The Bear Necessities

A unit on the essentials for plant and animal life

First Grade

Unit Overview

Grade Level: First Grade

Time Needed: Three Weeks
This unit covers the basic needs of plants and animals in five lessons.
This unit is fundamental to students being able to later understand their
own health and their impact on the environment. Without recognizing that
all animals need space, water, food and air students might not recognize
how pollution and reckless use of resources affects plant and animal life
around us. It is also the foundation to students being able to understand
photosynthesis and the body systems. By understanding what exactly
animals and plants need to take into their systems to survive they can be
prepared to learn about the detailed inner workings of our systems and
those of plants. This lesson also allows students to practice skills such as
measuring, recording and charting data.
The first part of this unit focuses on plants and what seeds need to
germinate as well as how taking away vital things from plants affects their
growth. The second half focuses on the basic needs of animals including
what they need, how they get what they need, how what they need is the
same but differs in the details (for example different types of food or
habitats) and how we find out what animals need.
Throughout the lesson students will be asked many open ended
questions to encourage them to deepen their understanding of the topic at
hand. Some questions they will be asked will include:
How can a plant or animal meet its needs?
What happens when a plant or animal cant meet its needs?
How does water affect seeds?
How does sunlight affect plants?
How can we organize data to show our results?
What conclusions can we make based on our experiments?
What did you observe?
How have your ideas changed?
How do habitats or shelters differ?
How does the food animals eat differ?
How does food affect animals?
What do you need to survive?
Were you surprised by anything?
The students start the first lesson by creating a What I know, What I
want to know and What I learned chart about where plants come from. The
teacher will read them the book The Tiny Seed by Eric Carle and see if that
provides anymore insight into their chart. Next students will create their
own experiment to determine how water affects a seed. They will measure
their seeds and draw their observations of its growth. The class will then

come back together to discuss the results and clarify that without water a
seed cannot germinate. Students will then be asked to show what they
know by planting their own seed and making sure it has all it needs to
grow.
The second lesson starts out with a pre-assessment quiz about the
needs of plants. As a large group students will make educated guesses to
the six questions. They will then be read the book What Do Plants Need? By
Debra Castor to clarify any misconceptions. The student will test what they
learned in an experiment designed to show them how sunlight affects
plants. They will then come back together as an entire class to go over the
results. To help reinforce this concept the students will create a plant dance
with a partner to show the things plants need. They will then complete the
same quiz as the pre-assessment on their own as an exit card.
The third lesson introduces the idea of basic needs of animals to the
students. It also starts out with a K-W-L chart about animals needs. After
students pool all their prior knowledge the class will be read What Do
Animals Need? By Margaret McNamara. They will then pair and share to
review what they know now to what they put in the K-W-L chart. Students
will then create their own environment for crickets and observe how
crickets get the things they need. The class will talk about the different
types of shelters and food that animals use. As their assessment they will
write a letter to their parents explaining how they want a new pet and how
they will meet its needs.
The Watcher lesson focuses on how we observe animals to see
their needs and how they meet them. It starts out with the book by
Jeanette Winter called The Watcher about Jane Goodall. Students will
practice their observing skills with a short clip of animals eating and then
head outside to see the animals in the school yard. They will draw what
they observed and discuss it as a large class. They will take the idea of
what animals eat and how each animals needs differ by creating a menu.
They will pretend they are creating a menu for a certain animal and will
have to make sure they offer all of their basic needs on that menu.
The final lesson takes all the students have learned about animals
and makes them an expert on a specific animal. It starts by showing them a
video that has a song about the four basic needs of animals as a review.
Then they will learn about concept charts and create one for animals and
plants. They will compare these two charts noting the differences and
similarities. To become an expert they will choose an animal with a partner
and explore non-fiction books to determine and then draw its habitat and
food. They will be able to share this with their peers and then publish it in
the class book. Students finish this unit by connecting these needs they
have been talking about to themselves. They will draw a picture of their
basic needs since they are animals as well.
GLECS:

