NGSS Lesson Planning Template

Grade: Kindergarten Topic: Animal Needs & Ecosystems/Habitats Lesson (number/title): 8

Monday, Tuesday
Brief Lesson Description:
Students will investigate/review the needs of animals by participating in a squirrel
simulation. They will learn how animals live in certain ecosystems to meet their needs to
survive.
Performance Expectation(s):
K-LS1-1. Use observations to describe patterns of what plants and animals (including humans)
need to survive.
K-ESS3-1. Use a model to represent the relationship between the needs of different plants and
animals (including humans) and the places they live.
Math Integration:

MGSEK.MD.1 Describe several measurable attributes of an object, such as length or weight.

MGSEK.MD.2 Directly compare two objects with a measureable attribute in common, to see
which object has “more of”/”less of” the attribute, and describe the difference example, directly
compare the heights of two children and describe one child as taller/shorter. Classify objects and
count the number of objects in each category.
MGSEK.MD.3 Classify objects into given categories; count the numbers in each category and
sort the categories by count. (Limit category counts to less than or equal to 10)

Language Arts Integration:

ELAGSEKW2: Use a combination of drawing, dictating, and writing to compose
informative/explanatory texts in which they name what they are writing about and supply some
information about the topic.
ELAGSEKW7: With guidance and support, participate in shared research and writing projects
(e.g., explore a number of books by a favorite author and express opinions about them).
ELAGSEKW8: With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question
Social Studies Integration:
SSKH3 The student will correctly use words and phrases related to chronology and time to
explain how things change. a. Now, long ago b. Before, after c. Morning, afternoon, night d.
Today, tomorrow, yesterday e. First, last, next f. Day, week, month, year g. Past, present, future
SSKG2 The student will explain that a map is a drawing of a place and a globe is a model of the
Earth. a. Differentiate land and water features on simple maps and globes. b. Explain that maps
and globes show a view from above. c. Explain that maps and globes show features in a smaller
size.
Specific Learning Outcomes:
 Animals live in places that have the things they need.
 If there aren’t the things they need they won’t survive
Narrative / Background Information
Prior Student Knowledge:
 Animals need air, water, shelter, and food to survive.
 Knowledge of environment, ecosystems and habitats
Science & Engineering Practices: Disciplinary Core Ideas: Crosscutting Concepts:

 Asking questions (science) ESS3.A: Natural Resources  Patterns

 and defining problems  Living things need water, air, and  Cause and effect:
(engineering) Mechanism and
 Developing and using models
resources from the land, and they live explanation
 Planning and carrying out in places that have the things they  Scale, proportion,
investigations need. Humans use natural resources and quantity
 Analyzing and interpreting for everything they do.  Systems and system
data models
 Using mathematics and  Energy and matter:
computational thinking Flows, cycles, and
 Constructing explanations conservation
(science) and designing  Structure and
solutions (engineering) function
 Engaging in argument from  Stability and change
evidence
 Obtaining, evaluating, and
communicating information

Possible Preconceptions/Misconceptions
 Animals can live anywhere
LESSON PLAN – 5-E Model
ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions
What are the components of a habitat? What do living things need to survive?
 Teacher Note* Place the game pieces around the room before playing the
game. (NOTE: This game can be taken outside. Ledet will be on the field) ****Some of
these needs should not be readily available for everyone (food, water, shelter). If you
have a class size of 25 there should only be about 20 food cards and 22 shelter cards.
 Need cards- http://learning-in-action.williams.edu/files/habitat-game-2-2.pdf
 Review what living things need to survive (refer to the lists you made for humans,
animals and plants).
 Explain that they will be pretending to be squirrels and hunt around their ecosystem
(ask what kind of real ecosystem it would have to be) for what they need to survive.
 Show the students the four cards they will be searching for; food, water, air, and
shelter.
 Explain that once someone touches the card, it is theirs, no fighting over cards.
 Students may only grab one card at a time using one hand.
 The object is to gather everything you need to survive by the time the game is over.
 Remind students about the essential agreements (rules) before beginning and if anyone
doesn’t follow those rules they’ll have to sit down and observe.
EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions
 Start the game, observe the little squirrel behavior, guide if needed.
 Once all the cards are found have students come sit down (some will not have the cards
they need).
EXPLAIN: Concepts Explained and Vocabulary Defined

