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Basic Needs of Animals: Unit

First Grade

Savannah Crowder and Colleen Barry

Teaching Timeframe: 5 Days

1. Unit Introduction:

The purpose of this unit is to introduce the life processes of plants and animals. The students should understand that plants and animals have a variety of different needs. The students have already learned about the basic needs of plants in the previous unit. This unit focuses on the basic needs of animals: food, water, shelter/space, and air. The next few units will focus on the physical characteristics of animals, movement, and classification of animals.

2. Objectives:

a) General Unit Objective:

1. The students will be able to list, draw, and describe the four basic needs of animals.

2. The students will be able to work cooperatively with peers to complete class activities (including breathing activity, poster creation, and an outdoor “Safari Adventure”).

3. The students will understand and appreciate that animals need four basic needs to survive.

b) Specific Objectives:

Day 1: Introduction/All Basic Needs

The students will be able to draw and state the basic needs of animals (food, water, air, shelter/space), given a chart, with 100% accuracy.

The students will be able to draw and state the basic needs of plants, given a chart, to review, with 100% accuracy.

Day 2: Food and Water

The students will be able to draw a picture using the iPad app. “Doodle Buddy,” of themselves with their favorite food and water, with 100% accuracy.

The students will be able to write a description of their picture, using complete sentences, and including their favorite food, water, and themselves, with 100% accuracy.

Day 3: Shelter/Space

The students will be able to draw a picture of 2-3 animals in their own shelter/space (habitat) that they observed during the “Safari Adventure” with 100% accuracy.

Day 4: Air

The student will be able to demonstrate the learned breathing activities as a class without error.

The student will be able to complete their four-box chart, by drawing a picture of the plant in the bag after two weeks, without error.

The students will be able to write a sentence about what they learned about the basic need air, and copy a sentence from the whiteboard involving air, with 100% accuracy.

Day 5: Review/Posters

The students will be able to create and label posters with a partner that includes all four of the basic needs that animals need to survive (food, water, air, shelter/space), with 85% accuracy (16 out of 20 points on rubric).

c) Standards of Learning (SOLs):

1. Science 1.5: The student will investigate and understand that animals, including humans, have basic needs and certain distinguishing characteristics. Key concepts include

a)basic needs include adequate air, food, water, shelter, and space (habitat);

b)animals, including humans, have many different physical characteristics; and

c)animals can be classified according to a variety of characteristics.

2. Fine arts:

1.4The student will create works of art inspired by stories or poems, ideas, and themes.

1.11The student will create observational drawings of people and objects in the environment.

3. Physical Education 1.5: The student will demonstrate, with little or no adult intervention, safe and cooperative behaviors in physical activity settings.

a)Work cooperatively with peers for short periods of time.

b)Incorporate safety rules learned in physical education.

4. Social Studies 1.6: The student will describe how the location of his/her community, climate, and physical surroundings affect the way people live, including their food, clothing, shelter, transportation, and recreation.

5. English 1.13: The student will write to communicate ideas for a variety of purposes.

a) Generate ideas.

b) Focus on one topic.

c) Revise by adding descriptive words when writing about people, places, things, and events.

d) Use complete sentences in final copies.

e) Begin each sentence with a capital letter and use ending punctuation in final copies.

f) Use correct spelling for commonly used sight words and phonetically regular words in final copies.

g) Share writing with others.

6. C/T K-2.1: Demonstrate an operational knowledge of various technologies.

A. Use various types of technology devices to perform learning tasks.

· Use a keyboard, mouse, touchscreen, touchpad, and other input devices to interact with a computer.

· Use appropriate buttons, gestures, menu choices, and commands to manipulate the computer when completing learning tasks.

B. Communicate about technology with appropriate terminology.

· Use basic technology vocabulary as needed.

