Early Childhood Program Lesson Plan Format Junior Spring

Name of Teacher Candidate: ​Hailey Fortenberry ​ pril 1, 2020

Date:​ A
Grade Level:​ ​1st
Lesson Title:​ ​ Introduction to Needs of Plants and Animals

Curriculum Areas Addressed: ​Science and ELA

Time Required: ​40 minutes Instructional Groupings: ​Are you using whole group, small
group, partners, quads, homogeneous, heterogeneous?
Whole Group
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.
ELAGSE1RI1. ​Ask and answer questions about key details in a text
As a result of this lesson students will…
Essential Question: ​(Essential questions should be used to guide instruction.)
What are the basic needs of plants and animals and how are they met?
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 describe the needs of plants (sun, water, soil (nutrients), space to grow) and animals (food,
water, shelter).
Students will engage in conversation about the book, ​What Plants and Animals Need” ​by Nancy Leber.
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- the things that plants and animals must have in order to survive
Nutrients- the good stuff in food that help living things grow
Language Demands: ​(Language demands are 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.)
Listening and speaking during read-aloud time
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.)
Graphic Organizer (sorting activity on flipchart and in science journal)
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?)
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.)
Assessment 1: Oral assessment after read-aloud. (What do plants need to survive? What do animals need to
survive?)
Assessment 2: Science journal check after sorting activity. (Make sure students have completed the graphic
organizer accurately)
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.)
Assessment 1: Success- students are engaged in conversation, answering questions or demonstrating that they are
listening; Failure- Students are distracted, not paying attention
Assessment 2: Success- 5-6 correct; Misconceptions- 4 correct; Failure- less than 4 correct
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.)

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

Attention Getter or Hook: ​(State how the attention of the students will be piqued at the start of the lesson.)
To engage students and get their attention before beginning this lesson, we will move to the carpet and I will do a
little “raise your hand” activity so that students can have an opportunity to share/feel heard/have a voice:
- “Raise your hand if you have a pet at home.” (Call on a few students to share what kind of pet/pet’s name)
- “Raise your hand if you have a garden at home.” (Call on a few students to share what they grow in their garden)
- “Raise your hand if you can tell me what you do to take care of a pet” (Feed it, give it water, take it on walks etc.)
- “Raise your hand if you can tell me what you do to take care of a garden” (Water it, weed it, make sure it gets
sunshine
etc.)
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.)
To introduce this lesson, I am doing a read-aloud of the book, ​What Plants and Animals Need​ by Nancy Leber.
After reading the book, I will be asking questions from the story to check understanding. To tap into prior
knowledge we will talk about what needs are, which we just learned about in Social Studies when studying needs
versus wants. To develop student interest I will continue to tie in their own personal experiences with taking care of
plants and animals.
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.)
For the bulk of the lesson we will be going over each need of the plants and animals and why they are important.
First we will start with the needs of animals!
-Who can name one of the needs of an animal? (As students answer, go over why that need is important for the
survival of animals and ask for examples of that need. This will be done 3 times until we have gone over food,
water, and shelter.)
-Food: Animals need food to get the nutrients that help them grow and stay healthy. *Go over definition: nutrients
are all of the the good things in food that help living things grow (have students repeat) * What are some examples
of animals and the food that they eat?
-Water: Water keeps animals hydrated. For animals that live in hot areas, it is especially important that they get
enough water to stay healthy.
-Shelter: Animals need shelter as a form of protection. What are some reasons an animal would need safety and
protection from a shelter? (predators, bad weather)
Next we will go over the needs of plants!
-Who can name one of the needs of plants? (As students answer, go over why that need is important for the survival
of plants and ask for examples of that need. This will be done 3 times until we have gone over sun, water, and soil.)
-Sun: The sun is important to plants because it helps plants grow. If I was trying to grow a plant and left it in a dark
room all the time, what do you think would happen? (It would die.)
-Water: Watering plants is important because the roots of the plant drink it up to help the plant grow and stay
healthy. If I left a plant outside under the sun and never watered it what would happen? (It would dry up and turn
brown.)
-Soil: Soil is a source of nutrients for plants. What are nutrients? (let students answer) So, soil is important for
plants like food is important for animals. You could say that soil is like plant food!
Closure/Wrap up: ​(Describe how the ​CONTENT ​of the lesson will be summarized.)
To close the lesson and summarize the content that students were introduced to, we will do a sorting activity on an
interactive flipchart. Students will drag items representing needs of plants and animals into the correct section of the
chart based on whether it is a need of a plant or an animal. To engage all students, they will have a handout version
of the activity to add to their science journal and follow along as students are called to the whiteboard.
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.)
Book:​ What Plants and Animals Need​ by Nancy Leber
Interactive Flipchart (Created by me, attached to document)
Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Spring