 Have students raise their hands if they found a piece of food, then a piece of water, then
air and then shelter.
 What do you predict will happen if all of these needs are not met?
 Talk about why all squirrels might not find what they need (babies, injured, too many
 squirrels in an area, not enough from the ecosystem/environment (dries up, water
pollution, trees cut down)).
 Have students discuss their thoughts with their elbow partner for each first, then as a
whole group.
 Talk about how animals need certain things to survive and their
environments/ecosystems/habitats provide that. If a certain ecosystem does not
provide that then the animal would not survive.
 Review habitats around the world. What does May look like around the globe? Would
our squirrel survive there?
 ASK: What are we doing here that affects our school habitat? How can we design and
create things that will help our habitat?
 On chart paper, write answers and ideas.
 Narrow focus to one animal (Bees, ladybugs, our chickens, etc)
 What part of habitat will we improve?

ELABORATE: Applications and Extensions

Day 2 (unless there is time on Day 1)
 Review what students learned yesterday about how they need to live somewhere that
meets their needs, or they will not survive.
 http://www.slideshare.net/doujastar/where-do-plants-and-animals-live
http://jeanporter.cmswiki.wikispaces.net/click+here
http://www.nature.org/newsfeatures/specialfeatures/animals/,
http://kids.nationalgeographic.com/animals/
 What does our schoolyard habitat need for our animals and plants to live successfully?
 Discuss some ways we have improved habitat (garden, bird feeders). What solutions can
you suggest for our problem?
 Use student ideas to investigate how and what we will improve.
 Draw and label plans for improvement
EVALUATE:
Formative Monitoring (Questioning / Discussion):
After drawing our plans, students will persuade Ms. Lemoncelli to help us gather materials we
need to make our ideas succeed.

Students will write, draw, or record on tablets a letter to Ms. Lemoncelli describing what we
need to help our habitat be successful for the animals that live here.

 Observe during the squirrel simulation

 Facilitate discussions, take anecdotal notes

Summative Assessment (Quiz / Project / Report):

Elaborate Further / Reflect:
A fun game about habitats/ecosystems
http://files.havefunteaching.com/activities/science/animal-habitats-activity.pdf
  Watch the video about Ecosystems and those ecosystems having what the living things
need to survive- https://www.youtube.com/watch?v=0Gm9zJS10-E

Lesson Resource Cited- Wonderful Lessons and Printables here: http://learning-in-

action.williams.edu/opportunities/elementary-outreach/science-lessons/kindergarten-
science/
Page 1 of 2

Materials Required for This Lesson/Activity

Quantit Description Potentia Estimate
y l d Price
Supplier
(item #)
Need cards- http://learning-in-
action.williams.edu/files/habitat-game-2-2.pdf
Ecosystem Video-

https://www.youtube.com/watch?v=0Gm9zJS10-E

Science Readers pack: A Closer Look: Biomes & Ecosystems

Materials for creating animals- crayons, markers, colored pencils,
scissors, glue, tape and website for templates-
http://www.firstpalette.com/tool_box/printables/seaanimals.h
tml