R.IT.01.04 Respond to individual and multiple texts by finding evidence,

discussing, illustrating, and/or writing to reflect, make connections, take a
position, and/or show understanding
L.OL.E.1 Life Requirements- Organisms have basic needs. Animals and
plants need air, water, and food. Plants also require light. Plants and
animals use food as a source of energy and as a source of building material
for growth and repair.
S.IP.01.11 Make purposeful observation of the natural world using the
appropriate senses.
S.IP.01.12 Generate questions based on observations.
S.IP.01.13 Plan and conduct simple investigations.
S.IP.01.14 Manipulate simple tools (for example: hand lens, pencils, rulers,
thermometers, rain gauges, balances, non-standard objects for
measurement) that aid observation and data collection.
S.IP.01.15 Make accurate measurements with appropriate (non-standard)
units for the measurement tool.
S.IP.01.16 Construct simple charts from data and observations.
S.IA.01.13 Communicate and present findings of observations.
Michigan English Language Arts Standards First Grade
Reading Standards for Informational Texts:
1. Ask and answer questions about key details in a text
5. Know and use various text features (e.g., headings, tables of
contents, glossaries, electronic menus, icons) to locate key facts or
information in a text.
Writing Standards
2. Write informative/explanatory texts in which they name a topic,
supply some facts about the topic, and provide some sense of
closure.
Speaking and Listening
5. Add drawings or other visual displays to descriptions when
appropriate to clarify ideas, thoughts, and feelings.

Grade Level
1st
Time Needed
30 minutes first day
10 min for four days
60 minutes last day
Materials Needed
K/W/L chart
The Tiny Seed by
Eric Carle
Puppet
Marker
permanent marker
Bean seeds
Ruler
Bean growth charts
Sandwich bags
Paper towels
Clear plastic cups
Soil
Dixie cups
Other items that
are not necessary
for plant growthfertilizer
Sticks
Leaves
Potato
Spider plant

The Tiny Seed

Unit Lesson

Introduction
This lesson demonstrates to students the basic needs of
seeds. They will come to understand that seeds need water
to germinate. Without water a seed will not germinate and
grow. They will track the growth of seeds while practicing the
use of a metric ruler. Students will apply what they learn
about the needs of plants to design their own Dixie cup
plant. They will then practice communicating their ideas by
explaining how and why they planted their own seed.
This lesson requires six separate days to allow for the
students to observe their beans and then complete the
assessment.

Background
Before teaching this lesson the teacher should have an
understanding of seed germination, plant parts and
photosynthesis.

GLCE(s)
R.IT.01.04 Respond to individual and multiple texts by finding
evidence, discussing, illustrating, and/or writing to reflect,
make connections, take a position, and/or show
understanding
L.OL.E.1 Life Requirements- Organisms have basic needs.
Animals and plants need air, water, and food. Plants also

require light. Plants and animals use food as a source of energy and as a
source of building material for growth and repair.
S.IP.01.11 Make purposeful observation of the natural world using the
appropriate senses.
S.IP.01.12 Generate questions based on observations.
S.IP.01.13 Plan and conduct simple investigations.
S.IP.01.14 Manipulate simple tools (for example: hand lens, pencils, rulers,
thermometers, rain gauges, balances, non-standard objects for
measurement) that aid observation and data collection.
S.IP.01.16 Construct simple charts from data and observations.
S.IA.01.13 Communicate and present findings of observations.

Engagement

(15 minutes)

Start out the lesson by filling out a Know, What I Want to Know and What I
Learned chart on the board. Ask the students where do plants come from and
write down their answers. Do not correct any misconceptions that arise. Next
ask students what they want to know about where plants come from and
record their questions.
Introduce the students to the book The Tiny Seed by Eric Carle. Point out
the words burst, drifts, autumn, rays and gently to the students and provide
brief explanations. Read the book using a puppet. The Roadrunner puppet
(call number puppet223) from the Grand Valley State University library would
be a good fit.
Ask the students what they have learned from the book. What can they
correct on their chart based on what they read in the book? What new
questions have they thought of?
Have the word germination written on the board and point it out to the
students and explain it is the process of a seed growing into a plant by
sprouting.

