EDIS 3415 Lesson Sequence

Fall 2020

Candidate’s Name: Grade: Title of the Lesson Sequence:

Makayla Elliott Kindergarten Living and Nonliving

Standard (s): Resources/Materials:

SKL1. Obtain, evaluate, and communicate information about how organisms Monday: pet rock and a house for him to live in
(alive and not alive) and non-living objects are grouped. (a cardboard box)
a. Construct an explanation based on observations to recognize the differences -deck of living and nonliving cards with pictures
between organisms and nonliving objects. on them
-pocket folder or tape
Objective (s):
The students will be able to identify through their observations the differences Tuesday: slideshow with images of living and
in living organisms and nonliving objects. nonliving

The students will be able to organize living and nonliving objects into separate Wednesday: Clipboard
categories. Pencils
Scavenger hunt sheet
The students would be able to give the characteristics of living and nonliving
things. Thursday: iPad for each student
Kahoot test
The student will be able to share a book that they have produced about what
they think living and nonliving things are. Friday: Book- Do you know which ones will
grow
Book packets for students
Pencils and crayons
5E Cycle- Day: Opening Activity: Work Session: Closing Activity: Assessment: Modifications/Differentiation
Identify Strategies:
the “E”
To engage the After the pet rock For closing, after Since this is the I would offer images on the
Engage & 1 students and to introduction, I each card has initial day, I cards for the pocket folder
Explore introduce the topic would have cards been placed into a would assess for the students to feel
to the students, I of living and living or nonliving students confident about which
would bring a pet nonliving category, I would learning category it goes in.
rock to the class. I examples that go over the through the
would share with each student characteristics students telling Instead of a pocket folder,
the students that would have a that a living me what the the cards could just be
this pet is so chance to add to organism needs characteristics pasted on the white board or
important to me the pocket folder and that a are for living on the wall in separate
and that I really in the front of the nonliving object and nonliving at categories.
wanted to share my classroom. I will has. the end of the
special friend with draw sticks with closing activity.
the class. their names on it Living organisms This will let me
When I share the to ensure that grow, take in know if they
pet rock with the each student has nutrients, and can truly
class, I would bring a chance to sort a reproduce. understand
out the pet rocks card. Then I would go why each card
bed in a box. through each card was in its
I would ask the in the living category.
students what they section and ask
would think my pet the students if
rock would need to they all still belong
survive? according to those
Hopefully, the characteristics.
students would
realize that the rock Then I would
is nonliving and that explain the non-
it does not need living
food or water to characteristics
“survive.” which would be
the opposite for
 living. Object that
does not grow,
does not take in
nutrients, and
does not
reproduce. Then
as a class we
would check the
nonliving cards to
make sure those
followed the
characteristics.
Explain Revisit what we did Prepare a To close out the For assessing if I would make sure to include
2 the day before. Ask slideshow with lesson I would ask the students pictures with the words on
the students if they images of living the students if were gaining the slideshow for students
remember any of and nonliving anyone could say knowledge who can not read. This
the characteristics things that are what we did for through the would help the students feel
for living and mostly different this lesson. I lesson, I would comfortable answering
nonliving. than the cards would then ask make sure that questions because they
they used the day some students all students had would be able to know what
Then ask the before. what the the chance to was on the slideshow
students if anyone In this slideshow, characteristics for participate and without having to read the
can give an example have the students living and give an answer word every time.
of living and an explain why the nonliving were. or classify the
example of image is an images.
nonliving. example of living
or nonliving using
the characterizes
that have been
discussed today
and the say
 before.
Elaborate Have the students As a class, the For closing the Through the For students with disabilities,
3 go over the students will have activity, the teacher going making the activity in the
characteristics of to look for the teacher will go through the list classroom or having the
living and nonliving items that are on through each item and the items in front of them on the
again for repetition. their scavenger on the checklist students desk instead of the students
Then tell the sheet and they with the class to checking their going around the school to
students that they must write a L for categorize living own lists, this is look for the items.
are going on a living and a N for and non-living and an example of
scavenger hunt non-living. for the students to self-assessing
around the school For this activity, check their own for the students
to look for living and the class will walk work. to see where
non-living things. through the they are at with
Each student needs hallways and the concept of
a clipboard and outside the living and
their pencil with the school to find the nonliving. As
scavenger hunt living and non- the teacher, I
worksheet. living things in will also take up
the school. Once the students
the students have work at the end
found an item to see how they
that is on their did with the
worksheet, they activity and to
will have to check their
decide if it is progress with
living or the concepts.
nonliving. Once
the students have
decided, the
teacher will have
a picture with the
 item and the
students.
This activity will
continue until all
items are found.
evaluate I would have the Since the For the closing, I This is a way to For students who could not
4 kids turn to their students have would print out assess students read, I would read the
partners and one spent the last the sheet from that I would use questions aloud for those
partner should three days on Kahoot that says to see how students and attach pictures
share what the classifying living which student got much they have to the Kahoot so that the
definition for living and nonliving which answer learned student could easily identify
in or the objects, I would correct and I through this what the choices were on
characteristics of let them get the would go back unit because the Kahoot.
living. Then the iPad out and play through the the students
other partner would a Kahoot game. slideshow on are completing
give the definition Each student Kahoot and let a this test
of what non-living would have their student answer if individually.
would be. Then I own iPad where they got it correct
would ask a pair of they get to on their test.
the students to give choose their own
their definitions to answers. The
the class. questions on the
Kahoot would
include pictures
for the students
who can not read
the words but I
would also have
the kahoot game
projecting on the
big screen in the
 classroom so that
I could read the
questions to the
students. There
would be
questions about
objects that we
have already
discussed and
categorized as a
class and then 3-
5 objects that we
have not
discussed to see
if the students
could apply the
definitions.
I would read the After reading the For closing, I For For students who have
5 book “Do you know book, I would would ask the assessments, I difficulty drawing or writing, I
which ones will give the students students to would take the would be walking around to
grow?” by Susan a book packet present their book books up at the assist them. If a student was
Shea where they are to their group end of the really struggling, I would give
able to draw members next to class. Through them the option to use
pictures of living them. This way the students stickers with pictures on
things and the students can work period, I them or draws the picture
nonliving objects. share what they would walk for them and let the students
Three pictures for think are living around the color the images from their
each section. and nonliving and classroom and own personal ideas.
they can see what help students
the chose for the spell out what
same and is in their
different. picture so that
when they are
able to take
their books
home, their
parents can
easily identify
them.