Lesson Plan #3

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 watching a video about living things, students will demonstrate their learning of living and non-living
things by completing 4 different learning centers and stating what they had to do and what they learned at
2/4 learning centers.

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
- What it means to be alive
- Concrete idea of living and non-living things

Materials and Technology: List all the - Anchor Chart Paper

materials necessary for delivering instruction. - Markers
Attach all handouts/book pages, etc. - Plastic Animals
- Plastic Toys
- Picture Cards
- Exit Slip handout
- Living/Non-living sort handout

- Elmo
- Video “Living Things”
- Watercolor Paint
- Color worksheet
- Living/Non Color worksheet
- Paper
- Markers
- Illustration handout

Key Vocabulary: - Alive

- Living
- Non-living
- Grow
- Change
- Shelter
- Water
- Air/Breathing
- Coverings
- Food

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) Thumbs up/down if you understand

that takes place during &/or after the directions 2) “What do live things need”
lesson. Note: At least 3 formative booklet
assessments are recommended. 3) Centers completion (sorts, handouts)
 Summative Assessment(s): Assessment ESIG Living things assessment (on iPad)
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 Children construct Students are having at least 4 experiences during
Piaget & knowledge and meaning centers. Each center asks them to do something
Constructivism through new experiences that applies their knowledge.
and reactions

2) Theory & Theorist: Define the theory: Explain how it applies to THIS lesson:
Learning by doing

John Dewey & Students will be actively learning (various sorts,

Hands on approach peer collaboration, videos, interactive read aloud)

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

- Call and response “If you can hear me…” - Repeat question repeatedly for ELL
- “If you can hear me grab your school box and sit at your student to hear numerous times.
seat” - Students get school box and sit at seat. - Guide struggling students if
- Replay Jack Hartman Video “Living Things” to needed. - Correct pronunciation for
speech IEP student if needed.
refresh students.

Body of Lesson
UDL &/or Differentiation

- Pass out “What do living things need” booklet. - Sentence starters for ELL and
- Whole class guided reading and drawing on each page. struggling students.
Students follow along and read. Students draw pictures - Correct pronunciation for speech
that illustrate the needs of living things. Teacher models. IEP student if needed.
(Whole class instruction) - Visual pictures for ELL student
- After completed, students put away school boxes and books in - Modeling
cubbies. - Point reading for struggling
- Explain Centers: students.
1. Living/Non- Living with plastic animals and objects - Guide struggling students during
2. Watercolor painting of living/non-living things instruction and centers.
3. Crayon color living things handout
4. Illustrate a living and non-living things handout
- Students take a turn at each center. Sing song when timer is
up. “I’m walking, walking, walking, I’m walking all
around, I’m walking, walking, walking a partner I have
found.” Each center should be completed with a partner.

Closing
UDL &/or Differentiation

- Clean up song. Students clean up the center they are at - Opportunity to hear peer ideas.
and return to their seat. - Correct pronunciation for speech.
- Each student will state their favorite center and what they
learned at one (or more) centers.
- Test students individually on ESIG Assessment app
throughout the week.
 Homework/Assignment/Extension Activity (if applicable)

N/A

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

The lesson that will be taught next will expand on students’ knowledge of living things to help them
recognize how physical characteristics help living things survive and eventually describe how the
different parts of plants and animals are used for specific abilities.

Citations:

Day 1: Kara D. Hill, “All About Animals”

Day 2: Jack Hartman “Living Things”

Day 2: Scholastic Lets Find Out Explore More Poster, “Living or Non-Living”