Science: Structure, Function, and Information Processing

Lesson #3: Animal Copycats


  1. Subject(s): Life Science

  2. Topic or Unit of Study:  Structure, Function, and Information Processing: 1-LS1-1. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive , grow, and meet their needs.

  3. Grade/Level: 1st Grade

  4. Objective: Student will match each object with its animal counterpart.  What animal does each object resemble?  

  1. Time Allotment:  30 mins


Learning Context

This is the third lesson in the science unit Plant and Animal Structure and Survival.   The students made a comparison book entitled What Do You Do with a Tail Like That? and will be used as a resource.  This book was made to compare how animal parts look to human parts and their functions.  Using their science journal, students will review the labeling of animal parts and plant parts.  Now using that prior knowledge, students will match pictures of objects with animals. 


  1. Read aloud What if You Had Animal Eyes?  Discuss with the group and speculate if you had other parts of animals (feet, hair, teeth, armor, beaks) and what you could do if you had those parts.   Develop a list items discussed and put on a class chart. Have students make the same list in their science journals for future reference. Add to the list when students think necessary throughout the lesson. 

  1. View SciShow Kids video: Teeth:Not Just for Smiles!  Learn all about teeth! What kinds we have, how they help us, and how human teeth are different from other animals! 

  2. Watch the first portion of Mystery Science: Why Do Birds Have Beaks?  (Mystery Science AEA) After introduction, watch and talk through Discuss Sections 1-3.  Save final activity portion for the fourth lesson. 

  3. Partners will match animal cards to object cards.  Cards are pre-made but need to be cut and laminated for the partners to use.  Students record their findings in science journals and add any new information. 

  1. Review findings with the whole group and make changes or add information to the class chart.  For the conclusion, have students reflect and write in their science journals about discoveries made during this lesson.

Materials & Resources  


During independent working time, walk around the classroom to ensure that every student understands the comparisons.  Make note of the information they have written in their science journal.  

Checklist will used to assess students participation in activities and discussions as well as understanding.