3. Daily Plans

Basic Needs: Plants and Animals Lesson

VA SOL: Sci. 1.5 and Art 1.4, 1.11


Purpose:

This is the first lesson in the unit of basic needs of animals. This lesson is about the basic needs of plants and animals and how it is crucial to survival. This lesson connects to their lives, because the students need to know what they need to survive. They will relate real life examples to the basic needs. Last week, the students did a unit on the basic needs of plants. They will use their knowledge about plants to learn about animal’s basic needs.

VA SOLS:

Science 1.5: The student will investigate and understand that animals, including humans, have basic needs and certain distinguishing characteristics. Key concepts include




Fine arts:



Objective:

The students will be able to draw and state the basic needs of animals (food, water, air, shelter/space), given a chart, with 100% accuracy.

The students will be able to draw and state the basic needs of plants, given a chart, to review, with 100% accuracy.

Procedure:

Introduction:

· Call children to front carpet table by table.

· Review the basic needs of plants with children.

· They should know from previous unit that they are: water, air, sunlight, nutrients, and a place to grow.

· Call on students to state the basic needs of plants.

· Write these on the board. (water, air, nutrients, sunlight, and a place to grow)

· To introduce the topic I will ask the students what they think “we” need to live?

· Write/ Draw responses on the board and highlight that animals need air, water, food, and shelter (V)

· Answers: air, food, water, shelter/space

· Wrong answers: television, electronics, car, etc.

· After our class discussion, I will show a video of a song on the four basic needs that animals need to survive. (V, A)

· https://www.youtube.com/watch?v=k4UDf3tF_O4

· Play the song twice, so children can try and sing along the second time it is played. (V, A)

· Write the basic needs on the whiteboard. (V)

· Write large and in format of _____,_______,______,and _____

· Have a discussion about words on whiteboard after song is played. (V)

· What are the four basic needs of animals?

· Air, water, food, and shelter/space

· How does it relate to your life?

· We need air, food, water, and shelter/space to survive.

· Can you give me some real life examples?

· Food: examples of food

· Someone drinking water

· Someone living in a house, apartment…or animals living in the forest, in a nest, etc.

· Everyone needing air to breathe.

· What are the five basic needs of plants?

· Air, water, sunlight, nutrients, and a place to grow.

· Call on 5 students to share.

Development:

· After discussing the basic needs of plants, and the video/song and the basic needs of animals, show students two charts of plants and animals basic needs (with examples)

· Teacher should list and give examples of each of the basic needs for both plants and animals so that students know what they are expected to write and draw on the chart. (V, A)

· The teacher does not need to draw pictures of basic needs for plants, because the students will have already done this in the previous unit. They are completing this chart to review and help them with the basic needs of animals.

· Teacher draw pictures on the whiteboard of all of the basic needs of animals, to show students examples of what they can put in their charts.

· E.g. Food, draw a picture of any food. For water, draw a picture of water. For air, draw a landscape (don’t need to know this word) and can use an arrow (or some other form of marking) that points to the sky or area surrounding, to show that air exists, and surrounds us. For shelter/space, draw a picture of a shelter/space.

· Don’t have to know teacher’s examples for assessment, the students just need to list and be able to draw a picture of all of the basic needs.

· Have the table leader state one of the basic needs of plants or animals, for their group to go back to their seats. (A)

· Hand out charts when everyone is back in seats. (V)

· Hand out charts for advanced and struggling students.

· Charts attached.

· Two charts (one with plants basic needs and one with animal basic needs) with needs already listed (for advanced, needs not listed)

· Students need to draw pictures next to each need for both plants and animals.

· Walk around to assist.

· For advanced students:

· Give them the charts without the basic needs listed and have them list the needs themselves and draw the pictures.

· For struggling students:

· Give them the charts with the basic needs already listed and just draw pictures.

· Can partner up with advanced student for support.

· Have teacher assist in brainstorming pictures they can draw.

Summary:

· Model to the students how to share work by showing them my own chart that I made. (V, A)

· Stand up and hold charts (that are completed) to show class.

