LESSON IDENTIFICATION AND LEARNING GOALS

Lesson Design & Analysis Part 1

Name(s): Amelia Leng

Lesson Topic and Grade Level: First Grade – Young Plants and Animals

Performance Expectation:

● 1-LS1-1. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help
them survive, grow, and meet their needs. [Clarification Statement: Examples of human problems that can be solved by mimicking plant or
animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells, and animal
scales; stabilizing structures by mimicking animal tails and roots on plants; keeping out intruders by mimicking thorns on branches and
animal quills; and, detecting intruders by mimicking eyes and ears.]

o LESSON FOCUS: Animals and plants have characteristics that help them survive and meet their needs that humans can also
use.

Sources Used:

● Books:
o Kratt, M., & Kratt, C. (2015). Wild predators. New York: Random House.
o Kratt, M., & Kratt, C. (2015). Wild reptiles: Snakes, crocodiles, lizards, and turtles! New York: Random House.
o Cooper, W. (2007). Polar animals. New York: Scholastic.
● L. (2015). 25 Coolest Ways That Animals Adapt To Their Environments. Retrieved November 04, 2016, from
http://www.youtube.com/watch?v=U_YD0XU0TNU
● NGSS (Next Generation Science Standard) http://www.nextgenscience.org/pe/1-ls1-1-molecules-organisms-structures-and-processes
● Wagstaff, A. (2011, April 14). Creative Learning Templates for Parents and Teachers, Part 1: Drawing/Writing. Retrieved November 4,
2016, from https://www.nypl.org/blog/2011/04/14/creative-learning-templates-parents-and-teachers-part-1-drawingwriting
● Graphics from Google Images
Driving Question for Lesson:
● What is the same about what we do and what animals do?
Unpacking the Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts for your Performance Expectation:

● 1-LS1-1. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to
help them survive, grow, and meet their needs. [Clarification Statement: Examples of human problems that can be solved by mimicking
plant or animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells, and
animal scales; stabilizing structures by mimicking animal tails and roots on plants; keeping out intruders by mimicking thorns on
branches and animal quills; and, detecting intruders by mimicking eyes and ears.]

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Use materials to design a device that solves a
specific problem or a solution to a specific
problem. (1-LS1-1)
LS1.D: Information Processing The shape and stability of structures of natural
and designed objects are plated to their
Animals have body parts that capture and convey
function(s). (1-LS1-1)
different kinds of information needed for growth
and survival. Animals respond to these inputs with
behaviors that help them survive. Plants also
respond to some external inputs. (1-LS1-1)

● Recognize dimensional quantities
● Express relationships and
quantities
● Use simple simulations to see if it
“makes sense”
● Use grade level appropriate
understanding
● Increasing students’ familiarity
with the role of mathematics in
science
● Should learn to use such
instruments as rulers,
protractors, and thermometers
for the measurement of variables
● External parts are body parts we
can see
● Characteristics
● Life distinguishes from living and
non-living
● Animals have body parts that
capture and convey different
kinds of information needed for
growth and survival
● Animals respond to these inputs
with behaviors that help them
survive
● Plants also respond to some
external inputs
● Structure and function
● Form and function are
complementary aspects of
objects, organisms, and systems
in the natural and designed world
● Understanding of form and
function applies to different
levels of organization. Function
can be explained in terms of form
and form can be explained in
terms of function
 Assessment:
Use simple simulations to see if the animal responses, where they use their structures/functions, to inputs that help them survive “makes sense”.

Prepare: Cut out pictures of animals and people and place on tables. Hand out literacy page.

Have students at their desks pick an animal. Color and paste the animal onto their page. Then have students choose a picture of a person that
matches their animal’s external part/behavior and color and paste it to their page. Then have students explain their reasoning in writing. If time
allows, have students come to carpet and share their papers. Collect papers.

↙ Experience column should demonstrate which practices you will be using.

Experiences, Patterns & Explanations:

Experiences (3) Patterns (2) Explanations (1)

Opportunities to collect observations
or “data” about specific phenomena
in the real world
E P P E
Relationships and Grade-level appropriate statements which
Opportunities to share generalizations across Supporting students in generalize beyond specific
organize and represent their experiences that clarify and making generalizations from objects/experiences described in the
data and/or observations to describe “what happened” specific phenomena to patterns to answer questions about “how
find patterns explaining “how and/or why or why” phenomena occur in the natural
the world works” world
(Pedagogical moves – plan
for organizing ideas for (Helping students see
students) patterns, makes predictions,
create models, etc..)
● Amelia experience: ● Ask them to ● Animals have ● Discuss how ● Humans and mimic the
Have students observe identify animals body parts that humans can look body parts and behaviors of
pictures of different and how they help them to animals for plants and animals in order
animals with know/what survive. ways to survive. to better survive.
specific/unique outer makes the ● Some of these ● Try to think of
body parts. animals special. body parts are animals that
https://www.youtube.c ● Ask students if like things have body parts
om/watch?v=U_YD0XU they saw humans use to or behaviors
0TNU anything that survive. that we could
● Johannah’s experience: looks like mimic in new
Read aloud - Wild Kratts something us ways.
Wild Predators and humans do.
Reptiles, Polar Animals
● Assessment: Have
students match animal
parts/behavior with
human behavior and
explain their reasoning.