Natalia Narajczyk
Lesson Plan Template
(ECE – PreK to 2nd Grade)
AGE GROUP/GRADE LEVEL: Preschool
CURRICULAR AREA: Social Studies
DEVELOPMENTAL SNAPSHOT/PRIOR KNOWLEDGE:
Students will have prior knowledge of animals in general. They will be able to categorize
animals based on how they look and where they might live. Everything ties in to knowing about
the various needs that pets have and what you as an owner have to do to fulfill all of their needs
and keep them happy and nurtured. We will have done many various learning centers and mini
lessons throughout the time of focusing on this theme. Ideally, we will have covered the general
topic of animals, where they live (their habitats) and then we would have this lesson plan
focusing on what different animals eat. This correlates to their understanding of the role of
being a pet owner. Also, it covers the roles of pets themselves. Additionally, this will still draw
on their knowledge of where animals live and what kind of environment they need to really
thrive.
STANDARDS
o Illinois Early Learning and Development Standards, Preschool:
o Learning Standard 14.A: Understand what it means to be a member of a group
and community.
o Learning Standard 17.A: Explore environments and where people live.
LEARNING OBJECTIVES
o Students will understand that different types of animals need different types of food in
order to survive.
o Students will be able to identify 2 animals and the type of food they eat.
CLASSROOM ENVIRONMENT
The room will be set up regularly. The children will start out by sitting anywhere they feel most
comfortable, however I do recommend everyone starts out on the rug. Then, there will be
different table groupings that have food on top of them. The tables will mainly have the same
types of food, so that every child has an equal opportunity of participating in this learning
experience.
Materials/Resources:
o Various types of pet food
Bird seeds
Dog kibble
Cat canned food and wet food
Hay (for horses)
Fish food (flakes)
More options are definitely a possibility and very easy to attain
Technology:
o iPad to take pictures of the children if the school is using any programs.
INSTRUCTION
This will primarily be a whole group activity, with a small group component, however it
is a very hands-on experiment of sorts.
Introduction (Lead-In; tie this to the Learning Objectives):
o The introduction to our lesson will be more of a group discussion. We would all
find our comfortable spots on the rug. I would ask a few guided questions about
what we already know in terms of animals and if anyone knows what animals
eat. This will call for some of the students to remember what their pets (if they
have any) eat. Thus, we would begin our lesson topic where I would cover what
various animals eat. After this circle time, the children will be able to explore the
various types of pet foods.
Step-By-Step Procedures and Learning Activities: (What does the teacher plan to do
and how will instruction be differentiated to address varying learning styles and
abilities of the children?)
o The activity will be for the students to be able to fully immerse themselves in the
materials provided. They can really examine the different types of pet foods and
how they compare to one another. After the children are done with this portion
of the lesson, we will move on to the activity that will also serves as an
assessment of their knowledge. Each child will receive a worksheet with pictures
of animals on it. Then, they will receive pictures of the different animal foods.
They will have to put the correct food underneath the animal. They will also be
able to color these pictures to personalize them.
o Differentiated Instruction
Adaptations for children
ELL
o I will provide the vocabulary in both English and the
children’s home languages.
Gifted (advanced)
o Students will be able to draw their own pictures of the
animals/foods and glue it together. Also, I can have
additional animal and food options for them.
Special needs
o These students would be able to just explore the different
foods; however, I might keep the foods in plastic baggies
or little clear boxes, all depending on what type of
students I have.
Behavioral and/or attention support
o I would make sure to provide them with as much guidance
as they need.
o Academic Language or new Vocabulary to be introduced or practiced (explain
how it will be used during the lesson).
Bowl
Treats
Chew
These vocabulary words, amongst others will be used to explain the main
idea of animal foods.
o Critical thinking questions to ask:
What would it be like if animals ate the same food as humans?
What could happen if pets could get their own food?
o Managing the lesson
The teacher will encourage conversation and interaction in regard to the
different types of food. A few conversation starters may be what the
children smell, feel, see, what sound the food makes, etc.
Teacher will also make sure the children feel comfortable asking
questions.
If someone is ready to move on to the drawing/matching portion of the
lesson, they can venture over to the designated tables.
o Closure (should reflect the introduction):
After everyone is done with both parts of the lesson, we will meet back
on the rug to reflect on what we have learned.
ASSESSMENT
I would assess the general mood of the activities by taking anecdotal notes on the
children’s progress, both social emotional and content wise.
I would save their final pieces of artwork for their portfolios.
This same artwork would be used for the direct assessment portion. I would see how
well they were able to match up the animals. I think I would have a rubric which would
say whether or not the students identified all of the animals and their correct foods.
Ideally, I would use the met, not met, emerging, and exceeds criteria to properly
document their progress.
Differentiated Assessment
o I think for many of the differentiated assessments I would want to focus
primarily on anecdotal notes. For ELL students, gifted children, and behavioral
children, I would still use the rubric. I would simply adjust their rubrics and add
in the proper criteria based on how their activity had been adjusted. For special
needs students, I think I would just stick with anecdotal notes. Also, I would
possibly just have a checklist and mark off as they are properly
identifying/matching up animals with their foods.
PLANNING FOR THE NEXT LESSON
Feedback
o I will give students feedback throughout the entire lesson. I will pretty much be
checking in as we talk to make sure that everyone understands the various key
concepts. It will mainly be verbal. Additionally, I will make sure the students
receive positive reinforcement from me through the use of smiles, encouraging
words, or encouraging thumbs up signs, as well as other similar strategies.
Planning for the next lesson:
o The next lesson I conduct may be a transition in how humans eat/humans needs.
This would tie in nicely with the comparison of what animals eat compared to
people. I would pay attention to the way this lesson’s experiences went and if we
need to have more hands-on play-based activities or if incorporating
worksheets/written activities is doable. Additionally, I may need to group
children differently if they were not working well together or staying on task.
