Lesson Plan: Classifying Animals and Plants
Grade Level: Grade 1
Subject: Life Science
Duration: 50 minutes

 

1. Learning Objectives

By the end of this lesson, students will be able to

• Define and use key vocabulary related to classification (group, subgroup, species).
• Sort pictures of animals and plants into appropriate groups based on shared characteristics.
• Explain why organisms are grouped together (e.g., all mammals have hair).
• Complete a simple worksheet to demonstrate understanding of groups and subgroups.

2. Standards Alignment

Common Core State Standards (CCSS) – ELA Integration

• CCSS.ELA-LITERACY.RI.1.1: Ask and answer questions about key details in a text.
• CCSS.ELA-LITERACY.RI.1.2: Identify the main topic and retell key details of a text.
• CCSS.ELA-LITERACY.SL.1.1: Participate in collaborative conversations about grade-level topics and texts.
• CCSS.ELA-LITERACY.L.1.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases.

3. Required Materials & Resources

• Picture cards of 12 animals (e.g., dog, cat, fish, bird, frog, snake, etc.)
• Picture cards of 12 plants (e.g., sunflower, pine tree, moss, fern, rose, cactus, etc.)
• Large Venn diagram chart on chart paper or whiteboard
• Pocket charts or sorting mats labeled “Animals” / “Plants” / “Subgroups”
• Student worksheets (see “Worksheets” section)
• Glue sticks, crayons, pencils
• Interactive read-aloud book or poster about animal and plant groups (optional)

4. Vocabulary

• Group: A set of organisms that share common traits.
• Subgroup: A smaller set within a group, sharing more specific traits.
• Species: A type of organism that can live and reproduce together.
• Mammal/Reptile/Bird: Examples of animal subgroups.
• Flowering Plant/Non-flowering Plant: Examples of plant subgroups.

5. Lesson Timeline & Activities

Time	Component	Teacher Actions	Student Actions
0–5 min	Warm-Up/Hook	Show mystery bag with 2–3 animal/plant pictures Ask: “Is this an animal or plant? Why?”	Observe pictures Respond with thumbs-up/down & share ideas
5–15 min	Vocabulary Introduction	Introduce key terms with visuals Use each in a sentence	Listen & repeat Point to pictures when terms are used
15–25 min	Lesson Proper	Read short informational poster or book excerpt Model sorting cards into “Animals” vs. “Plants”—then into subgroups using Venn diagram	Help place cards in correct sections Answer guiding questions
25–35 min	Guided Practice	Distribute mixed picture cards & sorting mats Circulate to prompt thinking: “Why does a frog go here?”	In pairs, sort cards into group/subgroup Explain choices to partner
35–45 min	Assessment	Hand out worksheet (cut-and-paste activity) Explain directions: glue pictures under correct headings	Complete worksheet individually Color pictures and labels
45–48 min	Review	Project completed worksheet example Call on volunteers to share one classification fact	Listen and share one thing learned
48–50 min	Reflection/Exit Ticket	Ask, “Why do we group organisms?” Students draw their favorite subgroup and write one sentence	Draw & write a sentence. Turn in exit ticket

6. Practice & Assessment Methods

• Formative:

– Observation during sorting activity 

– Partner discussions—use of vocabulary 

– Q&A during lesson proper

• Summative:

– Completed worksheet (cut-and-paste with labels) 

– Exit ticket drawing + sentence

7. Differentiation Strategies

• For ELL/Struggling Learners:

– Provide picture-only cards with color-coded borders matching mats 

– Pair with a peer “buddy” for sorting task 

– Offer word banks and sentence starters on exit ticket

• For Advanced Learners:

Challenge: Identify an additional trait to create a new subgroup (e.g., aquatic mammals). 

Encourage writing two sentences on the exit ticket

8. Reflection

After the lesson, teacher will reflect on

• Which vocabulary terms were mastered?
• Did students accurately sort into subgroups?
• Which differentiation strategies were most effective?
• Next steps: reteach or extend classification with habitats or life cycles.

Worksheets

 

Worksheet 1: Group & Subgroup Cut-and-Paste

• Box A: “Animals”—glue ”pictures of dog, frog, bird
• Box B: “Plants”—glue ”sunflower, fern, cactus
• Under Boxes: Two sub-boxes each labeled with a subgroup (e.g., “Mammals,” “Reptiles” and “Flowering,” “Non-flowering”)
  Directions:

• Cut out each small picture at the bottom.
• Glue it under the correct group (Animals/Plants) and subgroup.
• Color each picture when done.

Worksheet 2: Exit Ticket

• Space to draw one subgroup of choice.
• Sentence frame: “I grouped ___ because they have ___.”

Notes

• Adjust pacing if students need more hands-on practice.
• Use realia (toy animals, potted plants) for added engagement.
• Share student work in the hall display on “Our Living World.”