Lesson Plan #1 Candidate Name: Emily Noble

PART A: PLANNING
Subject Area: Science Topic: Living Things Grade Level: K

Central Focus: The purpose of this lesson is to build upon the student’s previous knowledge of life
science. The students will identify what it means to be living and non-living and sort them by their
common characteristics. This lesson will also serve as a building block for future life science concepts
such as how living things use their characteristics to survive and that food webs/chains illustrate energy.
Identifying living and non-living things is used as a building block in all life science concepts where
students will need to know how to understand and distinguish characteristics of living things.

State Content Standard and/or Common Core Standard(s):

Target Standard(s): List the standard(s) K.LS.1: Living things have specific characteristics
you will be assessing through this lesson and traits

Integrated Content Standard(s): If
applicable, list other standard(s) you will
be addressing through this lesson
RL.K.1 With prompting and support, ask and
answer questions about key details in a text.
K.MD.3 Classify objects into given categories;
count the numbers of objects in each category and
sort the categories by count.

Learning Objective(s):

1) Condition 2) Skill / Behavior 3) Criteria

(Context) How do For example, 85%, 3
they learn this? Or The Bloom’s The observable times, 4/5
under what thinking skill + behavior (doing skill) opportunities, etc.
conditions do they Content + product
perform this?

After creating an anchor chart about living things and their characteristics, students will be able to compare
and contrast living and non-living things by placing picture cards in the correct category with 50%
accuracy.

Instructional Setting: Include all that apply General Education Classroom

(gen. ed. class, resource room, small group, field
trip, workshop, lab, other)
Prior Knowledge: Prerequisite knowledge, - Definition of growth, change, and
skill &/or data. Objectives and/or data from nourishment/energy
previous lesson, and previously learned - Observe and ask questions about the natural
concepts related to this lesson (refer to prior environment
grade content standards). - Communicate Observations

Materials and Technology: List all the - Anchor Chart Paper

materials necessary for delivering instruction. - Markers
Attach all handouts/book pages, etc. - All About Animals Book
- Picture Cards
- Exit Slip handout
- Easel
- Large white paper

Key Vocabulary: - Alive

- Living
- Non-living
- Grow
- Change
- Energy
- Shelter
- Water
- Air
- Coverings

Assessment Measures: List assessments that will be used before, during, and/or after the lesson
below. Attach assessments to lesson plan.

Formative Assessment(s): Assessment 1) Picture Sort

that takes place during &/or after the 2) Student participation in anchor chart
lesson. Note: At least 3 formative 3) Student response to what they learned today
assessments are recommended.

Summative Assessment(s): Assessment 1) N/A Will be at end of Unit.

that takes place after a defined
instructional period (typically at the end
of a project or unit). Note: Optional if
mid-unit

Differentiation: Describe how you will differentiate content, process, product, &/or environment for
specific students during this lesson.

# Student(s) Need(s) Differentiation

4 ID intellectual disability Reduced expectations (modified); Support from
(I.D.); low teacher during small group and individual work;
comprehension, low fundamental support, prompts/sentence starters,
reading/writing skills, modeling
low functional skills,
some behavioral
challenges.

1 Speech Speech IEP Modeling, emphasis on mouth shape,

grammar/pronunciation corrections, speech therapist

1 EL English Language Learner Visual aids: 1-on-1 support; ELL teacher 30 min
every Friday; reduced expectations/requirements;
Modeling; Opportunities to talk; Language rich
environment

Connections to Research and Theory

1) Theory & Define the theory: Explain how it applies to THIS lesson:
Theorist: Jean Construct learning new Starting off the lesson with an anchor chart where
Piaget & ideas based on our own student’s brainstorm ideas about living things
Constructivism prior (prior knowledge).
knowledge and experiences

2) Theory & Define the theory: Explain how it applies to THIS lesson:
Theorist: John Learning by doing Students will be actively learning (various sorts,
Dewey & Hands peer collaboration, videos)
on approach

PART B: DELIVERY OF INSTRUCTION

Opening/Engage/Anticipatory Set
Note that UDL/Differentiation Column is based on students listed in part A
UDL &/or Differentiation
 - All set you bet” call and response - Repeat question repeatedly for ELL
- Talk about I Can statements/ objective student to hear numerous times.
1. I can identify living things. - Correct pronunciation for speech
2. I can identify non-living things. IEP student if needed.
3. I can explain what it means to be alive. - Talk slowly, focus on sounds.
4. I know that living things respond to stimuli.
5. I know living things need food/energy
6. I know living things grow.
- Start with lesson hook survey “When I call your stick, I want
you to come up and tally whether you think you are a
living thing or a non-living thing.”
- Students come up one-by-one to the whiteboard easel and tally
under the category they choose.
- When finished, as a whole group tally each category. Touch
on if what’s greater, less, and/or equal to incorporate
multi subject learning.
- State “We (everyone in this classroom) are all living things.
We all have characteristics that make us alive. We need
food, we grow, and we change, etc.

Body of Lesson
UDL &/or Differentiation

- Pull out anchor chart. “Let’s brainstorm living things.” Write - Sentence starters for ELL and
down student ideas on chart. struggling students.
- Discuss if all the ideas have commonalities. “What do these - Correct pronunciation for speech
living things have in common?” Discuss commonalities - IEP student if needed.
Discuss that all these commonalities are characteristics. - - Visual pictures for ELL student
“Now some characteristics are shared with all living things, - Modeling.
some have their own specific to them” - Talk slowly, focus on sounds.
- Read Book “All About Animals.” - Guide struggling students if needed.
- Guided Reading. Point out how each animals special body
part is a characteristic/trait. Find the commonalities.
- Go wash go transition (bathroom break)
- Special helper calls students back to carpet. “Sit on the black
outline of the rug please.”
- “We are going to sort these pictures by living and non-living.”
Have a white piece of paper down with preset examples in each
category. Model first “I’m going to put this frog into
living category because it needs food, water, air, etc.” Call
on next student.
- Actively talk about each student’s decision to place the picture
cards. Focus on characteristics.

Closing
 UDL &/or Differentiation

- “Raise your hand and tell me one thing you learned - Opportunity to hear peer ideas for
today.” ELL and struggling students.
- Students shout out answers. Use these answers to review - Correct pronunciation for
for tomorrow’s lesson. speech. - Talk slowly, focus on
sounds.
- “So, when you go outside later today, will you be able to
tell your family what’s alive/not alive?”

Homework/Assignment/Extension Activity (if applicable)

N/A

What will be taught next? Briefly describe the lesson that will follow this one.

The following day students will continue to learn about living things and their characteristics. As a
whole class, we will review the anchor chart. Students will then return to their seats to complete a
cut-out sort. Teacher will model then students will be asked to complete the rest. Students will then
return to their seats to watch a “Living Things” song video.