Teacher Education Program

Elementary Lesson Plan Template – ABRIDGED

Name: Daisy De La Cruz Date(s) of implementation: XX-XX-2022

Key Content Standards and CA ELD Standards (Integrated ELD): List the relevant parts of each content and ELD standard. (TPE 3.1)
K-LS1-1: Use observations to describe patterns of what plants and animals (including humans) need to survive.
SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small
and larger groups.
SL.K.4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.
Lesson Objective: What do you want students to know and be able to do? (TPE 3.1, 3.3)
SWBAT to define what a need and a want is using an anchor chart.
SWBAT to provide examples of what a need or want is using an anchor chart.
SWBAT to provide examples of what humans need to survive using a coloring worksheet.
Prerequisite Skills: What do students need to know and be able to do in order to engage in the lesson? (TPE 3.2, 4.2, 4.4)
Need to know vocabulary; food, water, sun, shelter, air..
How to engage in conversation.
Compare and contrast skills.
Backward Planning (Summative Assessment): What evidence will the students produce to show they have met the learning objective by
the end of the lesson or learning segment? (TPE 1.5, 3.3, 3.4, 5.1)
Students will be able to identify what humans need to survive (live).
A Modifications: What modification of the above assessment will you use for language learners and/or students with special needs? (TPE
C 4.4)
C Sentence frames.
E Spanish translation.
S
S Visual aids: video & pictures
Repetition.
& Total physical responses
Checking for Understanding (Formative Assessments): How will you monitor student learning to make modifications during the lesson(s)?
S
(TPE 1.5, 1.8, 3.3, 3.4, 4.7, 5.1)
U
P Connections (TPE 1.1, 1.3, 2.1, 4.1, 4.2, 4.4)
P · Connections to Students’ Lives - experiences, interests, development, and social emotional learning needs:
O
R Students connect to this topic because it is something connected to their everyday lives.
T
· Connections to Real Life Contexts & Culturally Responsive Practices:
E
N Needs & wants are real life connections.
G Culturally responsive vocab: pinata, candy, spider man, disney
A
G
E Differentiation (TPE 1.4, 3.2, 3.6, 4.4, 5.8):
M Describe your differentiated instructional strategies for…
E
· Varying Academic Abilities:
N
T Students will be able to draw or write as needed.
· Language Levels:
A
S Visual aids provided through video and pictures.
S
E
S
S
M
E
Academic Language (Integrated ELD): What CA ELD Standards, content-specific vocabulary, skill-specific vocabulary, text structures, and
stylistic or grammatical features will be explicitly taught? (TPE 1.6, 3.1, 3.5, 4.1, 5.7)
Needs vs. Wants
Food, water, air, shelter, clothes
Human
Survive / live
Name: Date(s) of implementation:

Instructional Learning Strategies to Support Student Learning:

How will you 1) engage/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning, 2) identify
learning outcomes 3) present material, guide practice, and build independent learning, 4) monitor student learning during instruction, 5)
build metacognitive understanding, and 6) maintain a positive learning environment that is culturally responsive?

List what the teacher will be doing and what the students will be doing.
DAY 1 of 2
Time Teacher Student Resources / Materials
10:00am T: Alright scientists, we are going to start Ss. are sitting on the rug. VIDEO
exploring the topics of plants and animals in Needs and Wants for
this science unit. As humans, there are Kids
things we NEED and things we WANT to
survive. As we watch this video, think about
the words NEED and WANTS.
How do they apply to us?
*Play video
*Pause and discuss video when comparing Ss share their ideas when they
needs versus wants examples. are called.

T: What is a need? Let's think about this a

10:10 am little more, what do we need to live?
*Think time
T: Turn to your partner and share
Ss turn to partners and talk.
~1 minute partner share.
*Walk around and listen to student
conversations. Ss share their ideas when they
are called.
T: raise your hand if you have an idea.
*Pick 3-5 students to share.
T: What is a want? Let's think about this a
little more, what are things we want?
*Think time Ss read aloud chorally.
T: Turn to your partner and share
~1 minutes partner share.
*Walk around and listen to student Ss read aloud chorally.
conversations.
T: Raise your hand if you have an idea. Pocket chart.
*Pick 3-5 students to share.
T: Thank you for sharing those great ideas.
A need is something we must have in order Ss raise their hand to share idea.
to stay alive. Let’s read it out loud together.
10:20am

T: A want is something we don’t really need

but would like to have. Let’s read it out loud
together.
T: I am going to show you a picture and we
are going to figure out if it is a need or a
want.
*Show picture cards.
Ss share answers and place
T: Think, raise your hand if you think this is a picture cards under the correct
want or a need? category.
* Choose a student and let them place the
picture card in the pocket chart under the
correct category label.
* Repeat until all picture cards have been
 analyzed.

10:30am T: Awesome scientist, now we are going to

complete this worksheet about needs vs.
wants.
*Review each picture with the whole group.
*Ask them to think if it is a need or want?
*Model how to cut paste and glue 1-2
pictures. Ss go to their desks and begin
working on the worksheet.
*Pass out pages & dismiss students when
they all have a copy.

T: If you are done early, you can color the

pictures.
10:50am Ss clean while they listen to a Play song:
Alright scientists, we are done for today song. All living things need water:
thank you for all your great ideas. Please Song
place your page in your cubee.

DAY 2 of 2
Time Teacher Student Resources / Materials
10:00am T: Scientist today we are going to continue
our investigations of need vs. wants. We are Ss sitting on carpet.
going to start with a review of what is a need
vs. want.

T: Using the chart we made yesterday, let's

read together what a need and want is: Ss chorally read charts.
Projector Screen.
Laptop.
T: Today we are going to focus on the needs
of humans or we need to stay alive. We are 5 Basic Needs we
Ss sit on the carpet and watch Need from the
going to watch this video to help remind us video.
what they are. Environment | Nursery
Rhymes and Kids
T: Now, turn and talk to your partner tell Songs |
them what are some of the needs of humans Ss turn and talk to their
the video talked about. assigned partner.

*Assign a partner and ensure everyone has

someone to talk to.
T: Waterfall, waterfall. Ss say shh as they stop their
Thank you for sharing these great ideas we conversation and turn to listen to
learned from the video. the teacher.
We are going to play a game called four
corners. Each corner will represent a need
we have.
*Paste a picture of need in each corner.
Corner 1- Shelter
Corner 2 - food
Corner 3- water
Corner 4 - air

T: When I say the need you can walk to that

corner. When I say something else, I stay in
the middle on the carpet.
Ss raise hand to volunteer.
T: Who can help me model?
*Model 1-2 rounds with volunteers.

Ss walk around the class as

T: Alright friends, we are ready to play.
each coroner is called.
*Play 8- 10 rounds

T: Great game, we are now going to draw

the five things our body needs to survive. I
will give you a blank human body. We will Ss sit on carpet
add pictures of the 5 needs inside our
around the body.
*Show example.

T: Let’s review this chart which has 4 needs

we have talked about.

*Pass out a blank body worksheet.

T: Now that everyone has their blank body
page, you may go to your desk and start Ss go to their desk and begin
drawing. The chart will stay here so you can drawing.
reference it.
*Walk around to support students as
needed.
T: Great drawings! We are going to save this
to compare it to the needs of plants and
animals later.