Worksheet for Science Journals (Created by me, attached to document)

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.)
Book:​ What Plants and Animals Need​ by Nancy Leber
Other Relevant Information
Clear Links to Learning Theories, Educational Research, and Principles of Development:
Piaget’s theories about constructivism are at play in this lesson. Students will begin by creating a link between
their personal experiences (taking care of plants and animals) and their learning (about the needs of plants and
animals).
Connections to Technology and/or the Arts:
Students will engage with technology via interactive flipchart/graphic organizer in this lesson.
Description of Collaboration with Others:​ (​These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.)
Partner teacher recommended the book as a good source of information to share with students.

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

Interactive Flipchart Activity:

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

Science Journal Sheet:

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

Name of Teacher Candidate: ​Hailey Fortenberry Date: ​April 1, 2020

Grade Level: ​1st
Lesson Title: ​Plant Parts

Curriculum Areas Addressed:​ ​Science and ELA

Time Required: ​45-50 Minutes Instructional Groupings: ​Are you using whole group, small
group, partners, quads, homogeneous, heterogeneous?
Whole Group & Individual
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.
a. Develop models to identify the parts of a plant--root, stem, leaf, and flower
ELAGSE1SL5. ​Use drawings or other visual displays to clarify ideas, thoughts, and feelings.
As a result of this lesson students will…
Essential Question: ​(Essential questions should be used to guide instruction.)
What are the basic needs of plants and animals and how are they met?
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 create and label a diagram of a plant.
Students can describe how each part of the plant meets the needs of the plant.
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.)
Root-part of the plant that grows down into the soil
Stem-part of the plant that supports the plant, helps the plant reach sunlight
Leaf-takes in sunlight and air to help the plant grow
Flower-creates pollen to be spread and make new plants
Language Demands: (​ Language demands are 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.)
Listening (to video and lesson instructions)
Writing (to label plant diagram)
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.)
Labeled plant diagram
Assessment​ ​(Each learning objective must be assessed. How will students demonstrate their understanding of 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?)
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.)
Assessment 1: Creative Project-Students will be using objects found in nature to create a flower and label its parts.
Assessment 2: BrainPop Jr. Quiz about the functions of the parts of a plant
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.)
Assessment 1: Success- students correctly label all 4 parts of the plant; Misconceptions- students correctly label 3-2
parts of the plant; Failure- students correctly label 1 or no parts of the plant.
Assessment 2: Success- students are engaged, answering questions or demonstrating that they are listening; Failure-
Students are distracted, not paying attention

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

Steps in the Lesson​ ​(Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for the 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.)
Teacher Show and Tell. I will bring out my shamrock plant that I have been growing and tell them a little bit about
it. My grandma mailed me the pot, seeds, and soil for this plant (pull up a picture of the package she mailed to me
with all the different parts). The cool thing about the seeds is that they came from her shamrock plant that is 50
years old! So, I planted the seeds 2 months ago and now you can see all the shamrocks that have grown. The cool
thing about this plant is that in April, there are some pretty white flowers that begin to bloom (point out where you
can see the stems/buds of where the flowers will bloom, show pictures of what the flowers look like when fully
bloomed.) I will pass my plant around and let students feel the leaves and flowers.
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.)
To introduce the lesson, I will show the class the BrainPop Junior video: Parts of a Plant. After watching the video
we will take the 5 question quiz to check for understanding. To tie in prior knowledge, the video talks about plant
needs which were discussed in the introduction lesson. To develop students' interest, I will use the “Pop a Joke”
feature after completing the quiz (any time we watch a BrainPop video in class the students love hearing the jokes
about the topic they just learned about.)
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.)
The main part of this lesson is creating a plant and labeling its parts.
-First, I will pass out colored construction paper to each student and instruct them to get out their crayons and glue
sticks.
-Next, we will line up at the door, I will hand each student a ziplock bag, and the class will head outside to collect
our art materials. Students will be given 7 minutes to go around and find objects to represent their roots, stem,
leaves, and flower.
-Then, we will come inside and students will assemble their plant diagram by glueing their items to the construction
paper.
-After the diagram is created, they will label the parts of their plant (I will have the words roots, stem, leaves, and
flower written on the whiteboard so they remember all the parts that need to be labeled). Completed diagram will
serve as the summative assessment.
Closure/Wrap up: ​(Describe how the ​CONTENT ​of the lesson will be summarized.)
After everyone has made their diagram and labeled it, we will have an art showing. Students will get to come to the
document camera and show the class their creation while pointing out the parts they labeled.
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.)
BrainPop Jr. Parts of a Plant Video and Quiz
https://jr.brainpop.com/science/plants/partsofaplant/
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.)
BrainPop Jr. Parts of a Plant Video and Quiz
https://jr.brainpop.com/science/plants/partsofaplant/
Other Relevant Information
Clear Links to Learning Theories, Educational Research, and Principles of Development:
This lesson will employ 3 of Howard Gardner’s multiple intelligences:
Visual: by creating a diagram/artistic representation
Kinesthetic: students will be working with their hands to create and help retain information
Naturalistic: students will be given time to go outside and explore the natural world to find the tools they need to
create their diagrams
Connections to Technology and/or the Arts:
Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Spring

