USF Elementary Education Lesson Plan Template (rev.
Sum19) Name: ______Avery Rath____________
Grade Level Being Taught: 1st
Title of Lesson
Meeting your students’ needs as
people and as learners
(supervisors)
What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards.)
Understanding the standards
over time
(CPALMS/instructional planning
course)
Subject/Content: Science/ Group Size: Date of Lesson: 11/02/23
Animal Needs 16
Part 1: Lesson Content
Animal Needs
How does this lesson connect to the interests and cultural backgrounds of your students?
This lesson connects to the interests of students by beginning with a read aloud. The classroom assets
profile I completed has read alouds listed as a student interest and collaboration as a preferred learning
style. Students will also be learning about the needs of humans and be able to better understand the
needs of animals by making that connection.
How does this lesson connect to/reflect the local community?
The lesson helps students learn about the world around them and connects to the classroom community
by putting the students at the center of the questioning/wondering.
SC.1.L.17.1
Through observation, recognize that all plants and animals, including humans, need the basic necessities
of air, water, food, and space.
ELA.1.R.3.2
Retell a text in oral or written form to enhance comprehension.
a. Use main story elements at the beginning, middle, and end for a literary text.
b. Use topic and important details for an informational text.
Previous grade level standard:
SC.K.L.14.2
Recognize that some books and other media portray animals and plants with characteristics and
behaviors they do not have in real life.
SC.K.L.14.3
Observe plants and animals, describe how they are alike and how they are different in the way they look
and in the things they do.
1
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ______Avery Rath____________
Grade Level Being Taught: 1st
What misconceptions might
students have about this
content? (talk to your CT)
Objectives- What students will
know or be able to do after the
instruction – the learning
outcomes
Content (WHAT students are
learning- look to the standard)
Action (HOW students will show it-
there might be clues in the
standard)
Measure (HOW WELL they need to
do it)
Subject/Content: Science/ Group Size: Date of Lesson: 11/02/23
Animal Needs 16
ELA.K.R.3.2
Retell a text orally to enhance comprehension:
a. Use main character(s), setting, and important events for a story.
b. Use topic and details for an informational text.
Next grade level standard:
SC.2.L.17.1
Compare and contrast the basic needs that all living things, including humans, have for survival.
ELA.2.R.3.2
Retell a text to enhance comprehension.
a. Use main story elements in a logical sequence for a literary text.
b. Use the central idea and relevant details for an informational text.
-Students may think underwater animals do not need oxygen.
-Students may think some animals are like plants and do not need food.
-Students may not understand what shelter is for animals.
Some examples:
--Students will be able to accurately (measure- how well) differentiate (action- how) between potential
and kinetic energy (content- what).
--Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
reasonable (measure- how well) prediction (also part of the action) for how the main character will
respond to a challenge in the second half (content- what).
-------------------------------------------------------------------------------------------------------------------------------------
After the completion of the O-W-L Chart and discussion about the lesson, students will be able to
accurately name and describe at least 3 of the 4 main animal needs.
2
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ______Avery Rath____________
Grade Level Being Taught: 1st
Level(s) of Thinking
Assessment Plan- How will you
know students have mastered
your objectives?
Assessment Scoring/Rubric
What are the criteria for how you
will assess student
learning/student work? If you’re
using a rubric, include your rubric
Subject/Content: Science/ Group Size: Date of Lesson: 11/02/23
Animal Needs 16
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard? Science: Understand, ELA: Apply
Which level(s) of thinking is/are called for in your objective? Apply
Why did you choose this level(s) of thinking?
This level of thinking aligns with the standards. Students will need to apply their knowledge of the story
to retell the events and relevant details. Students will need to understand what the animal needs are to
be able to describe them. These levels of thinking will help students develop a conceptual understanding
of the content.
Describe your assessment plan:
Students will respond to an oral or written prompt (depending on student and writing/reading levels).
Oral Prompt: “What are the animal needs we talked about?”
Written Prompt: “Write a few sentences to describe animal needs”
Advanced Written Prompt (C.M., C.M., D.A.): “Write a few sentences to describe animal needs and how
they relate to human needs?”
How does it align with your objective?
This aligns with the objective because the prompt requires students to describe animal needs.
Is your assessment formative or summative? Why did you make that assessment decision?
Formative- this is the middle of a unit and will inform future lessons. There will be another lesson on
how animal needs relate to human needs, it is very briefly touched on in this lesson.
Students will meet the objective of the lesson if they can name 3/4 animal needs and describe that they
are the same as our (human) needs. This will allow me to see if students have an understanding of what
a “need” is. If students are able to relate the needs to their own, it will give them a better understanding
of the “basic necessities” described in the standard.
3
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ______Avery Rath____________

Grade Level Being Taught: 1st Subject/Content: Science/ Group Size: Date of Lesson: 11/02/23
Animal Needs 16

here.
Part 2: Lesson Implementation
Management & Environment
● How will you arrange yourself and the students (location in the classroom, seating)?
(integrated throughout your
step-by-step plan): Part 1: I will be in a chair at the front of the carpet. Students will be on the carpet on their
assigned star numbers.
Part 2: I will be at the front of the room and students will be at their desk for most of the lesson,
they will come to the carpet at the end of the lesson.