· Have students come to carpet with their charts to share. (K)

· Have 4-6 students share their chart with pictures.

· Class discussion on what the basic needs are for plants and animals. (A)

· What are the basic needs of plants?

· Sunlight, water, air, nutrients, and place to grow.

· What are the basic needs of animals?

· Air, water, food, shelter/space

· What are some real life examples of these basic needs?

· Ex: cheeseburger for food, house for shelter, etc.

· How do these basic needs of animals, relate to each one of you?

· They keep you living!

· We need food to survive, we need to drink water to survive, we need a place to live, etc.

Materials:

· Access to Internet, save video clips to computer for easy access (in case their isn’t access to internet). This is the song on basic needs of animals.


· White board

· Handouts

· Colored pencils/ crayons

· Writing Utensils

Evaluation Part A:

· Collect charts for completion and correctness (should have everything correct)

· They will need correct pictures next to the basic need.

· Example: for air, a picture with an arrow or marker that shows that air surrounds us.

· (Advanced students) They will have the correct basic needs on the charts and the correct pictures with the basic needs.

Evaluation B:

· Did the students understand the basic needs of plants and animals?

· What were the strengths of the lesson?

· Did the lesson accommodate the needs of all of your learners?

· How would you change the lesson if you could teach it again?

NAME: ___________________________________

ANIMAL BASIC NEEDS

AIR

SHELTER

FOOD

WATER

NAME: _____________________________________

ANIMAL BASIC NEEDS

NAME: ________________________________________

PLANT BASIC NEEDS

NUTRIENTS

AIR

WATER

SUNLIGHT

PLACE TO GROW

NAME: __________________________________________

PLANT BASIC NEEDS

BASIC NEEDS LESSON: Food and Water

VA SOL: Sci. 1.5, English 1.13, C/T K 2.1


Purpose: This lesson is designed to teach students about the basics needs, food and water. Today is the second day of the Unit of basic needs of animals. This lesson will go into more depth on the basic needs, food and water. The students will have learned the basic needs the day before, and be familiar with the four basic needs.

VA SOLS:





English 1.13: The student will write to communicate ideas for a variety of purposes.

a) Generate ideas.

b) Focus on one topic.

c) Revise by adding descriptive words when writing about people, places, things, and events.

d) Use complete sentences in final copies.

e) Begin each sentence with a capital letter and use ending punctuation in final copies.

f) Use correct spelling for commonly used sight words and phonetically regular words in final copies.

g) Share writing with others.

C/T K-2.1: Demonstrate an operational knowledge of various technologies.

A. Use various types of technology devices to perform learning tasks.

· Use a keyboard, mouse, touchscreen, touchpad, and other input devices to interact with a computer.

· Use appropriate buttons, gestures, menu choices, and commands to manipulate the computer when completing learning tasks.

B. Communicate about technology with appropriate terminology.

· Use basic technology vocabulary as needed.

Objective:

The students will be able to draw a picture using the iPad app. “Doodle Buddy”, of themselves with their favorite food and water, with 100% accuracy.

The students will be able to write a description of their picture, using complete sentences, and including their favorite food, water, and themselves, with 100% accuracy.

Procedure:

Introduction:

· Ask students to think about what their favorite food is.

· Call students to carpet by asking them if their favorite food starts with A, B, C, D.

· The students have to tell you their favorite food before they sit down.

· Repeat the process until the end of the alphabet or all students are sitting down.

· Show the students the cover of the Very Hungry Caterpillar. Ask students if they can make predictions of what the story may be about.

· Have students whisper to their neighbors, their predictions.

· Call on 2-3 students to share predictions.

· Read the story.

· During the story, ask students to check their predictions.

· Was your prediction correct?

· Does anyone need to change his or her prediction?

· After the story.

· Ask students what the story was about?

· A caterpillar eating different food to grow into a butterfly.

· Did you see any of the basic needs in this book?

· Yes, food!