Exploration

(15 minutes first day then 10 minutes a day after that)

Ask the students what a seed need to grow? Ask what will happen if water is
taken away? Provide all the students with a bean seed, worksheet A and a
ruler. Have the students measure their bean and record its length. Instruct
them to draw a picture of their bean. Instruct the students on how to use a
ruler and explain units of measurement.
Provide the students with 2 sandwich bags, 2 paper towels and a cup of
water for each table of students. Explain they are going to see what happens
when a seed is not provided the water it needs to grow. Ask the class how

they could complete this experiment in the classroom. Show students how to
fold their paper towel with the bean in the bag and add a little bit of water.
Have them complete a second bean bag without water. Have the students
write their names on their bags with permanent marker and have one bag
say wet and the other say dry. The students will then put their bags on the
window sill.
Ask the class for predictions of what will happen to the seeds and record
them.
Every three days have the students get their seeds and bring them to their
desk to measure, draw and then record the results. After they are finished
have them put the bags back on the window sill. On the first day have the
teacher measure and draw their seed on the overhead as a model for the
students. On the second day of measuring have students work in pairs to
complete their measurements. On the last day allow them to work on their
own.

Explanation (15 minutes)

Bring the class back together after two weeks. Have the students conduct a
final measurement of their beans. Go over the results of the experiment as a
group. Have all the students stand up. Counting up from one ask the
students to sit down once a number is called that is larger than the length of
their bean sprout. Ask the last standing student the first question below.
Ask the students:
What data did you need to collect to answer our question of how water
affects seed germination?
How can we organize this data to show our results?
What are the results of our data?
What patterns can you see?
What conclusion can we make based on the evidence?
What did you learn from doing this experiment?
Were your original ideas about this experiment correct?
Review the K-W-L chart again and correct any misconceptions. Make sure to
explain to the students that seeds do not need soil, light or air to germinate.
Seeds just need an appropriate temperature and water because all the
energy and food that they need to start growing is already inside of them.
Pass around seeds that have been cut in half and point out the baby plant
and the stored food inside. Explain that it is not until they have leaves that
they are able to start the process of photosynthesis and will then need light
and air to grow.

Extension
Explain to students that some plants grow from seeds while others grow from
cuttings. Bring in a potato to show students how this works. Place the
potato in a clear cup of water so students can observe the growth. Hold
up the potato by putting toothpicks in its side so it is not completely
submerged. Show how a potato has an eye which is really the start of
a root system. The potato uses itself for food just like the seed uses the
food it holds inside of itself to start growing.

Evaluation

(30 minutes)

For the evaluation students will be asked to create their own design of how
to plant seeds so they will grow the longest. They will be provided a table of
supplies to plant their own seed. Some of the supplies will be necessary for
plant growth and others will not. Working in partners they will plant their own
new seed and place it somewhere in the room where they believe it will be
most successful. They will then draw a picture with their partner explaining
what they did and why. A few sets of students will be asked to share what
they did to the class. The teacher will ask other students what they agreed
with and what they disagreed with regarding their classmates projects.

What do plants need to grow?

Unit Lesson

Grade Level
1st
Time Needed
35 minutes day one
Four days of twenty
minutes
45 minutes last day
Materials Needed
Paper
Computer
What Do Plants
Need? By Debra
Castor
Eight plants
Rulers

Introduction
This lesson focuses on the needs of plants. In this lesson the
teacher will elicit what misconceptions the student have
brought with them into the classroom and then provide them
with accurate information on plant needs in the form of a
book. They will observe what occurs when a plant is
deprived sunlight and measure and record their
observations. They will show their new understandings of the
needs of plants by creating a plant dance and by completing
the same quiz that was given to them as a pre-assessment.

