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5E Science Lesson Plan
Transcript of 5E Science Lesson Plan
The Characteristics of Plants & Animals
Common Core State Standards
Observe plants and animals, describe how they are alike and how they are different in the way they look and in the things they do. (Cpalms)
Next Generation Science Standards
K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive. [Clarification Statement: Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all living things need water.] (NGSS)
K-ESS2- Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. [Clarification Statement: Examples of plants and animals changing their environment could include a squirrel digs in the ground to hide its food and tree roots can break concrete.] (NGSS)
K-ESS3- Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live. [Clarification Statement: Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas; and, grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.] (NGSS)
K-ESS3- Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.* [Clarification Statement: Examples of human impact on the land could include cutting trees to produce paper and using resources to produce bottles. Examples of solutions could include reusing paper and recycling cans and bottles.] (NGSS)
Developing and Using Models: Use a model to represent relationships in the natural world. (K-ESS3-1) (NGSS)
Analyzing and Interpreting Data: Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. (K-LS1-1) (NGSS)
Engaging in Argument from Evidence: Construct an argument with evidence to support a claim. (K-ESS2-2) (NGSS)
Obtaining, Evaluating, & Communicating Information: Communicate solutions with others in oral and/or written forms using models and/or drawings that provide detail about scientific ideas. (K-ESS3-3) (NGSS)
Students will be able to:
1. Recognize and identify the parts of plants and animals.
2. Make connections to real life scenarios involving plants and animals.
3. Identify and categorize plants and animals into groups according to their characteristics.
4. Record observations and participate in active discussions about plants and animals.
Animal & Plant Categories
This activity will let students explore the characteristics of plants and animals by grouping them together according to their features.
Picture cards of animals and plants will be made into necklaces and the children will group themselves together according the animimal or plant on their necklace.
Students will need plenty of room to move around and large spaces will be needed for each group. Arrange room accordingly or do this activity outdoors.
Vocabulary & Review
Roots stem leaves flower
Parts body head legs
Fur tail feather
This portion of the 5E lesson will be used as a review and recall type activity. The teacher will let the children recall the animal and plant they were in both activities from the explore phase of the lesson. Each student will hold up their animal/plant and answer these questions to teach the class about the animal/plant they had.
1. What characteristics did the animal have that you were given?
2. What part of the body did you use to group your animal?
3. What are some other characteristics that your animal has that make it unique?
4. What else do you want to know about your animal?
Ask the same questions for the plant portion inserting plant instead of animal.
Large group/circle time/music & movement time.
Head, Shoulders, Knees & Toes
5E Science Lesson Plan
By: Angie Jackson
Disciplinary Core Ideas
LS1.C: Organization for Matter and Energy Flow in Organisms
• All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow. (K-LS1-1) (NGSS)
• Plants and animals can change their environment. (K-ESS2-2) (NGSS)
ESS3.A: Natural Resources
• Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do. (K-ESS3-1) (NGSS)
ESS3.C: Human Impacts on Earth Systems
• Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things. (K-ESS3-3) (NGSS)
ETS1.B: Developing Possible Solutions
• Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people.(secondary to K-ESS3-3) (NGSS)
• Patterns in the natural and human designed world can be observed and used as evidence. (K-LS1-1) (NGSS)
Cause & Effect:
• Events have causes that generate observable patterns. (K-ESS3-3) (NGSS)
Systems & System Models:
• Systems in the natural and designed world have parts that work together. (K-ESS2-2),(K-ESS3-1) (NGSS)
1. Show me you head. What is in our head? What does our head do?
2. Put your thumbs on your shoulders. Watch me. What do our shoulders do?
3. Put your hands on your knees. Where are your knees? What do your knees do?
4. Touch your toes. Where are your toes? What do they do? How many do you have?
Plant & Animal Picture Cards
Now we are going to substitute our body parts with what we would use if we were a certain animal or plant.
1. What part would we substitute our head with if we were singing about a plant? /animal?
2. What part would we substitute our shoulders with if we were singing about a plant? /animal?
3. What part of an animal/plant would we sing about if we were going to change it with our knees?
4. What part of an animal/plant would we sing about if we were going to change it with our toes?
Plants with Flowers Category
Examples for students to add to their journals
Students will record this activity by adding pictures of plants and animals in categories into their journals.
• Are there more plants with flowers or without flowers in your school yard habitat?
In this activity the students will take a walk out into their school yard and explore the different types of plants and record data on their worksheets describing the plants with flowers and the plants without.
Teacher will use this rubric to do an overall assessment of individual student’s performance during the lesson. Rubric is based upon the concepts that the students will:
~ Observe common traits among plants and animals.
~ Sort and categorize plants and animals according to characteristics.
~ Participate in a variety of activities to build on the skills of identifying common traits among plants and animals.
Teacher will give student a check mark in the area according to how they performed in each activity and discussion throughout the lesson. This rubric will serve as a way to assess which students need more practice with the concepts taught throughout this lesson.
Teacher will reflect on each activity from the beginning of the lesson and answer these reflective questions or check special notes made during the activities on each student if applicable.
1. How did (student) participate in the music and movement activity?
2. How well did (student) participate in animal and plant card sort?
3. How well did (student) participate in recall questions?
4. How well did (student) participate in outside activity?
Hands on Assessment (Performance Assessment)
Students will be given a large piece of construction paper and a variety of magazines that have animals and plants in them. Students will make a category for plants on one side of the paper and a category for animals on the other side. Student will cut pictures out of the magazine of plants and animals and put them in the correct category.
Students will work on this activity individually so teacher can get a good grasp of individual comprehension per student.
Teacher will demonstrate on overhead or white board how to divide the paper up into two sections to make two categories.
Review Game (Rice University)
This review game is a great way for the teacher to assess key concepts taught throughout the entire lesson. It gives the students a score of overall comprehension at the end of each lesson in the review.
Cpalms. (2015). Retrieved from www.cpalms.org
NGSS Next Generation Science Standards. (2015). Retrieved from www.nextgenscience.org
Rice University. (2015). Retrieved from www.rescu.rice.edu
1. CD with song: Head, Shoulders, Knees, & Toes
2. CD Player
3. Live Flowering plant with roots exposed (or photo) per class
4. Large stuffed animal with fur and tail (or photo of animal) per class
5. Picture cards of plants and animals (per class)
1. Plant and animal cards Plant and animal cards (Rice University) per class.
2. Piece of card stock. (Per group)
3. Single hole punch. (per class)
4. Roll of yarn (per class)
5. Scissors (teacher)
1. Schoolyard habitat
2. Crayon (per student)
3. Handout (per student) School yard habitat handout (Rice University)
1. Printed copy of plant and animal pictures (or magazines) per student
2. Overhead projector or smart board
3. Large sheet of construction paper (per student)
4. Scissors (per student)
5. Glue (per student)