· Today we are going to learn about food and water, and how we need both of those things to survive.

· Keep students at the carpet.

Development:

· We just read a book about food, but animals also need water to survive.

· Ask students how much water they drink a day?

· Call on 2-3 students.

· Ask students why they think we need to drink water?

· To stay hydrated (don’t need to know the word), and to keep us living.

· Tell students that we are going to watch a short video on animals and the foods that they eat.

· Make sure to tell students to pay attention to what foods the animals are eating.

· Show video on animals eating food.

· http://www.pbslearningmedia.org/resource/tdc02.sci.life.colt.eat/what-do-animals-eat/

· Ask students questions about food.

· Why do you eat?

· To grow, to get energy, to live.

· Why do you think animals need to eat?

· To grow, to get energy, to live.

· What kinds of foods do you eat?

· What kinds of things do animals eat?

· Examples from video (nuts, berries, etc)

· How do you get food?

· Grocery store, garden, farm.

· How do you think animals get their food?

· They find it outside.

· Have students go back to seats.

· Pass out iPads (students should know rules on using iPads)

· Tell students that today they are going to use the iPads to create a drawing of themselves, their favorite food, and water.

· Have students select the application: “Doodle Buddy”

· The student’s are familiar with this application. The app. allows students to draw with their fingers and create a drawing.

· Show the students an example of a drawing I did on an iPad. It will include a drawing of my favorite food, water, and myself.

· Tell students that when they are finished they need to save their work and write a sentence on a piece of paper describing what they drew (their picture should include themselves, food, and water).

· Teacher will print out pictures of students’ final product to hang up in the classroom.

· Sentence example: “My name is Savannah, my favorite food is cheese, and I love to drink water.”


· Have them draw two favorite foods, and write two sentences.


· Instead of writing a sentence, have students write each word of what they drew (favorite food, water, and name)

· Teacher will assist.

· Have to describe picture to teacher.

Summary:

· Once students are finished, have students share their pictures and sentences with the class. (Teacher will print and hang up all of the pictures)

· Have every student share.

· So, what basic needs did we learn about today?

· Food and water!

· End lesson with the basic needs song (show video to help students with the words, until they know the song)


· Each lesson will end with this song!

Materials:

· iPads

· App. for iPad: “Doodle Buddy”

· Pencil

· Paper

· The Very Hungry Caterpillar, Eric Carle

· Video clip on what animals eat:

· http://www.pbslearningmedia.org/resource/tdc02.sci.life.colt.eat/what-do-animals-eat/

· Video clip on basic needs song:


· Projector

Evaluation A:

· Check student’s drawings for three things (themselves, favorite food, and water) and check student’s sentences for the three things they drew in their drawing.

· Make note of who drew the picture with 100% accuracy (included all three things).

· Make note of who wrote the sentence with 100% accuracy (included all three things).

· Make note of who did not draw the picture correctly and what they missed.

· Make note of who did not write the sentence correctly and what they missed.

Evaluation B:

· Did the students understand that food and water are basic needs of all animals?

· Did the lesson accommodate/address all of your learners?

· What were the strengths and weaknesses of the lesson?


Name

Picture correct/incorrect

Drawing correct/incorrect

BASIC NEEDS LESSON: Shelter and Space

VA SOLS: Sci. 1.5, Social Studies 1.6


Purpose: This lesson is designed to teach students about shelter and space. Shelter/space is one of the basic needs of animals. They will be able to relate this lesson to the previous day, which targeted all of the four basic needs of animals.

VA SOLS:


a) basic needs include adequate air, food, water, shelter, and space (habitat);

b) animals, including humans, have many different physical characteristics; and

c) animals can be classified according to a variety of characteristics.

Social Studies 1.6: The student will describe how the location of his/her community, climate, and physical surroundings affect the way people live, including their food, clothing, shelter, transportation, and recreation.

Objective:

The students will be able to draw a picture of 2-3 animals in their own shelter/space (habitat) that they observed during the “Safari Adventure” with 100% accuracy.