● What processes & procedures will you use? How and when will you communicate those to
students?
Students have assigned spots on the carpet that they will sit on during the read aloud. Students
will answer to established attention grabbers. Students will raise their hands to contribute to the
O-W-L chart. Students will line up outside the classroom after lunch before re-entering to hear
instructions. Students will follow along in their textbooks when I read portions from it.

● What expectations will you have for the students? How and when will you communicate those to
students?
Students will be expected to follow established classroom rules: raise hand to ask question, raise
hand to get out of seat, use hand signals, not talk while others are talking. Students will be
expected to participate in the class discussion and contribute to the O-W-L chart when called on.
Students will be expected to write the vocabulary words down in their textbooks.

● What strategies will you use if students do not meet your expectations? Are there specific
students who require a more extensive management plan? What will that consist of?
If students do not meet expectations, I will begin by remining the whole class of the expectation
that is not being met (ex. “remember class, right now we are…”). If students continue to not meet
expectations, I will use I messages, I feel this will be effective due to the relationships I have built
with students. If I am at the front of the room and students are at their desks not meeting
behavioral expectations, I will use an attention grabber for the whole class, praise some students
for meeting expectations. If specific students are not meeting expectations, I will go the student

4
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ______Avery Rath____________
Grade Level Being Taught: 1st
Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)
Subject/Content: Science/ Group Size: Date of Lesson: 11/02/23
Animal Needs 16
and ask them (one on one) to refocus on the task by reminding them what we are doing. With I.P.
I will used planned ignoring, positive communication, present him with options, and proximity
interference.
● What will students do if they complete the task quickly?
If students complete the task quickly, I will provide them with 2 choices a Think-Pair-Share
activity: 1) think of some new observations or wonderings after the completion of the science
lesson or O-W-L chart
2) How are animal needs similar to human needs?
Anchor Chart paper and markers
“The Busy Tree” book
Smartboard/projector
Student science textbooks
Teacher science textbook
Writing utensils
Reading reflection book for C.M., C.M., and D.A.
5
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ______Avery Rath____________
Grade Level Being Taught: 1st
Differentiating Instruction
(adapting instruction to meet the
needs of individual students or
groups of students)
Differentiating Instruction
(adapting instruction to meet the
needs of individual students or
groups of students)
Accommodations
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
Subject/Content: Science/ Group Size: Date of Lesson: 11/02/23
Animal Needs 16
How will you differentiate instruction in this lesson? Circle those that apply:
Process Product Content Readiness Interest Learner Profile
Describe what/how you will differentiate:
Students will have different products that they present to me for the formative assessment of the lesson.
Students will be able to verbally tell me or write their responses. Prompts for student responses will be
varied in complexity depending on the individual student.
Which specific students will benefit, and why?
(F.L. D.A. I.P. A.B. A.H.)
The students above will benefit from the varied product because they are ELL. By simplifying the prompt
for ELL students and allowing them to verbally explain their thinking, I am ensuring that I am assessing
the student on knowledge of the content rather than language comprehension or writing capabilities.
C.M. and C.M. will benefit from the extra challenge, they are often done first and excel in the classroom.
This will keep them more engaged and they appreciate when things are done special for them so they are
not bored while everyone else finishes their work.
How will you adapt this lesson to meet the needs of individual students or groups of students?
(content? materials? level of support? pace? etc.). Make connections to your student asset profile.
I will walk around the room during the lesson to provide support to students who may be struggling.
A.T. and A.B. struggle with confidence, so I will go to them after the ELL students to provide
encouragement and support if necessary.
F.L. A.H. and D.C. may struggle to understand due to language comprehension so I will make sure to go to
them first an clarify the instructions/repeat any content. I will also ask my bilingual students to help me
by telling me some of the words in Spanish so I can help my ELLs make those connections. The ELL in the
class with the current lowest language comprehension (F.L.) sits next to a bilingual student (L.A.), so I
will ask him to help me explain something to her if needed.
What accommodations will you make for students who are English Language Learners? (Refer to
your ESOL Strategies checklist and list specific strategies)
● Pre-Production Level: n/a
6
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ______Avery Rath____________
Grade Level Being Taught: 1st
implement for these unique
learners.)
*If you don’t have students who
require these accommodations,
describe what you WOULD do if
you did have these students.
References (Planning of
instruction should be guided by
research-informed
