Science lesson plan · 1st grade (Year 2 in England) · 30 minutes
Match animals to their young
Animals and habitats
CCSS NGSS.1-LS3-1England: KS1 Y2 Animals, including humans
Objective and success criteria
Students will: Match animals to their young.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Animal groups: mammals, birds, fish, reptiles, amphibians
Leads to: Young plants and animals are like their parents, but not identical; How animal parents help their young survive
Materials: Animal picture cards, Habitat maps, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).
Warm-up · 4 min
- Quick retrieval from earlier learning (Animal groups: mammals, birds, fish, reptiles, amphibians). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Which animal group does a salamander belong to? (reptile / fish / amphibian / bird) → amphibianPrompt: What covers its body: fur, feathers, scales or moist skin?
- Which of these animals is a amphibian? (robin / dolphin / frog / cod) → frogPrompt: Think about what covers each animal's body.
- A frog's young live in water and breathe with gills, then grow lungs. What group is it? (amphibians / fish / reptiles / mammals) → amphibiansPrompt: This group lives "two lives": in water and on land.
Hook · 3 min
- Show a picture of an unusual animal and ask where it might live and how it survives there.
- Share the objective: Match animals to their young. Read the success criteria together.
I do: model it · 7 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: What is the young of this animal called: cow?
- Step 1: So the answer is: calf
- Answer: calf
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 6 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- What is the young of this animal called: duck? (cygnet / caterpillar / foal / duckling) → ducklingPrompt: Think of farm animals, pets and wild animals you know.
- A lamb grows up to become which animal? (hen / bear / frog / sheep) → sheepPrompt: Young animals grow into adults of the same kind.
You do: independent practice · 7 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 6 questions are on the student sheet below, with answers in the key.
Exit ticket · 3 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- What is the young of this animal called: butterfly? (caterpillar / foal / cygnet / chick) → caterpillarPrompt: Think of farm animals, pets and wild animals you know.
- A duckling grows up to become which animal? (bear / hen / duck / horse) → duckPrompt: Young animals grow into adults of the same kind.
Watch out for
- Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
- Remembering facts without the reason: ask "why?" and "what is the evidence?"
Support and stretch
Support
- Review first: Animal groups: mammals, birds, fish, reptiles, amphibians.
- Use concrete materials: animal picture cards.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Young plants and animals are like their parents, but not identical; How animal parents help their young survive.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-1.
Free lesson plan from eurekami.com/lesson-plan-builder