Procedure:

Introduction:

· Have students come to the carpet.

· Write “shelter/space” on the board. (V)

· Ask students if they know what this is.

· Call on 2-3 students for responses.

· Tell students we are going to learn about shelter and space today.

· Have students face projector screen to watch a video on habitat (V, A) (https://www.youtube.com/watch?v=-MQLqalP1yo)

· After video is shown, have students share some of the basic needs they saw in the video.

· Call on 3-5 students to share.

· Write students responses with examples on whiteboard.

· Write definition of shelter and space on the whiteboard.

· Shelter: a structure that covers or protects people or things, a place that provides food and protection for people or animals that need assistance, or a place to live (students do not need to know actual definition). A shelter is a safe place for animals to live. Some animals use plants for shelters, building nests or

living trees.

· Have students share examples of animals and their shelters that they saw in the video. (A)

· Ex: deer in the forest, birds in the nest, etc.

· Call on a few students to share and do a class discussion about the different shelters seen in the video.

· Explain that today we are going to go outside on a walk around the school and look at animals and their surroundings (habitats).

· Tell students that while we are outside they need to observe and look for different animals and their environment (ex: squirrels in a tree, spider in a web, bird in a nest, etc.)

· After discussion, call students up separately to get ready to go outside on a “safari adventure” and line up.

· May need jacket, etc.

Development:

· Wait for students to be lined up and ready to go outside.

· Make sure students have their journals to write down what they see.

· Once they are ready and quiet, take the students outside.

· Walk to the park next to the school and point out different animals in the environment. (V, K)

· Have students be observing and pointing out animals and their habitat as well.

· Stay outside for 15 minutes and then line up students to go back to the classroom.

· Once students are inside, have them put their stuff away and sit quietly at their seat.

· When they are sitting quietly, pass out lined paper.

· Have the students draw 2-3 animals and their shelter (habitat) that they observed on the “safari adventure.” (V)

· Ex: bird in nest, spider in web


· Have them write what they saw, along with drawing a picture of 2-3 animals in their shelter (habitat).


· Help the students brainstorm what they could draw.

· Just have the students draw a picture of 2-3 things.

Summary:

· Once students are finished with their work, collect their papers and have them quietly sit on the carpet.

· Once all papers are collected and students are sitting quietly, tell them we are going to read a book called, My Home, by Renee Bartkowski. (V, A)

· The book is about all different types of homes that people live in and types of shelters/spaces that animals live in.

· Read the book aloud. (A)

· During the reading, ask questions.

· Do you see any of the animals we saw outside today?

· Do you see any of the shelters/spaces we saw outside today?

· Do you see animals or shelters/space that you didn’t see outside?

· When the read aloud is over, ask questions.

· What were some types of homes we saw in the book?

· Call on 2-3 students

· Where did some of the animals live?


· Why do you think animals live in different shelters/spaces?


· Are any of these similar to what we saw on our “safari adventure”?


· End lesson with animal basic needs song from previous lessons for review. (A, K)

· Put on projector to show the video and have students see the lyrics.

Materials:

· Video clip: https://www.youtube.com/watch?v=-MQLqalP1yo

· My Home, Renee Bartkowski

· Song on basic needs (https://www.youtube.com/watch?v=k4UDf3tF_O4)

· Projector

· Lined paper

Evaluation A:

· Check student’s work to make sure they drew (or wrote) about at least 2 animals in their space/shelter (habitat) they saw on the “Safari Adventure.”

· If they have at least 2 animals they will be on the “got it” on the check for understanding.

· If they have at least 1 they will be in the “working on it” column of the check for understanding.

· If they have 0 they will be in the “struggling” column of the check for understanding.

Evaluation B:

· Did the students understand that shelter and space are included in the basic needs of all animals?



