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Science lesson plan · 1st grade (Year 2 in England) · 30 minutes

Animal coverings: fur, feathers, scales, shells and skin

Animals and habitats

CCSS NGSS.1-LS1-1England: KS1 Y1 Animals, including humans

Objective and success criteria

Students will: Animal coverings: fur, feathers, scales, shells and skin.

  • 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: the next skill in this area.

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.
  1. Which animal group does a shark belong to? (reptile / amphibian / bird / fish) → fishPrompt: What covers its body: fur, feathers, scales or moist skin?
  2. Which of these animals is a reptile? (bat / chicken / elephant / snake) → snakePrompt: Think about what covers each animal's body.
  3. A penguin cannot fly. Why is it still a bird? (It swims in the sea. / It has feathers and a beak and lays eggs. / It lives where it is cold. / It is black and white.) → 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: Animal coverings: fur, feathers, scales, shells and skin. 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 covers the body of this animal: frog?
  • Step 1: Amphibians have smooth skin that must stay damp.
  • Step 2: So the answer is: smooth, damp skin
  • Answer: smooth, damp skin
  • 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.
  1. What covers the body of this animal: rabbit? (fur or hair / feathers / a hard shell / scales) → fur or hairPrompt: Think about what you would feel if you could (safely) stroke it.
  2. Which animal is covered in scales? (parrot / goldfish / newt / cat) → goldfishPrompt: Picture each animal's outside.

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.
  1. What covers the body of this animal: lizard? (feathers / fur or hair / scales / a hard shell) → scalesPrompt: Think about what you would feel if you could (safely) stroke it.
  2. A penguin cannot fly, but it has feathers. What does that tell you? (It is a bird. / It is a mammal. / It is a fish. / It is an insect.) → It is a bird.Prompt: Which animal group is the only one with feathers?

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

  • 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

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Animal coverings: fur, feathers, scales, shells and skin

Name

Date

Score/ 6

  1. Question 1

    Why do snails pull into their shells on hot, dry days?

    • A. to stop their soft bodies drying out
    • B. to make the shell grow
    • C. to hide from the rain
    • D. to sleep for a year

  2. Question 2

    What covers the body of this animal: snail?

    • A. scales
    • B. feathers
    • C. a hard shell
    • D. smooth, damp skin

  3. Question 3

    Which animal is covered in smooth, damp skin?

    • A. polar bear
    • B. newt
    • C. parrot
    • D. salmon

  4. Question 4

    Why does a polar bear have thick fur?

    • A. to look bigger
    • B. to swim faster
    • C. to stay warm in the freezing Arctic
    • D. to stay cool in the desert

  5. Question 5

    What covers the body of this animal: salamander?

    • A. scales
    • B. smooth, damp skin
    • C. fur or hair
    • D. feathers

  6. Question 6

    What covers the body of this animal: rabbit?

    • A. fur or hair
    • B. smooth, damp skin
    • C. a hard shell
    • D. feathers

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Answer key: Animal coverings: fur, feathers, scales, shells and skin

  1. 1. A. to stop their soft bodies drying out

  2. 2. C. a hard shell

  3. 3. B. newt

  4. 4. C. to stay warm in the freezing Arctic

  5. 5. B. smooth, damp skin

  6. 6. A. fur or hair