NGSS Lesson Planning Template

Grade: Kindergarten Topic: Plant Needs & Lesson (number/title): 9
Ecosystems/Habitats Wednesday
Brief Lesson Description:
Students will investigate/review the needs of plants and animals. They will learn why plants
and animals live in certain ecosystems to meet their needs to survive.
Performance Expectation(s):
K-LS1-1. Use observations to describe patterns of what plants and animals (including humans)
need to survive.
K-ESS3-1. Use a model to represent the relationship between the needs of different plants and
animals (including humans) and the places they live.
Specific Learning Outcomes:
 Plants live in places that have the things they need.
 If there aren’t the things they need they won’t survive
Narrative / Background Information
Prior Student Knowledge:
 Plants need air, water, and sunlight to survive.
 Knowledge of environment, ecosystems and habitats
Science & Engineering Practices: Disciplinary Core Ideas: Crosscutting Concepts:
 Asking questions (science) and ESS3.A: Natural Resources  Patterns
defining problems
 Living things need water, air, and  Cause and effect:
(engineering) Mechanism and
 Developing and using models resources from the land, and they explanation
 Planning and carrying out live in places that have the things  Scale, proportion,
investigations they need. Humans use natural and quantity
 Analyzing and interpreting data resources for everything they do.  Systems and system
 Using mathematics and models
computational thinking  Energy and matter:
 Constructing explanations Flows, cycles, and
(science) and designing conservation
solutions (engineering)  Structure and
 Engaging in argument from function
evidence  Stability and change
 Obtaining, evaluating, and
communicating information

Possible Preconceptions/Misconceptions
 Plants can survive anywhere
LESSON PLAN – 5-E Model
ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions
 SMALL GROUP ACTIVITIES:
GROUP 1: Watch the following video https://www.youtube.com/watch?v=lhR9vDAIyKI or
watch this slideshow http://www.slideshare.net/doujastar/where-do-plants-and-animals-
live
GROUP 2: read the book Where do Plants Grow? (World of Plants) By Louise and Richard
Spilsbury
GROUP 3: Read and complete Places Plants and Animals Live
GROUP 4: Work on Habitat Improvement Project

Back to large group:

 Review what plants and animals need to survive.
 Talk about why plants grow in certain areas and connect it to why animals live in certain
areas (many times because of the plant growth).
 Make a list under each ecosystem of the features plants would need to have to survive
there.
EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions
 Tell the students they will be choosing a plant that will fit into each of the ecosystems
your class is creating.
 Students will need references to use in case they are unsure (nonfiction books,
printouts, http://www.slideshare.net/doujastar/where-do-plants-and-animals-live
(helpful slideshow), http://jeanporter.cmswiki.wikispaces.net/click+here (at the bottom
of this site there are powerpoints for each ecosystem), pebblego.com,
 Here is a website (you can search and print some plant templates) for students to use if
you want them to just color, instead of
create. http://www.firstpalette.com/tool_box/printables/seaanimals.html
 Assign an ecosystem (different from their person and animal they created) to each
group.
  When they are done they can glue their plant to the correct ecosystem (after checking
with you).
EXPLAIN: Concepts Explained and Vocabulary Defined
 Students can explain their reasoning behind the plant they added to the ecosystem.
ELABORATE: Applications and Extensions

EVALUATE:
Formative Monitoring (Questioning / Discussion):
 Make sure students put their plant in the correct ecosystem
Summative Assessment (Quiz / Project / Report):
Elaborate Further / Reflect:
Page 1 of 2

Materials Required for This Lesson/Activity

Quantit Description Potentia Estimate
y l d Price
Supplier
(item #)
Where do Plants Grow? (World of Plants) By Louise and Richard
Spilsbury
Science Readers pack: A Closer Look: Biomes & Ecosystems
Materials for creating animals- crayons, markers, colored pencils,
scissors, glue, tape and website for templates-
http://www.firstpalette.com/tool_box/printables/seaanimals.h
tml
NGSS Lesson Planning Template
Grade: Kindergarten Topic: Human Needs/Ecosystems Lesson (number/title):
Thursday/Friday
Brief Lesson Description:
Students will use their knowledge of ecosystems to appropriately dress a cutout person. They
will be adding living things to four different ecosystems over the next few lessons.

Math Integration:

MGSEK.MD.1 Describe several measurable attributes of an object, such as length or weight.