GOT IT

WORKING ON IT

STRUGGLING

Basic Needs Lesson: Air

VA SOL: Sci. 1.5 and 1.4


Purpose:

This lesson is to recap about the basic needs that all animals and plants need. Today we will be discussing one of the basic needs, air, and making sure our students understand that every living thing needs air to survive (both plants and animals). This lesson will help students understand the importance of air in our lives and review the importance of air in the lives of plants.

VA SOLS:





Science 1.4: The student will investigate and understand that plants have basic life needs and functional parts and can be classified according to certain characteristics. Key concepts include

a) plants need nutrients, air, water, light, and a place to grow;

b) basic parts of plants; and

c)plants can be classified based on a variety of characteristics.

Objective:

The student will be able to demonstrate the learned breathing activities as a class without error.

The student will be able to complete their four-box chart, by drawing a picture of the plant in the bag after two weeks, without error.

The students will be able to write a sentence about what they learned about the basic need air, and copy a sentence from the whiteboard involving air, with 100% accuracy.

Procedure:

Introduction:

· Have all students come to the carpet, table by table.

· Once every student is sitting quietly, state that I will be reading the Three Little Pigs (V, A)

· Go over the cover page and ask the students if they can make a prediction about what happens in the story? (V)


· If you’ve read it can you remember how the wolf knocks the pig’s houses down? (If no student has read it, tell them we will find out after reading the story)

· He blew on the houses!

· Read the story. (A)

· While reading the story ask a few questions. (A)

· How did the wolf knock down the first house?

· He blew it down!

· How did the wolf knock down the second house?

· He blew harder to knock it down.

· Was the wolf able to knock down the third pig’s house?

· No, he wasn’t able to!

· After reading the story, ask students what the wolf blew to knock the houses down? (A)

· He blew air!

· Air is something that we need to live. Although we can’t see it, all living things (including plants and animals) need it to survive.

· Today we are going to focus on air.

· Have students stand up on carpet. (K)

Development:

· Have students stand up and make sure they are not touching other students.

· Tell students to put their hands by their sides. (K)

· Tell the students we are doing a breathing activity. (K)

· Introduce the breathing activity and have students copy you. (V, A, K)

· Flower breathing (on attached video-not showing video to class, using it as a resource to teach the students myself)

· Very deep breath in and deep breath out

· Hissing (on video)

· Deep breath in and hissing sound when exhaling

· Bear breath

· Inhale deeply through nose and hold for four seconds, then exhale through nose, repeat twice

· Bunny breath

· Three quick inhales through the nose, and one long exhale out of the nose, repeat three time

· Tell students that we are doing these breathing exercises to be aware of the air we need to breathe. (A)

· Did anyone feel like they needed to take an extra breath while doing any of the exercises?

· Yes, this is because we need to breathe constantly and we need air to live.

· Questions about air (A)

· Can anyone see the air around him or her?

· No.

· Can you feel air?

· No.

· What do you think would happen if we didn’t have air?

· We wouldn’t be able to breathe.

· What do you think will happen when I blow into this balloon?

· Have students make predictions, and do not share answer aloud.

· Have students think of their prediction. (A)

· Have students share 4-6 predictions.

· Blow up balloon. (V)

· Ask students if their predictions were correct

· Call on 2-3 students.

· Ask students what they think is inside?


· Answer: air

· State that we cannot see air, but that it is all around that and us keeps us living. (A)

· Have students get out their sheet about the plant in a bag prediction from the week before. (V)

· The week before we did a unit on basic needs of plants, so the students should be familiar with the needs.

Plant before bag

(already completed from previous unit)

Plant prediction


Plant after one week


Plant after two weeks

(will complete during this lesson)

· I had students put a flower in a Ziploc bag and sealed it shut.

· The students had to work with a four box chart (attached) and draw what the flower looked like before it was put in the bag, then predict what they think the flower will look like after being in the bag, draw what the flower looked like after one week, and now they will draw what the flower looks like after two weeks.

