Science lesson plan · 1st grade (Year 2 in England) · 60 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 · 6 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 salmon belong to? (fish / mammal / bird / amphibian) → fishPrompt: What covers its body: fur, feathers, scales or moist skin?
- Which of these animals is a bird? (elephant / frog / eagle / bat) → eaglePrompt: Think about what covers each animal's body.
- A whale lives in the sea, breathes air with lungs and feeds its calf milk. What is it? (a reptile / a mammal / a fish / an amphibian) → a mammalPrompt: Which group feeds its young on milk?
Hook · 6 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 · 12 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 · 12 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 covers the body of this animal: duck? (scales / fur or hair / smooth, damp skin / feathers) → feathersPrompt: Think about what you would feel if you could (safely) stroke it.
- Which animal is covered in scales? (horse / frog / salamander / lizard) → lizardPrompt: Picture each animal's outside.
You do: independent practice · 17 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 · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- What covers the body of this animal: salmon? (feathers / smooth, damp skin / scales / fur or hair) → scalesPrompt: Think about what you would feel if you could (safely) stroke it.
- Which animal is covered in a hard shell? (newt / tortoise / robin / fox) → tortoisePrompt: Picture each animal's outside.
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