

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Lesson Activities

1. Warm-Up Activity (5 minutes)

• Interactive Discussion: Teacher will use a stuffed animal or puppet to “ask” a question:
  “Hi kids! Can you think of something that grows in the garden? How about an animal you saw outside?”
  • Students share their answers, and the teacher validates their responses with excitement.
  • Introduce the topic: Observing plants and animals!

2. Observation of Characteristics (10 minutes)

Part 1: Observing Plants (5 minutes)

• Show students a potted plant (or a plant picture card if unavailable) and pass it around.
• Use guiding questions:
  1. "What color are the leaves?" (Encourage students to say “green”)
  2. "What shape are the leaves?" (Encourage observation like "oval" or "pointy").
  • Prompt them to think about why plants are green. (Explain briefly that green helps plants make food from sunlight!)

Part 2: Observing Animals (5 minutes)

• Show a toy or model of a familiar animal, e.g., a toy fish, cat, or bird. Alternatively, use a picture card.
• Use guiding questions:
  1. "What covers the animal’s body?" (Highlight words like "fur," "feathers," or "scales.")
  2. "How does the animal move?" (E.g., walking, flying, swimming.)
  • Explain briefly how these features help the animal. For example:
    • "Fur keeps animals warm!"
    • "Fish have fins to swim."

Hands-on variation for active learners: Let students use laminated checklist cards to record their observations. For example, they can match words like "green" to the plant or circle "fur" for the family cat.

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3. Guided Practice/Class Activity (10 minutes)

• Group Matching Game:
  Teacher places mixed picture cards (plants and animals) on the table. Each student takes a turn drawing a card and naming the plant or animal.

  • Student then shares ONE characteristic they notice:
    • (“This flower is red!” or “This bird has feathers!”).
  • Encourage collaboration and excitement! Clap for correct observations.

• Interactive Chart on the Board:
  Write two columns on the board: PLANTS / ANIMALS

  • As students name characteristics, teacher fills in examples, such as:

    PLANTS	ANIMALS
    Green Leaves	Fur
    Oval Leaves	Wings (to fly)

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4. Wrap-Up & Reflection (5 minutes)

• Use the stuffed puppet/animal or guide to "ask" a final question:
  “Now that we’ve learned so much, can someone tell me one thing about plants? What about animals?"

• Allow each student to share insights. Praise their observations.

• Closing:
  Teacher gives a mini-challenge for the next outdoor activity:
  “Next time you’re in your backyard, find a plant and name its color! Or look for a bird and notice how it moves!”

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Differentiation

• For Visual Learners: Use large picture cards and bold drawing examples on the whiteboard.
• For Active Learners: Allow students to physically interact with the plant, pictures, or animal toy.
• For ELL/Language Support: Use physical gestures and simplified sentences when describing features ("Green! Show me green on this plant.")
• For Advanced Learners: Challenge them to notice more advanced patterns. For instance: "Can you find a flower with more than one color?"

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Assessment Strategies

1. Observation checklists: Students will use the laminated cards to match characteristics after hands-on interaction.
2. Verbal Participation: Did the student share plant/animal observations during guided practice?
3. Exit Activity: Each student names ONE thing they learned about plants or animals before leaving.

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Teacher Notes

• Encourage curiosity! If a student asks, “Why do fish have scales?” praise them for wondering and give a simple scientific explanation.
• Reinforce safety and respect for living things if students handle real-life samples (e.g., “We are careful with plants because they are living!”).