· Talk about the predictions and then show the flower in the bag. (V, A)

· What do you think the flower will look like?

· Why do you think it looks like this?

· Doesn’t have basic needs

· What basic needs did the flower not have while it was in the bag?

· Water, sunlight, nutrients, space, and air

· Take out flower and have students draw what the flower looks like (in the 2 weeks box) (V)

· Ask students what they think happened to the flower and why it isn’t living? (A)

· Because it didn’t have air (or any of the other basic needs for plants to live)

· Is there anything else that we think may have needs?

· Us! Animals!

· Why didn’t we do this bag activity with an animal?

· Because to live it has basic needs.

· State that we shouldn’t really do this with plants either, because we don’t want to destroy living things.


· Have the students write what the plant looks like along with drawing a picture.


· Help them brainstorm how to draw the plant.

· Have a one on one conversation about why the plant isn’t living.

Summary:

· So, what was the basic need that we learned today that plants and animals both need to live? (A)

· Write on board (V):

· Living things like plants and animals all need air to live.

· Have students copy this statement for assessment.

· Have students write one sentence about what they learned today about air.

· We need air to breathe.

· We cannot see air.

· The balloon was filled with air.

· The wolf blew air to knock over the houses.

· The plant died because it didn’t have air.

· Anything that has to do with air…

· Close the lesson by playing the video and singing the song for basic needs of animals. (K, A)


Materials:

· The Three Little Pigs

· Four box chart

· Video/song of basic needs of animals


· Balloon

· Plant in bag

· Paper

· Pencil

· Breathing activity video (don’t show video to kids)

· http://move-with-me.com/self-regulation/4-breathing-exercises-for-kids-to-empower-calm-and-self-regulate/

· Whiteboard

Evaluation A:

· I will assess the students by making sure they participate in the breathing activity, by making note of who is participating. (on attached chart)

· I will assess the students by checking their four-box for completion. I will make note of who completed the chart and who did not. (on attached chart)

· I will assess the students by checking to see if they have two sentences written about air, one sentence that they needed to copy, and one that they needed to come up with themselves. I will grade these for completion.

(on attached chart)

Evaluation B:

· Did the students meet your objectives?

· Did your lesson accommodate/address all of your learners?


Participating in breathing activity

Not participating in breathing activity

Name

Four-box complete

Four-box incomplete (what is missing)

Sentences complete

Sentences incomplete (what is missing)

BASIC NEEDS LESSON: Review/Project

VA SOLS: Science 1.5, Fine arts 1.4 and 1.11, Physical Education 1.5


Purpose: Today is the last lesson of the unit. Students will work together in partners to create posters including all of the basic needs (air, water, food, shelter/space). This demonstrates student’s knowledge of the basic needs that animals need to survive. The students have learned about each one of the basic needs and should be able to apply their knowledge to create a poster with labels.

VA SOLS:


a) basic needs include adequate air, food, water, shelter, and space (habitat);

b) animals, including humans, have many different physical characteristics; and

c) animals can be classified according to a variety of characteristics.

Physical Education 1.5: The student will demonstrate, with little or no adult intervention, safe and cooperative behaviors in physical activity settings.

a)Work cooperatively with peers for short periods of time.

b)Incorporate safety rules learned in physical education.

Fine Arts:



Objective:

The students will be able to create and label posters with a partner that includes all four of the basic needs that animals need to survive (food, water, air, shelter/space), with 85% accuracy (16 out of 20 points on rubric).

Procedure:

Introduction:

· Have students come to the carpet.

· Sing song and show video of the song of animals basic needs as a class (A, K)


· Ask questions/have a discussion about the basic needs. (A)

· What are the basic needs that we need to survive?

· Write answers on the whiteboard. (V)

· (Answer) Air, water, food, shelter/space

· Why are food and water necessary for us?

· Write answer on the whiteboard.

· We need food for energy (or to survive).

· We need water to live.

· Why do we need a place to live?