This lesson incorporates the arts and creativity with the plant diagram that students will create.
Description of Collaboration with Others:​ (These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.)
N/a

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

Name of Teacher Candidate: ​Hailey Fortenberry Date: ​April 1, 2020

Grade Level:​ ​1st
Lesson Title: ​Plant Needs

Curriculum Areas Addressed: ​Science and ELA

Time Required: ​40 minutes Instructional Groupings: ​Are you using whole group, small
group, partners, quads, homogeneous, heterogeneous?
Whole Group and Heterogeneous Small Groups (Table
Groups)
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.
ELAGSE1W7.​ Participate in shared research and writing projects
As a result of this lesson students will…
Essential Question: ​(Essential questions should be used to guide instruction.)
What are the basic needs of plants and animals and how are they met?
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 work with peers to write a song about the needs of plants.
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- the things that plants and animals must have in order to survive
Nutrients- the good stuff in food that help living things grow
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.)
Writing (a song) and discussion (with group members to create the song)
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.)
Fill-in-the-blanks Song Writing Worksheet
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?)
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.)
Teacher Checklist (I will walk around to the groups and check off group members that are on task, participating, and
have completed the worksheet)
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.)
Success-students have 2-3 boxes checked; Failure-students have 1 or no boxes checked
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.)
To start the lesson I am going to play a “Guess that Song” game with the class. I will play a couple different songs
that they know without the words and have them try to guess what the songs are. For the final song, I will play
“Twinkle, Twinkle Little Star since that is the tune we will be using for the song that they will write.
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.)
Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Spring

To introduce the lesson activity, we will do a short overview of the needs of plants. This will tie in prior knowledge
from the first two lessons in the unit. To do this, I will be using an anchor chart (attached to the document) that I
will have drawn out before the class, leaving the labels blank. As a class we will fill out the blanks to label the
needs of a plant (sun, water, soil)
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.)
For this activity, we are going to use the same writing process we used for our sources of light unit to create a song
that will help us remember the needs of plants.
-First, we will brainstorm some important terms and rhyming words on the whiteboard. I will ask students to shout
out some key terms and rhymes that would need to be in the song and write them on the white board.
-Next, we will review the song format and identify which blanks will need to have rhyming words (circle those
blanks).
-Then, the table groups will be free to work on their songs together. Groups are given 15 minutes to work on the
song (can add more time if necessary). Summative assessment will be evaluated via checklist during this time.
Closure/Wrap up: ​(Describe how the ​CONTENT ​of the lesson will be summarized.)
To close the lesson, each group will come to the front of the class and share their song. (Since we have done this
type of project before I know that this class is comfortable sharing and singing for their peers.)
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.)
Anchor Chart Template (from Teachers Pay Teachers)
“What Plants Need” Song Worksheet (created by me)
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.)
Youtube for the “Guess that Song” music
Let It Go Instrumental: ​https://www.youtube.com/watch?v=KXpPestXeHU
If You’re Happy and You Know It Instrumental: ​https://www.youtube.com/watch?v=a3WUghQDbiw
Old Town Rod Instrumental: ​https://www.youtube.com/watch?v=dDykpkaqfK0
Twinkle Twinkle Little Star Instrumental: ​https://www.youtube.com/watch?v=OZuA3bDwGrs
Other Relevant Information
Clear Links to Learning Theories, Educational Research, and Principles of Development:
The way that groups are put together is to encourage Bandura’s Social Learning Theory. Students are grouped
heterogeneously so that they can learn from the peers that are setting a good example of classroom behavior
during this activity.
Connections to Technology and/or the Arts:
This lesson includes the arts by incorporating songwriting and music.
Description of Collaboration with Others:​ (​These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.)
N/a