Background
The teacher will need to understand photosynthesis and the
needs of plants.

GLCE(s)
S.IP.01.12 Generate questions based on observations.
S.IP.01.13 Plan and conduct simple investigations.
S.IP.01.14 Manipulate simple tools (for example: hand lens,
pencils, rulers, thermometers, rain gauges, balances, nonstandard objects for measurement) that aid observation and
data collection. S.IP.01.15 Make accurate measurements with
appropriate (non-standard) units for the measurement tool.
S.IP.01.16 Construct simple charts from data and
observations.
L.OL.E.1 Life Requirements- Organisms have basic needs.
Animals and plants need air, water, and food. Plants also
require light. Plants and animals use food as a source of
energy and as a source of building material for growth and
repair.

Engagement

(15 minutes)

Tell the class they are going to be learning about plants

today and that we want to figure out what they know. Have a
PowerPoint with these questions written on it and ask the
students to answer true or false for each question by raising
their hands, record the totals. If the teacher has access to

Socrative they can complete this exercise on that. Otherwise have the
questions written on a large piece of paper and post them in the classroom
with the results after the students start the exploration phase.
T/F
T/F
T/F
T/F
T/F
T/F

Plants are alive

Plants need soil to grow
Trees are plants
Plants need sunlight to grow
Plants will die without water
Plants use air to grow

Tell the students they are going to check their answers with a source of
information. Read the class What Do Plants Need? By Debra Castor. Ask the
class if anyone would like to correct their answer from before.

Exploration (20 minutes x 3 days)

Ask the students what they believe will happen if one of the things that a
plant needs to grow, such as sunlight, is taken away. Ask how they could test
this out. Guide the students to an experiment with the following design.
Show the students that the teacher has brought two each of four different
types of plants. They are going to observe the plants over the next two
weeks to see what will happen if half of the plants have no sunlight and the
other half is exposed to sunlight. Explain that everything else is going to be
held the same so they will get the same amount of water and both have
access to air. This exploration is going to be completed in partners. Have the
students get into pairs based on someone who was born in the same month
as them. There will be eight stations set up in the classroom, one for each
plant. The plants will be labeled Plant A through Plant H. The partners will get
two minutes at each station to measure the plant with a ruler and then draw
it. Take pictures of the plants every two days to show the students later.
Every two days give the students time to rotate through the stations. Choose
a student randomly with the class Popsicle sticks each day to water the
plants. Have the watering can ready so the student doesnt have to leave the
room.

Explanation

(15 minutes)

Bring the class together and have the eight plants visible to all the students.
Ask the students these questions.

What did you observe?

What data did you need to collect to answer our question of how
sunlight affects plant growth?
How can we organize this data to show our results?

What are the results of our data?

What patterns can you see?
What conclusion can we make based on the evidence?
How does taking away light affect a plants growth?
What did you learn from doing this experiment?
Were your original ideas about this experiment correct?

Explain to the class that the plants use the sunlight for photosynthesis in
order to make their own food. Connect this to the prior lesson and explain
that since the seeds have already used up their own food they have to get it
from somewhere else and that is where photosynthesis comes in.

Extension
To help children understand that soil is not necessary for plant growth bring
an air plant into the classroom. Point out that it grows without soil
because soil is not necessary for plant growth. Explain that the plant
can get the water, air and light it needs without soil. Soil can be useful
to plants because it can hold water for the plants as well as nutrients
that help it grow.
Another extension would be to have the students design experiments to test
out how removing other resources from plants would affect their growth. For
example air or water.

