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SETON HILL UNIVERSITY

Lesson Plan Template


TOPIC DETAILS CK
Name Miss Brianna Smith
Subject Science
Grade Level Kindergarten
Date/Duration One Week
Big Ideas Living and nonliving things have different characteristics.
Plants and animals are all living organisms.

Essential Questions What qualities do all living things have?
How do plants and animals change, day to day, and through their
lifetime?

PA/Common
Core/Standards
Pennsylvania Department of Education
Biological Science
3.1.K.A1: Identify the similarities and differences of living and non-
living things.
3.1.K.A3: Observe, compare, and describe stages of life cycles for
plants and/or animals.
3.1.K.A5: Observe and describe structures and behaviors of a variety
of common animals.
3.1.K.B1: Observe and describe how young animals resemble their
parents and other animals of the same kind.

Objectives

Bloom's Taxonomy

Webb's Depth of
Knowledge (DOK)
During a discussion students will be able to identify at least three
living and nonliving things
While working on their own, children will be able to identify at
least two characteristics that all living things possess.

Formative &
Summative
Assessment
Evidence
Formal- Students will complete a visual exam to clarify various
main points of the lesson (ex. Stages of the life cycle, living vs.
nonliving, common structures of animals)
Informal- Class will work together in groups to come up with lists
of what is known coming into the lesson and get the mind
thinking about biological connections and living science.
(Including a guided questioning from the instructor)

ISTE Standards for
Students

Framework for 21st
Century Learning
Learning Skills
Creativity
Innovation
Life Skills
Collaboration
Social Skills

Accommodations,
Modifications
To accommodate a student with ADHD, the beginning of the
lesson will include visual aids to the class in order to first
distinguish between living and nonliving things, also the lesson is
broken up into sections where the students will be working as a
class, independently, and in groups, in hopes that this will help
keep the child focused. Lastly, all key points to the lesson will be
reviewed at the end as a class.
Again, the visuals of living and nonliving things in the beginning of
the lesson will be a great aid for the hearing impaired or deaf

student. Also, throughout the lesson, as an instructor I can allow
time for the deaf student and their interpreter to catch up and
stay on track with the class, it can be assured that the lesson is
very engaging through things think eye contacts and hand
gestures. As a part of the review at the end of class, a short review
game of charades can be added in where the students can act out
different living organisms, and the game does not require any
talking from the students, so the deaf or hearing impaired child
will not feel left out in anyway.
While going over the characteristics of living organisms, the
characteristics themselves can be written out on the board and
read over one-by-one as a class to ensure that any student below
the average reading level is comprehending these characteristics.
Also, prior to the lesson even starting, I can have the students
identify and define their key vocabulary terms that they will need
to know for the lesson (living, animals, plants, characteristics).
Also, by verbally going over the key points at the end of the lesson
and allowing time for the students to rewrite them down can
assist any student with learning and reading disabilities to
reiterate the necessary words and phrases they need to know.
All accommodations will be part of the entire classs lesson to
ensure that there is no singling out of any students.

SUPERVISING
TEACHERS
SIGNATURE






Seton Hill University Lesson Plan Template Step-by-Step Procedures
RATIONALE for the
Learning Plan


CK
Introduction Activating Prior Knowledge
Students will brainstorm examples/ a list of what they believe to
be living organisms.
Hook/Lead-In/Anticipatory Set
They will then be asked to think about what makes that living
specimen any different from a rock, table, lamp, any other
nonliving thing, etc.

Explicit
Instructions
Big Idea Statement
Plants and animals are all living organisms
Over time, plants animals and all living things undergo change.
All living animals have various structures in common that they use
in order to function everyday.
Essential Questions Statement
What qualities do all living things have?
How do plants and animals change, day to day, and through their