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

Plant Needs Anchor Chart:

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

“What Plants Need” Song Sheet:

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

Plant Needs Lesson: Song Writing Assessment Checklist

Group #:____________
Member 1: _______________
❏ Collaborating with students in group
❏ Engaged in the writing process, on-task
❏ Completed worksheet
Member 2: _______________
❏ Collaborating with students in group
❏ Engaged in the writing process, on-task
❏ Completed worksheet
Member 3: _______________
❏ Collaborating with students in group
❏ Engaged in the writing process, on-task
❏ Completed worksheet
Member 4: _______________
❏ Collaborating with students in group
❏ Engaged in the writing process, on-task
❏ Completed worksheet

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

Name of Teacher Candidate: ​Hailey Fortenberry Date: ​April 1, 2020

Grade Level: ​1st

Lesson Title: ​Animal Needs

Curriculum Areas Addressed: ​Science and ELA

Time Required: ​30 Minutes Instructional Groupings: ​Are you using whole group, small
group, partners, quads, homogeneous, heterogeneous?
Whole Group
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.
ELAGSE1W2. ​Write informative/explanatory texts in which they name a topic, supply some facts about the topic,
and provide some sense of closure.
As a result of this lesson students will…
Essential Question: ​(Essential questions should be used to guide instruction.)
What are the basic needs of plants and animals and how are they met?
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 write in their science journals explaining what a deer needs to survive and why.
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- the things that plants and animals must have in order to survive
Nutrients- the good stuff in food that help living things grow
Language Demands: ​(Language demands are 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.)
Communication during ​Oh Deer​ game and Writing
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.)
Journal entry: Explain what a deer needs to survive and why those needs are important.
Assessment​ ​(Each learning objective must be assessed. How will students demonstrate their understanding of 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?)
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.)
Writing Rubric
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.)
Success-rubric average=3; misconceptions-rubric average=2; failure-rubric average=1
Steps in the Lesson​ ​(​Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for the 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.)
To get students’ attention, I will play a clip of a youtube video showing deer out in nature.
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.)
To introduce the lesson activity, we will do a short overview of the needs of animals. This will tie in prior
knowledge from the first lesson in the unit. To do this, I will be using an anchor chart that I will have drawn out
Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Spring

before the class, leaving the labels blank. As a class we will fill out the blanks to label the needs of an animal (food,
water, shelter).
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.)
The majority of this lesson will be spent outside (can be moved indoors if there is bad weather) playing a game
called ​Oh Deer​ (Project WILD)
-First I will give each student a card attached to a string necklace with their role in the game: Deer, food, water,
shelter
-Next, once we are outside I will have all the deer line up on one side of the field and the “Needs” (food, water,
shelter) on the other side of the field.
-Students will be taught the signs of what each “need”. Food-hands over belly, Water-hands over mouth,
Shelter-hands over head
-Students that are “needs” will be instructed to turn around and make their symbol. Students who are “deer” will
make the symbol of the “need” they want to go after. When I count down from 3 the “deer” must go find the “need”
they chose.
-We will repeat the game multiple times so that each student gets to be a deer before going inside.
Closure/Wrap up: ​(Describe how the ​CONTENT ​of the lesson will be summarized.)
To close the lesson, students will get out their writing journals and respond to the topic: “Explain what a deer needs
to survive and why each of those needs are important.” which will be written on the whiteboard.
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.)
Oh Deer ​Project WILD Activity
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.)
Deer in Nature: ​https://www.youtube.com/watch?v=qD0hspyb364
Other Relevant Information
Clear Links to Learning Theories, Educational Research, and Principles of Development:
This lesson will employ 3 of Howard Gardner’s multiple intelligences:
Kinesthetic: students will be moving around and using their bodies as they play this game to explore animal needs
Interpersonal: students will be engaging with their peers as they work through the game
Naturalistic: students will be given time to go outside and learn about nature in nature
Connections to Technology and/or the Arts:
The game ​Oh Deer​ ties in Drama as students are acting like the elements they play in the game.
Description of Collaboration with Others:​ (​These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.)
Project WILD created the ​Oh Deer​ game which I modified slightly to be developmentally appropriate for 1st
graders.

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

Oh Deer​ Role Cards:

Deer

Food

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

Water

Shelter

Animal Needs Journal Writing: Rubric

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

Student Name: __________________________ Student Grade: ____________________

Category 3 2 1

Needs of Deer Addressed all basic Only addressed some Did not include the
animal needs (food, needs of animals. needs of animals.
water, shelter).