Evaluation

(15 minutes)

Write out common songs onto slips of paper (such as row, row, row your
boat) and write each song on two pieces of paper. Make sure each student
gets a slip. Have partners find each other by humming this song until they
find their partner. Have the partners make up a dance pretending they are
plants. Make sure you include all of the three things you need to survive.
Give the students five minutes to complete their dances. Allow three
volunteer groups to perform.
Revisit the quiz that was taken at the beginning of the class period. Ask the
students the following questions out loud and write their answers on a piece
of paper labeled 1-6. Turn this paper in as an assessment.
T/F
T/F
T/F
T/F
T/F
T/F

Plants are alive

Plants need soil to grow
Trees are plants
Plants need sunlight to grow
Plants will die without water
Plants use air to grow

What Animals Need

Unit Lesson

Grade Level
1
Time Needed
35 minutes day one
35 minutes day two
Materials Needed
Video player
Paper
Colored pencils
Crayons
Magazines
Crickets
Water
Fish food
Dishes for food
Terrariums
Hand lens
What Do Animals
Need? By Margaret
McNamara
Optional:
Class pet
Cage
Litter
Water
Pet food

Introduction
In this lesson students will share what they know about the
needs of animals by filling out a K-W-L chart. The class will
read the book What Do Animals Need? together and correct
their answers together. They will create a habitat for crickets
and observe what they do to meet their needs. To determine
that the students now know about the four needs of animals
the students will write a pretend letter home to their parents
explaining how they will care for their new pet.

Background
The teacher should know how to explain how animals use
food, air, water and shelter. They will need to know the basic
parts of a letter.

GLCE(s)
L.OL.01.13 Identify the needs of animals.
Michigan English Language Arts Standards First
Grade
Reading Standards for Informational Texts:
3. Ask and answer questions about key details in a
text
5. Know and use various text features (e.g.,
headings, tables of contents, glossaries, electronic
menus, icons) to locate key facts or information in a
text.
Writing Standards
4. Write informative/explanatory texts in which they
name a topic, supply some facts about the topic,
and provide some sense of closure.
Speaking and Listening

5. Add drawings or other visual displays to descriptions when

appropriate to clarify ideas, thoughts, and feelings.

Engagement (20 minutes)

Ask the class what they need to survive. Ask the class what they know about
what animals need? Fill out the K-W-L chart. Read the class the book What Do
Animals Need by Margaret McNamara. Instruct the students to pair and share
first what they learned by reading the book, second what they can correct
about what they thought they knew and then what more they want to know
about the needs of animals. Share the answers as a class group calling on
three pairs.

Exploration (15 minutes)

Explain to the class that animals have to move to get the things that they
need to survive. Ask what they know about animals that do certain
movements to meet their needs. Have the class act the examples out
standing by their desks. Give examples of a monkey climbing a tree to get to
food or sharks swimming to find fish. Tell them they are going to make
observations of what a specific insect does to meet its needs. Direct the
class to break up into groups according to their table clusters. Each cluster is
going to create a habitat for crickets. Ask students what it is that crickets
need to survive. When they say space have the supply master take a
terrarium and two dishes to their tables from the supply table. When they
say water have the supply master come up and get water for their dish.
When they say food have the supply master come up and get fish food.
Model how they need to put the water and food in the dishes.
Have the teacher walk around and place two crickets in each terrarium. Show
the students how to secure the top.
Provide the students hand lens. Model how to use the lens and encourage
them to watch the crickets. Ask them to pay special attention to how the
crickets move and how they get what they need to live. Have them write a
poem about what they have observed about the crickets and create a
drawing to go with it.
Have the students spent 2 minutes observing the crickets the next day and
have them create a drawing of what they observed on the back of their
paper. Give them five minutes to draw. Encourage them to observe for the
whole two minutes before picking up their supplies to draw.

Explanation
Ask the class to share in partners what they observed in the terrariums. After
they have shared in partners have a few pairs share what they observed.

Explain that the crickets have a shelter. Ask why they need shelter? Ask what
other shelters they can think of?
Explain that they use the food they are eating for energy. What food do you
eat for energy? Show the holes in the terrarium that allows them to breathe
air. What other animals breathe air? Which ones are different?