lifetime?
Objective Statement
Students will be able to identify between living and nonliving
things.
Children will be able to identify the characteristics that all living
things possess.
Transition
Students will all give an example of a living organism prior to
counting off in groups of four to further discuss living organisms.
Key Vocabulary
Living, animals, plants, characteristics
Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs
PreAssessment of Students
The students will complete a worksheet in which they circle all of
the living organisms prior to the teacher actually applying any of
the information. (the transitions between individual and class
work should be able to assist in keeping any ADD or ADHD
students from getting too distracted.)
Modeling of the Concept
As a class the students will be guided by the instructor through a
visual aspect of the lesson showing the difference between living
and nonliving things and these visuals will aid any hearing
impaired or ADHD students in the class.
Guiding the Practice
Students will work in small groups to come up with what they
think may be characteristics that all living things have.
Provide flashcards to each of the groups with the characteristics on
them, so that they have options to chose from and still have some
guidance; flashcards and identification of key terms will also help
any student with a potential reading difficulty.
As a whole class again, the correct answers to the characteristics
will be discussed.
Providing the Independent Practice
Students will complete a modified, more detailed worksheet to
clarify that they understand living vs. nonliving, and can recall the
characteristics that make up all living things. (Granted they can
identify 3 living and nonliving and 2 characteristics minimum)
Transition
Granted that there is enough time and the majority of the students
are picking up on all of the necessary information, there will be a
short period for questioning and review even in cooperating a
short game of charades as a class to aid in accommodations for
various students with special needs before being instructed to
separate the desks for individual assessment.
Adaptations/Accommodations for Students with Special Needs
To accommodate a student with ADHD, the beginning of the lesson
will include visual aids to the class in order to first distinguish
between living and nonliving things, also the lesson is broken up
into sections where the students will be working as a class,
independently, and in groups, in hopes that this will help keep the
child focused. Lastly, all key points to the lesson will be reviewed at

the end as a class.
Again, the visuals of living and nonliving things in the beginning of
the lesson will be a great aid for the hearing impaired or deaf
student. Also, throughout the lesson, as an instructor I can allow
time for the deaf student and their interpreter to catch up and stay
on track with the class, it can be assured that the lesson is very
engaging through things think eye contacts and hand gestures. As a
part of the review at the end of class, a short review game of
charades can be added in where the students can act out different
living organisms, and the game does not require any talking from
the students, so the deaf or hearing impaired child will not feel left
out in anyway.
While going over the characteristics of living organisms, the
characteristics themselves can be written out on the board and
read over one-by-one as a class to ensure that any student below
the average reading level is comprehending these characteristics.
Also, prior to the lesson even starting, I can have the students
identify and define their key vocabulary terms that they will need
to know for the lesson (living, animals, plants, characteristics).
Also, by verbally going over the key points at the end of the lesson
and allowing time for the students to rewrite them down can assist
any student with learning and reading disabilities to reiterate the
necessary words and phrases they need to know.
All accommodations will be part of the entire classs lesson to
ensure that there is no singling out of any students.

Evaluation of the
Learning/Mastery
of the Concept
Formal Evaluation
Students will be viewing a slideshow where they will have to
identify if each picture is living or nonliving pictures and key terms
will be shown).
Students will be asked to write down at least three characteristics
of living things or to be able to share them with the class in later
discussion.
Informal Evaluation
Throughout the lesson, I will be inquiring with the students about
why living things are different.
Group discussion with the provoking of teacher questioning will be
happening as they are thinking of their characteristics.

Closure Summary & Review of the Learning
After being able to identify living and nonliving things,
throughout the year and in future lessons, students will be
able to then apply this knowledge to future assignments life
the life cycle, or even just class discussion about pets, plants in
the spring, etc.
Homework/Assignments
Students will go home and make a list of all living things they can
find in their house, and then bring it back to class to discuss what
characteristics these organisms have that make them living.

Reading Materials
Technology
Computer & internet available for slideshow
Projector screen

Equipment
Supplies
Worksheets
Flashcards

Teacher
Self-reflection
Timing for students will obviously need adjusted in comparison to
the lesson given today during class.. Overall, the lesson needs to be
less rushed by the instructor. It would go over more smoothly if
there were more examples of living and nonliving things in the
beginning of the lesson for the students to get a better grasp on the
main idea. Also, more individual time can be spent on the
characteristics of living things in order for the students to connect
these aspects. However, the overall flow of the lesson does seem to
work, granted that it is followed precisely.