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Science lesson plan · 1st grade (Year 2 in England) · 45 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 · 5 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 seahorse belong to? (reptile / fish / bird / mammal) → fishPrompt: What covers its body: fur, feathers, scales or moist skin?
  2. Which of these animals is a amphibian? (chameleon / penguin / lizard / frog) → frogPrompt: Think about what covers each animal's body.
  3. A frog's young live in water and breathe with gills, then grow lungs. What group is it? (reptiles / mammals / fish / amphibians) → amphibiansPrompt: This group lives "two lives": in water and on land.

Hook · 5 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 · 10 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 · 10 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: snail? (a hard shell / smooth, damp skin / fur or hair / feathers) → a hard shellPrompt: Think about what you would feel if you could (safely) stroke it.
  2. Which animal is covered in fur or hair? (polar bear / goldfish / tortoise / lizard) → polar bearPrompt: Picture each animal's outside.

You do: independent practice · 10 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 8 questions are on the student sheet below, with answers in the key.

Exit ticket · 5 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. A penguin cannot fly, but it has feathers. What does that tell you? (It is a bird. / It is a fish. / It is a mammal. / It is an insect.) → It is a bird.Prompt: Which animal group is the only one with feathers?
  2. What covers the body of this animal: mussel? (scales / fur or hair / a hard shell / smooth, damp skin) → a hard shellPrompt: Think about what you would feel if you could (safely) stroke it.

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/ 8

  1. Question 1

    Why does a polar bear have thick fur?

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

  2. Question 2

    Which animal is covered in smooth, damp skin?

    • A. newt
    • B. snake
    • C. polar bear
    • D. tortoise

  3. Question 3

    What covers the body of this animal: goldfish?

    • A. scales
    • B. feathers
    • C. fur or hair
    • D. a hard shell

  4. Question 4

    A penguin cannot fly, but it has feathers. What does that tell you?

    • A. It is a fish.
    • B. It is an insect.
    • C. It is a mammal.
    • D. It is a bird.

  5. Question 5

    Which animal is covered in feathers?

    • A. penguin
    • B. lizard
    • C. tortoise
    • D. cat

  6. Question 6

    What covers the body of this animal: duck?

    • A. feathers
    • B. a hard shell
    • C. scales
    • D. fur or hair

  7. Question 7

    Which animal is covered in a hard shell?

    • A. tortoise
    • B. penguin
    • C. newt
    • D. robin

  8. Question 8

    What covers the body of this animal: frog?

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

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

  1. 1. D. to stay warm in the freezing Arctic

  2. 2. A. newt

  3. 3. A. scales

  4. 4. D. It is a bird.

  5. 5. A. penguin

  6. 6. A. feathers

  7. 7. A. tortoise

  8. 8. C. smooth, damp skin