Extension
Introduce the students to the class pet. The pet could be a hamster, guinea
pig, gerbil, rabbit etc. Explain that everyone in the class would be helping
take care of him for the rest of the school year. Ask what it is that a class pet
needs. Ask how it is that his space and air is already taken care of? Explain
that each day a student would be responsible for feeding and watering him.
Show the students the chart of responsibility that has been posted on the
board. Set a time each day that the designated student is allowed to get up
and feed and water the pet. Have the food and water available close to the
cage so that the student doesnt have to leave the classroom.

Evaluation (15 minutes)

The students are going to pretend that they want a new pet. Their parents
told them the only way they will get them a pet is if they write a letter to
their parents explaining how they are going to take care of their new pet.
They have to include meeting their four basic needs in this letter. The letters
can be a combination of drawings and words. Before the students start
writing the teacher will model how to write a letter to the class on the
overhead. Be sure to include the date, address, greeting, body, closing and
signature.

The Watcher
Grade Level
1
Time Needed
50 minutes
Materials Needed
The Watcher by
Jeanette Winter
Video capabilities
Drawing materials
Magazine cut outs
Non-fiction animal
books

Unit Lesson

Introduction
During this lesson students will use their skills of observation
to see animal actions used for getting the things necessary
for survival. They will start out by learning about Jayne
Goodall and how she observed gorillas. Next they will
practice observing animals by watching a video. They will
then take those skills outside to see the animals outside of
their school and document what they see with drawings.
Their assessment will be designing a menu for a certain
animal and designing a restaurant where that animal could
eat. They will need to make sure their restaurant provides
the animal with space, air, food and water.

Background
Teachers should have a background knowledge of how
animals use food for energy. Teachers should have more
information on Jane Goodall just in case the students have
more questions. Knowledge on local birds and animals would
be helpful when helping students identify animals outside of
school.

GLCE(s)
L.OL.01.13 Identify the needs of animals.

Engagement (10 minutes)

Ask students how they know what they do about animals.
Show the class the book they are about to read and ask
them what they think it will be about. Read the class The
Watcher by Jeanette Winter. Ask what it was that Jane did?

What did she observe? What have you observed? What have you observed
when you have seen animals?

Exploration

(20 minutes)

Ask the students to observe the animals in the short clip that they will be
shown and to remember what they see. Show the video What Animals Eat
by PBS. Ask the students what they observed? How does food affect animals?
How does food affect you? What other animals have you observed eating?
Ask the students which animals live in their neighborhoods or by the school.
Ask how do the animals survive there? How do they get what they need? Do
you have any questions about how the animals get the things they need? Tell
the students they will be going outside in just a minute to observe the
animals that they can see in the school yard and document the four things
they need with pictures. Tell them they will have 10 minutes to observe and
draw. Take the students outside along with a pencil and piece of paper.

Explanation

(10 minutes)

Ask the students what they observed? Was it different then what they were
expecting? Were they surprised by anything? What actions did they see
animals taking? Why did the animals do these things? Were they left with
any questions?

Extension
Take the children on a trip to John Ball Zoo. Create a scavenger hunt of
animals completing different actions that they use in order to get what they
need. Have the students participate in the Wild Encounters program
focusing on the Habitat Core Educational Topic. That topic is defined as
Every animal needs a home and is adapted to survive in this environment.
Well explore a variety of habitats around the world and how some animals
find the food, water, shelter and space they need in them.

Evaluation (10 minutes)

Have each student choose an animal. They will create a menu for a
restaurant that catered to that specific animal. They will need to include
either in writing, a drawing or cut outs from a magazine what it is that animal
eats and drinks. They also need to draw a picture of the restaurant that
shows it has air and space also available for the animals. For example a
restaurant that catered to dogs would have dog food, raw hides, treats and
water on the menu. If the students need to do research for this project
provide them with appropriate non-fiction books.

