Integrated Lesson Plans

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Integrated Lesson Plans to teach Science to 1st Graders

5 E Lesson Plan with Embedded Instructions

Lesson Plan 1

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Lesson Title: Who is predator and who is prey?

Lesson Length: 3 Days


Lesson Overview

Through this lesson children would develop ability to distinguish among carnivore and herbivore.

The food chain concept will be exposed to the students.

Student will be taught how animals out there have maintained their survival.

Unit Objectives:

Students will be able to learn the dynamics of how nature works.

Student will be able to the natural food cycle.

Student can differentiate between predator and prey.

Students will also develop a simple food chain process.

Standards addressed (NC ES SCS or national)

It will be easy for students to express their understanding regarding the linkage between every organism and the physical environment they are living in.

List of Materials


Crayons or felt pens

Written list (either on board or on paper) of animals

Colored Yarn

Colored Construction Paper

Tape or Glue


Phase One: Engage the Learner

Bring students closer in their community circle through the encouragement of collaborative working.

Increasing conversation among students by engaging them in discussion related to animals.

Make student turn to their partner and discuss what they eat and what eat them.

Attention drawing through asking questions like what their partner said to them.

Asking students the concepts discuss in the course.

Explaining the class how to make a food chain and how they can develop it easily.

Phase Two: Explore the Concept

Construction paper sheets should be cut in half. The students will then fold the pieces of sheet in half again.

Writing the names of the carnivores, herbivores and plants on the two sides of the sheet of construction paper, one piece of paper should contain one name. Students will also be encouraged to draw the sketches.

Paper arrangements in a way that it will reflect the food chain process.

Yarn should be cut down in equal pieces. A yarn piece should be laid down among every food chains 'parts. A yarn piece should also be laid down at the top of every food chain.

Glue or tape the two sides together of the folded construction paper pieces. However, it shall be ensured that the two yarn pieces ends (one from below and one from above) are in between.

The name of the students shall also be ensured on each paper to review the understanding.

Hang the food chains on the appropriate place to make it visible.

Phase Three: Explain the Concept and Define the Terms

During the construction of the food chain mobile circulation in the room must be ensured. It shall also be ensured that students are engaged in discussion of carnivores/herbivores.

If student is unable to complete the food chain properly than provide assistance to the students.

Phase Four: Elaborate on the Concept

Students shall be asked multiple questions after the activity to ensure if they have learned anything.

Ask students to share their discussion with their partner.

Ask students if they feel any changes. Ask them to provide any reason they seem ...
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