· For protection, safety, shelter, or a space to live.

· Why is it important for us to have air?

· For us to breathe.

· Are there any questions on the basic needs?

· Call on students if there are questions.

· Model an example of your poster (including drawings and labels of basic needs (food, water, air, shelter/space)) (V)

· Students are to draw pictures of a habitat (students don’t have to know the term) and label where the basic needs are on their poster.

· This tells students their expectations and gives them a model.

· Explain that they will be making their own poster with their partner.

· Make sure they know exactly what to put on their poster before starting their posters.

· Have students choose partners (give 30 seconds to decide), when partners are chosen and are sitting quietly on the carpet, select groups of partners that are sitting quietly to get up and find a place to work.

Development:

· Once all groups have found a spot to work and are sitting quietly, pass out poster boards and pass out small bin of materials (markers, crayons, colored pencils) to each group (provided by teacher).

· Write exactly what they need to include on the whiteboard. (V)

· All four basic needs (air, water, food, shelter/space)

· Labels (of the basic needs on their poster, pointing out where that need is being shown).

· Have students start posters.

· Walk around to assist.


· Posters must include drawings, labels, and sentences.

· Have them write sentences describing the basic needs they included, on the back of their poster.

· For strugglers:

· Posters must include drawings and labels.

· Assist with labeling.

Summary:

· Have students come to carpet with their groups and posters.

· Have students share their posters with the class. (V, A)

· They need to point out all of the basic needs on their posters.

· Once every group has shared their poster, have students go back to their seats.

· Collect posters to hang up in the room.

· Before ending the lesson, have students as a class say the four basic needs aloud and together.

Materials:

· Posterboard

· Rubric for grading

· Song on basic needs of animals


· Projector for showing video of the basic needs of animals song:

· Material bins

· Markers

· Crayons

· Colored pencils

Evaluation A:

· Check each group’s poster using the attached rubric. Students should receive a 16 out of 20 points to meet objective. Both partners will receive same score. (Rubric attached to lesson plan)

Evaluation B:

· Did the students understand all of the four basic needs that animals need to survive?



4. Unit Evaluation

This is a test that includes all of the information about the four basic needs of animals that the children should have learned this unit.

· There is an answer key directly after the example of the test.

· The test is out of 15 points.

Name: _________________ Date: _________________

QUIZ ON ANIMAL BASIC NEEDS

1. Which of the following is a basic need?

a. Clothesb. Airc. Television

2. Why do we need shelter/space?

a. Protectionb. Func. Food

3. Why do we need air?

a. To sleepb. To eatc. To breathe

4. Which of the following is an example of food?

a. Paperb. Fruitc. Wood

5. Draw a picture of one of the basic needs.

6. Circle the pictures of the basic needs:

7. What happened when the plant was in the bag for two weeks?

a. It livedb. It grew c. It died

8. Which of the following is an example of shelter?

a. A bicycle b. A cavec. A couch

9. Draw one animal and it’s shelter that you observed during our “Safari Adventure” in the park.

10. Fill in the blanks.

The four basic needs all animals need to survive are

______air_______, ____food_____, _____water___, and

_____shelter/space________.

5. Resources:

· Video clip: https://www.youtube.com/watch?v=-MQLqalP1yo

· My Home, Renee Bartkowski

· Projector

· Lined paper

· The Three Little Pigs, Paul Galdone

· Four box chart

· Video/song of basic needs of animals


· Balloon

· Plant in bag

· Breathing activity video (don’t show video to kids)

· http://move-with-me.com/self-regulation/4-breathing-exercises-for-kids-to-empower-calm-and-self-regulate/

· Whiteboard

· Posterboard

· Rubric for grading

· Material bins

· Markers

· Crayons

· Colored pencils

· iPads

· App. for iPad: “Doodle Buddy”

· Pencil

· Paper

· The Very Hungry Caterpillar, Eric Carle

Date post:	29-Dec-2019
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