Resources
http://www.pbslearningmedia.org/resource/tdc02.sci.life.colt.eat/what-doanimals-eat/
http://www.johnballzoosociety.org/education-schoolprograms.php

Plants vs. Animals

Grade Level
1
Time Needed
60 minutes
Materials Needed
Video capability
Paper
Marker
Nonfiction books
about animals
Drawing materials

Unit Lesson 5

Introduction
This lesson aims at solidifying the understanding the class
has on the four needs of animals. The lesson will start out
with the class creating a concept map about the needs of
animals. Next the students will become experts on a specific
animals needs and then share it with their classmates in a
one on one setting. The students will then explore the Venn
diagram as another way to record information. They will then
make the connection that people are also animals so we
have basic needs and they will make a drawing of their own
basic needs.

Background
The teacher needs to understand the four basic needs of
animals and have examples for each. They should also be
able to differentiate needs and wants for the class.

GLCE(s)
L.OL.E.1 Life Requirements- Organisms have basic needs.
Animals and plants need air, water, and food. Plants also
require light. Plants and animals use food as a source of
energy and as a source of building material for growth and
repair.
L.OL.01.13 Identify the needs of animals.
Michigan English Language Arts Standards
Readings Standards for Informational Texts
2. Identify the main topic and retell key details of a text.

6. Distinguish between information provided by pictures or other

illustrations and information provided by the words in a text.
7. Use the illustrations and details in a text to describe its key
ideas.
10. With prompting and support, read informational texts
appropriately complex for grade 1.

Engagement (10 minutes)

Play the students the Needs of an animal song. On the second time invite
them to sign along. Gather the class together and create a concept map for
animals. Ask the students what the four needs of animals are? Make these
the first spokes and then ask them what they associate with those needs to
make the next outer layer. Before asking the students for their answers have
them do a pair and share. Next complete a concept map for plants. Ask the
students what is similar between plants and animals? What is different? Does
any of this surprise them?
https://www.youtube.com/watch?v=k4UDf3tF_O4

Exploration

(30 minutes)

Break students into partners by the color of their shirts. Provide the class
enough nonfiction science books about animals for each set of partners to
have their own book. Allow each set of partners to choose their own
book/animal. They are going to become the expert on that animals habitat
and the food they eat. They will work together to each draw a picture that
includes the animals habitat and what they eat. Before the students break
up explain how they can look at the words on the pages as well as the
pictures for clues about the animals habitat and food. The pages they design
will go into an animal class book.
The partners will then split up and two circles will be set up in the class, one
inside the other. The partners will sit across from each other in the circle
facing each other. The inside circle will rotate one chair to the right. After the
inner circle rotates each student will have a chance to explain their drawing
and talk about the animal they choose to their new partner. They will have
two minutes to discuss both animals. Next the inner circle will rotate again
and the process will continue. Let them know when one minute is done so
they can switch who is explaining.
Ideas for books:
Dolphins and Sharks by Mary Pope Osborne, Natalie Pope Boyce and
Salvatore Murdocca

Polar Bears and the Artic by Mary Pope Osborne, Natalie Pope Boyce and
Salvatore Murdocca
Pandas and Other Endangered Species by Mary Pope Osborne, Natalie Pope
Boyce and Salvatore Murdocca
Quest for the Tree Kangaroo by Sy Montgomery and Nic Bishop
The Tarantula Scientist by Sy Montgomery and Nic Bishop
Puffling Patrol by Ted Lewin and Betsy Lewin

Explanation

(10 minutes)

I plan on wrapping up the unit by asking students to compare and contrast

the habitats, needs and foods of the different animals they learned about.
We will complete Venn diagrams as a class.

Extension
Invite each student to choose an animal to research. Have them create a
book about the animal including illustrations. Show the students how to use
resources including books in the library, magazines and online databases.

