Early Childhood Program Lesson Plan Format Junior Spring

Name of Teacher Candidate: Katie Hays Date: 1 April 2020

Grade Level:
First Grade
Lesson Title:
The Basic Needs of Plants and Animals: Air
Curriculum Areas Addressed:
Science and Language Arts
Time Required: Instructional Groupings: Are you using whole group, small
1 hour group, partners, quads, homogeneous, heterogeneous? Whole group
instruction (heterogeneous) and small groups for creative expression
of puppet show (homogeneous)
Standards: List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the number and the text of each of
the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.
S1L1: Obtain, evaluate, and communicate information about the basic needs of plants and animals.
ELAGSE1R1: Ask and answer questions about key details in a text.
ELAGSE1L1: Demonstrate command of the conventions of standard English grammar and uaage when writing or
speaking.

As a result of this lesson students will…

Essential Question: (Essential questions should be used to guide instruction.) What do all living things need to survive?
Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the discipline.
These represent the skills that will be assessed.) Students will be able to identify why all living things need air to survive
and adaptations that different living things possess in order to obtain this need.

Support for Academic Language

Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the content area.
These may be derived from the standards.) “needs of living things”, “air”, “gills”, “lungs”, “oxygen”, “adaptations”
Language Demands: (Language demands is defined as the specific ways that academic language (vocabulary, functions, discourse, syntax)
is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their disciplinary
understanding. Identify the following way/ways that students will participate in learning tasks to demonstrate disciplinary understanding:
reading, writing, listening, or oral language.) students will participate through listening and oral language during class discussion as
well as using the vocabulary in their script for their puppet show
Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into structures, such as sentences,
tables, or graphs. Identify the supports that will be provided for students to organize the information – charts, graphs, diagrams. These must
relate to the Language Function.) Along with filling in our basic needs chart, students will participate in class discussion and share
ideas, they will also be using this vocabulary in their puppet show about how different living things receive and use air as a
basic need
Assessment (Each learning objective must be assessed. How will students demonstrate their understanding or the lesson’s objectives? How
will you provide feedback for the students? What type of assessment will be used? What evidence will be collected to demonstrate students’
understanding/mastery of the lesson’s objective? What constitutes success for the students?) students will be assessed through
participation during the lesson as well as their expression of knowledge through their creation of a puppet show about
different living things with adaptations to help them get air
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above. Each
learning objective should be assessed. DO NOT restate the learning objective.) Students will be assessed through their interpretation of
how different living things are able to get air and use it to survive. This will be done through the creation of a puppet show in
homogeneous small groups based on their reading levels. The students will also be asked to write down characteristics of
their living thing puppet (what it is, how it uses air, and its adaptations)

Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learner’s degree of success on an assessment.) pass/fail criteria: if groups show sufficient understanding of the importance of air
and how different living things receive it in different ways then they will receive a 100%.

Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.) move students to the

Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Spring

carpet; ask students to try and hold their breath for 5 seconds to give them the illusion of what it would be like for us as
humans to not have access to air, ask students why it would be hard to survive without being able to have access to air
supply

Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the goals
and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.) recap with students the 4 basic needs
that we discussed in the previous lesson; transition to the topic of air and that it is crucial for all living things to have access
to air

Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson – what the teacher will do as
well as what the student will do. Describe the strategies which will be used to support students’ learning. Knowledge of students’ cognitive,
social, emotional, and physical development along with their cultural backgrounds should be evident.)
 Read “Living Things Need Air” by: Karen Aleo”
 Constantly pause and do a comprehension check and question check (thumbs up, thumbs down; ask if students have questions
and for a summary of facts every few pages)
 Fill in the basic needs chart with facts that students learned from the read aloud (include importance, adaptations for different
living things, and how we get air (ex: the trees around us produce oxygen for us to be able to breathe)
Closure/Wrap up: (Describe how the CONTENT of the lesson will be summarized.) students will be tasked with creating puppet
animals out of brown paper bags and a variety of art supplies, they are able to make any living thing that they choose (plant
or animal) and in their small groups (reading groups) create a puppet show about how each of their living things receive air,
use air, and any adaptations that it has in order to survive; students will be given about 30 minutes to create their living thing
and to come up with a script for what to discuss in their puppet show; puppet shows will be presented after lunch and before
enrichment (about a 20 minute window in the daily schedule)
Instructional Supports
Resources and Materials Used to Engage Students in Learning (Provide citations for all resources that you did not create.
Attach key instructional material needed to understand what you and the students will be doing. Examples: class handouts, assignments, slides,
and interactive white board images.)
Living Things Need Air (What Living Things Need) by: Karen Aleo, published by Capstone in 2019
Art supplies and brown paper bags to make living thing puppets

Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content: (List any
websites and sources of materials and background information that you will need or use as the teacher to engage the students.)
http://eschooltoday.com/science/needs-of-living-organisms/living-things-need-air-to-survive.html
(informational website which is student friendly about why living things need air)
https://www.youtube.com/watch?v=7oYTNFNvqO0 (video which is student friendly about the need for
air)

Other Relevant Information

Clear Links to Learning Theories, Educational Research, and Principles of Development: scaffolding student
learning through homogeneous small groups (reading groups) for puppet show; Montessori- use of
developmentally appropriate materials and allowing students to interperate their knowledge through a creative
outlet of the puppet show

Connections to Technology and/or the Arts:

Use of creativity for the creation of living thing puppets and expression through the puppet show
Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.)
Discussion and approval from partner teacher about time limit and use of puppet show

Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College