approaches. Acknowledge
references used to inspire lesson
ideas.)
Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
Subject/Content: Science/ Group Size: Date of Lesson: 11/02/23
Animal Needs 16
● Early Production Level: Repeat simple instructions, simple questions, differentiation of product,
pair with bilingual students, model correct responses, checks for understanding.
● Speech Emergence Level: repeat instructions, frequent comprehension checks, pair with bilingual
students, differentiation of product
● Intermediate Fluency Level: Clarify that student understands expectations.
What accommodations will you make for students who have an IEP or 504 plan?
 Repeat instructions
 Reread text directly to student
 Repeat definitions of vocab words
 Verbal encouragement prompts/cues to stay on task
 Seated close to teacher
(These are accommodations listed in this student’s IEP)
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
N/A
Benjamin, A. (2013). Differentiated instruction: a guide for elementary teachers. Routledge.
https://doi.org/10.4324/9781315854120
Ansberry, K. R., & Morgan, E. R. (2012). More picture-perfect science lessons: Using children’s
books to guide inquiry, K-4. NSTA Press, National Science Teachers Association.
1. What is the content area for this lesson? ____Science/ Animal Needs__
2. What is the expected lesson structure for a lesson taught within this content area? In other
words, what lesson structure is appropriate for teaching within this content area? (5Es;
7
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ______Avery Rath____________
Grade Level Being Taught: 1st
carry out the lesson for you.)
Where applicable, be sure to
address the following:
◻ What Higher Order Thinking
(H.O.T.) questions will you ask?
◻ How will materials be
distributed?
◻ Who will work together in
groups and how will you
determine the grouping?
◻ How will students transition
between activities?
◻ What will you as the teacher
do?
◻ What will you as the teacher
say?
◻ What will the students do?
◻ What student data will be
collected during each phase?
◻ What are other adults in the
room doing? How are they
supporting students’ learning?
Subject/Content: Science/ Group Size: Date of Lesson: 11/02/23
Animal Needs 16
guided/gradual release/etc.) __5 Es___
This is a 2 part lesson; a read loud during ELA to preface the content covered in science.
3. Step-by-step plan:
Time: Action Steps:
Before lesson: set up O-W-L chart.
11:25
Instruct students to come meet me on the carpet. As students sit down, I will remind them of
how we behave on the carpet and to be respectful of everyone and their space.
Ask for eyes on me before introducing book.
“After lunch in science, we will be talking about animals and their needs, so I thought it would be fun to
read a book together first.”
“This is called ‘The Busy Tree’”
*Preview book, talk about author and illustrator, look at some pictures*
*Explain O-W-L chart to students (this is the first time we are using this)*
“On this side of the chart, we will put things that we observe or notice about animal needs. In the middle,
we will write some questions that we think of that we would like to answer in science later. If we have
any questions about this, we can answer them before we add to the chart.”
11:30
Begin read aloud.
After each page that a need is mentioned/showed, briefly mention the need that was being met. (Ex.
p.10- “This is the spider that lives in my bark, spinning a web from dawn until dark” – “the spider gets
shelter from the tree!”)
11:38
“How did everyone feel about The Busy Tree?”
“There were a lot of animal needs mentioned in there! Let’s think about who visited the busy tree and
what they did there. Think about the animals we saw, what were they doing? I do not want anyone to
share quite yet, take a moment and think.”
8
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ______Avery Rath____________

Grade Level Being Taught: 1st Subject/Content: Science/ Group Size: Date of Lesson: 11/02/23
Animal Needs 16

“Okay, now can I see some hands from some friends that want to share?”
**Call on multiple students for observation contributions, relate each contribution to an animal need**
Go over observations and thank students for contributions.
“Now let’s think of some wonderings or questions that we want to answer later in science.”
**Call on multiple students for wondering contributions, relate each contribution to an animal need**
Go over observations and thank students for contributions.
“Well, it looks like we have a lot to look forward to learning about in science later! Thank you for adding
to our chart!”
11:50
**Line students up for lunch**

12:25
Return from lunch with students. Line up students outside classroom to give instructions. Tell
students to return to desks quietly, get science books out, and open to the bookmarked page.
12:27
Allow students to get seated before asking them to turn 3 pages in the book.
Go over observations and wonderings from read aloud.
Address wondering through text and have students write vocabulary words in book.
12:32
Have students follow along while reading science textbook explanation of animal needs. Have students
say vocabulary words aloud.
Fill out “learning” section of O-W-L chart throughout lesson, addressing student wonderings.
Relate animal needs to human needs by telling students what we do to meet our needs.

12:45
Go over O-W-L chart and answer any wonderings not fully answered in the text. (Since the wonderings
will be provided by students, I am not able to plan specific responses)
Ask students to write responses to prompt in reading response books.
Go to ELL students to give them the prompt verbally.
12:50
End of Lesson