Evaluation

(10 minutes)

Explain to the class that we are animals as well so we have basic needs.
Have the students draw a picture of themselves and include their basic
needs. They should label these needs.

Bibliography
Castor, D. (2009). What Do Plants Need? Pelham, NY: Benchmark Education
Company.
Hacket, J., Moyer, R., Vasquez, J., Teferi, M., Zike, D., LeRoy, K., Terman, D. &
Wheeler, G. (2011). Science: A Closer Look, First Grade. Columbus, OH:
Macmillian/McGraw-Hill.
Heil, David. (1996). Discover the Wonder. Glenview, IL: ScottForesman.
Llewellyn, D. (2014). Inquire Within: Implementing Inquiry-and Argument
Based Science Standards in Grades 3-8 (3rd ed.). Thousand Oaks: Corwin.
McNamara, M. (2009). What Do Animals Need? Pelham, NY: Benchmark
Education Company.
Winter, J. (2011). The Watcher: Jane Goodalls Life With the Chimps. New
York, NY: Schwartz & Wade.

Name___________________________

The Seed Chart

Day Lengt Drawing
h

Name______________________________________

Same Plant, Different Place

Day 1 Day 3 Day 5
Plant
A

Plant
B

Plant
C

Plant
D

Day 1
Plant
E

Plant
F

Day 3

Day 5

Plant
G

What I
know

What I want
to know

What I
learned

John Ball Zoo

Price:
$3.00 a student. Teachers and bus drivers are free. One chaperone gets free
admission for every five students that pay. To receive this rate schools must
register and pay three weeks in advance.
Contact:
Educational programs: Rachael Perretta 616-336-4301x 1001 or email
education@jbzoo.org
General zoo: 616-336-4300
Location:
1300 West Fulton Street
Grand Rapids, MI
Programs:
Choose to visit and explore on your own, follow a guided zoo program or
choose one of their online scavenger hunts and self-guided tours. There are
two online self-guided tours one on animal body coverings and classifications
for lower elementary students and a middle elementary tour about animal
adaptations. There are two scavenger hunts Who Am I? and Animal
Passport.
John Ball Zoo has created a series of core education topics for specific grade
levels that match the Michigan grade level expectations. Their educational
programs are based off of these topics.
Preschool-Kindergarten
Animal Essentials
Michigan Wildlife

Animal Senses
Body Coverings

First-Third Grade
Animal Classification
Growing Up Wild
Habitats
Fourth grade and above
Animal Adaptations
Predator-Prey
Connections
Endangered Species and
Wildlife Conservation

Wild Encounters Animal Presentations

A hands on learning experience that touches on one of the core
education topics.
Children get to interact with an animal up close.
Kindergarten groups are limited to twenty students and other grades
can have up to thirty students.
Cost of $30 for up to thirty students and six chaperones on top of park
admission.
30-45 minutes
Zoo Explorer Tours
Includes a tour of the zoo and a hands on animal encounter
The choice of topics include
o Grades K-2 Animal Essentials
o Grades 1-4 Classifications
o Grades 2-6 Adaptations
o Grades 5-6 Endangered Species and Conservation
Additional cost of $45 for a class of up to twenty-five students and five
chaperones. Each additional student is $3.
Two hours long.
Overnight Adventures
6:45 pm to 9 am
Sleep overnight at the zoo, visit nocturnal animals and prepare animal
food.
Cost includes snack, breakfast, souvenir and admission to the zoo the
next day.
Other Considerations:
The Zoo has $4.00 lunches available for students with the option of a hot or
cold meal. If a student has allergies they are allowed to bring their own food.
The part is open 10:00-4:00, 9:00-4:00 or 9:00-6:00 depending on the time of
year.
Website
http://www.johnballzoosociety.org/education-schoolprograms.php

27

Name______________________

Neighborhood Animals Needs

28

Directions: Draw an animal you observe in your neighborhood. Include the

four things it needs to survive.

The Habitat and Food of the

__________________________________

By_________________________

29