MGSEK.MD.2 Directly compare two objects with a measureable attribute in common, to see
which object has “more of”/”less of” the attribute, and describe the difference example, directly
compare the heights of two children and describe one child as taller/shorter. Classify objects and
count the number of objects in each category.
MGSEK.MD.3 Classify objects into given categories; count the numbers in each category and
sort the categories by count. (Limit category counts to less than or equal to 10)
Language Arts Integration:
ELAGSEKW2: Use a combination of drawing, dictating, and writing to compose
informative/explanatory texts in which they name what they are writing about and supply some
information about the topic.
ELAGSEKW7: With guidance and support, participate in shared research and writing projects
(e.g., explore a number of books by a favorite author and express opinions about them).
ELAGSEKW8: With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question.

SSKE1 The student will describe the work that people do

SSKE4 The student will explain that people must make choices because they cannot have
everything they want.

Main Idea:
Students will Skype with an Environmental Engineer
Agronomy, Biotech
Performance Expectation(s):
K-ESS3-1. Use a model to represent the relationship between the needs of different plants and
animals (including humans) and the places they live.

K-LS1-1. Use observations to describe patterns of what plants and animals (including
humans) need to survive.

Specific Learning Outcomes:

 Humans live in certain ecosystems based on their needs
 Humans make changes in order to survive in those ecosystems

Narrative / Background Information

Prior Student Knowledge:
 Seasons
 Ecosystems
 What living things (humans) need to survive
Science & Engineering Practices: Disciplinary Core Ideas: Crosscutting Concepts:

 Asking questions (science) and ESS3.A: Natural Resources  Patterns

defining problems (engineering)  Cause and effect: Mechanism
 Developing and using models  Living things need and explanation
 Planning and carrying out  Scale, proportion, and
investigations
water, air, and quantity
 Analyzing and interpreting data resources from the  Systems and system models
 Using mathematics and computational land, and they live in  Energy and matter: Flows,
thinking places that have the cycles, and conservation
 Constructing explanations (science)  Structure and function
things they need.
and designing solutions (engineering)  Stability and change
 Engaging in argument from evidence Humans use natural
 Obtaining, evaluating, and resources for
communicating information everything they do.
Possible Preconceptions/Misconceptions
That every place is like where they live

LESSON PLAN – 5-E Model

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions
 Have four blank ecosystems (labeled with what they are: Desert,
Forest…etc.) posted for all students to see. Example-

 Ask students what these are (ecosystems/environments)

 Tell students that they will be creating these ecosystems over the next few weeks and
their job is to discover what living and nonliving things belong in each.
 Read Welcome Home Bear by II Sung Na
 Then show them a cutout of a person-
http://www.activityvillage.co.uk/sites/default/files/downloads/person_template.pdf
 This cutout person will be them
 Let them know they will be visiting these different ecosystems and that they have to dress
appropriately.
 Assign each group an ecosystem to focus on

EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions

 Depending on time have students create themselves using the cutout person either by just
drawing/coloring or more elaborate with cutting and gluing.
 Their clothes should match their ecosystem.

EXPLAIN: Concepts Explained and Vocabulary Defined

 After creating their person have students meet to share and explain their reasoning for
their outfit.
 Compare and Contrast by discussing the similarities and differences between the different
outfits the cutouts are wearing.

ELABORATE: Applications and Extensions

 After the share and discussion give students an opportunity to make changes to their
cutout.
 Hang their cutout of themselves around the correct ecosystem.

EVALUATE:
Formative Monitoring (Questioning / Discussion):
 Students dress their cutout appropriately
Summative Assessment (Quiz / Project / Report):

Elaborate Further / Reflect:

Page 1 of 2

Materials Required for This Lesson/Activity

Quantity Description Potential Supplier Estimated
(item #) Price
http://www.activityvillage.co.uk/sites/default/fil
es/downloads/person_template.pdf Person
cutout
Materials to create your ecosystem template and
clothing- Markers, crayons, colored pencils,
construction paper, fabric, string, glue, tape and
scissors.
Welcome Home Bear by II Sung Na