Why needs are Addresses why all Only addressed why Did not address why
important needs are important some needs are the needs are
for survival. important for important for
survival. survival.

Capitalization and All sentences begin Some sentences begin No capitalization or

Punctuation with a capital letter with a capital letter punctuation.
and end with proper and end with proper
punctuation. punctuation.

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

Name of Teacher Candidate: ​Hailey Fortenberry Date: ​April 1, 2020

Grade Level:​ ​1st
Lesson Title: ​Comparing and Contrasting the Needs of Plants and Animals

Curriculum Areas Addressed: ​Science and ELA

Time Required: ​30 Minutes Instructional Groupings: ​Are you using whole group, small
group, partners, quads, homogeneous, heterogeneous?
Whole Group
Heterogeneous Small Groups
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.
b. Ask questions to compare and contrast the basic needs of plants (water, light, and nutrients) and
animals
(water, food, and shelter)
ELAGSE1SL1: ​Participate in collaborative conversations with diverse partners about grade 1 topics and texts with
peers and adults in small and larger groups.
As a result of this lesson students will…
Essential Question: ​(Essential questions should be used to guide instruction.)
What are the basic needs of plants and animals and how are they met?
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 compare and contrast the needs of plants and animals using a Venn Diagram.
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- the things that plants and animals must have in order to survive
Nutrients- the good stuff in food that help living things grow
Language Demands: ​(Language demands are 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.)
Discussion (with table groups to create and present Venn Diagram) and Writing (on poster for graphic organizer)
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.)
Graphic Organizer (Venn Diagram)
Assessment​ ​(Each learning objective must be assessed. How will students demonstrate their understanding of 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?)
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.)
Oral Presentation of Venn Diagram
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.)
Success-all students in the group share and all information is correct on diagram, Misconceptions-some students
present and most information is correct on diagram, Failure-some students present and most information is
incomplete/incorrect
Steps in the Lesson​ ​(​Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for the 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.)
Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Spring

To get student's attention, I will set out four objects under the whiteboard: a photo of a cactus, my shamrock plant, a
photo of a bear, and a stuffed teddy bear.
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.)
I will begin the lesson with a compare and contrast activity. I am going to place the photograph of a cactus next to
my shamrock plant and ask students to tell me what is different between the 2 objects and what is the same. I will
draw a mini venn diagram on the board and record their answers. Next, I will put the photograph of a bear and the
stuffed teddy bear next to each other and repeat the activity. This activity will allow most of the students to get a
chance to respond, reintroduce them to the concept of using venn diagrams to compare and contrast, and continues
with the theme of plants and animals.
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.)
The majority of this lesson is allowing students to conclude the unit by using their knowledge of the needs of plants
and animals to create a venn diagram to compare and contrast their needs.
-First I will explain the activity (Students will work with their table groups to create a venn diagram comparing and
contrasting the needs of plants and animals using words and pictures).
-Then I will give each group a poster with the 2 overlapping circles already drawn and a package of markers.
Students will have 15 minutes to create their venn diagram.
-I will walk around the room as the students work to make sure students are engaged and on-task while also
answering questions students may have.
Closure/Wrap up: ​(Describe how the ​CONTENT ​of the lesson will be summarized.)
After all of the groups have completed their venn diagrams, they will get up and present their poster to the class.
During this time I will be assessing their work as they teach their classmates what they have learned throughout the
unit as a conclusion.
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.)
N/a
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.)
N/a
Other Relevant Information
Clear Links to Learning Theories, Educational Research, and Principles of Development:
The way that groups are put together is to encourage Bandura’s Social Learning Theory. Students are grouped
heterogeneously so that they can learn from the peers that are setting a good example of classroom behavior during
this activity. This lesson also includes 3 of Howard Gardner’s multiple intelligences: Visual-by creating graphic
organizer; Interpersonal-students will be engaging with their peers as they complete this group activity;
Kinesthetic-students must be very hands on to complete this activity
Connections to Technology and/or the Arts:
This lesson requires students to utilize oral presentation skills
Description of Collaboration with Others:​ (​These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.)
N/a

Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College
 Hailey Fortenberry
1st Grade Mini Unit: Needs of Plants and Animals

Lesson 1: Introduction to Needs of Plants and Animals

Lesson 2: Plant Parts
Lesson 3: Plant Needs
Lesson 4: Animal Needs
Lesson 5: Comparing and Contrasting Needs of Plants and Animals

Art Music Drama Play Movement Games Technology Graphic Creative

Organizer Writing

Lesson 1 X X

Lesson 2 X

Lesson 3 X X

Lesson 4 X X X X

Lesson 5 X