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 ostrich belong to? (mammal / bird / reptile / fish) → birdPrompt: What covers its body: fur, feathers, scales or moist skin?
- Which of these animals is a fish? (robin / shark / chicken / toad) → sharkPrompt: Think about what covers each animal's body.
- A penguin cannot fly. Why is it still a bird? (It swims in the sea. / It lives where it is cold. / It is black and white. / It has feathers and a beak and lays eggs.) → It has feathers and a beak and lays eggs.Prompt: What do all birds have?
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: deer? (tadpole / duckling / cub / fawn) → fawnPrompt: Think of farm animals, pets and wild animals you know.
- A cygnet grows up to become which animal? (cow / swan / kangaroo / sheep) → swanPrompt: 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.
- A calf grows up to become which animal? (duck / cow / frog / deer) → cowPrompt: Young animals grow into adults of the same kind.
- What is the young of this animal called: deer? (chick / cygnet / fawn / foal) → fawnPrompt: Think of farm animals, pets and wild animals you know.
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