EDUC 2220 Educational Technology Lesson Plan Template
Life Necessities
Bre Bunker
Grades K 2, Life Science
Common Core Standards:
Lesson Summary:
The students will have to be able to distinguish between living and non-living things. With knowing what
living things are, they will also have to describe things they will need to survive and stay alive. I have also
decided to cover two extra standards that go along with the first two. They will also have to describe the
different food sources that animals have and be able to know what environmental resources are needed for
living things to survive.
Estimated Duration:
This lesson I think will take about approximately 3 hours. I plan on splitting this up into 4 days. We will have
45 minute lessons for each day.
Commentary:
Because I am going to be teaching kids with special needs, it will be a challenge to make the lesson plan work
for all. Some of my students may have cognitive disabilities or some may also have physical disabilities.
Instructional Procedures:
Day 1:
On day 1 will be discussing the first standard, the difference between living and non-living things.
In the first 5 minutes I will split them in to approximately 5 groups, depending on the class size. If I have a
smaller class size, I will split them up into fewer groups. I will also have volunteer students from the high
school during this period that I will assign to each group.
In the next 30 minutes of the class, once they are split into groups, I will take the time to pass out a laptop to
each group. Before we begin on the laptops I will ask them what they believe a living thing is. I will then do
the same for non-living. After asking them, I will then explain what they actually are. On the laptops, I will
already have up for them, the google quiz I have created. This quiz will ask them a series of questions. These
questions will be about whether or not something is living or non-living. (Ex: Is a dog, living or non-living?)
The student I have assigned to each group will help them read the questions and also navigate the quiz. For
those who are completely disabled, the students will have to work the laptop for them.
In the last 10 minutes, I will ask the students to bring in a something small from their house that they think is
non-living after learning what it is. I will also send an email out to the parents regarding this, so they can help
monitor what they bring.
Day 2:
On day 2 we will discuss traits that living things have that help them survive. (Ex. They grow, breathing, etc.)
For the first 15 minutes, I will have the students get into the groups they were in the day before. I will give
them 10 of those 15 minutes to share with their classmates the non-living thing they brought in. I will ask them
to describe it and tell why they think that object is non-living.
For the next 10 minutes, I am going to have the students work together to come up with a list of what traits
they believe living things have to survive. This will allow them to think on their own, and be creative with it.
For the next 15 minutes, I will put some of the things on their list up on the smart board. For each one up there,
I will discuss why or why not this is a trait. If it is a trait I will also explain to them what might have that trait.
(Ex: growing, all living things have this trait but with breathing, not all do.)
Then for the last 5 minutes, I will hand out a worksheet for them to do at home that will help them for the next
day. This worksheet will have different animals on it. For each animal I ask them to put one thing they think
that they eat.
Day 3:
On day 3 we will discuss food sources for a variety of animals.
For the first 5 minutes I will have them get back in their groups again.
For the next 10 minutes I will have them share their answers on their worksheet. I will ask them to each share
at least one animal and their food source they put. I want them to explain why they think they eat that food.
For the next 30 minutes, I will bring out some examples of food. (Ex: carrots, grass, etc.) I will pull up the
worksheet and ask them to put each food with whatever animal they think eat it. I will also pass out some of
the food I brought in to them. This will give them the chance to try some of the food animals might eat if they
havent tried it already. By the end of the class period, they will know what certain animals eat to survive.
Day 4:
On day 4 we will discuss environmental resources needed for living thins to survive.
For the first 10 minutes I will have them get in their groups from the day before and I will pass out the
materials they need that day. They will need, scissors, a paper with different items living things might need to
survive, glue, markers and construction paper.
For the next 20 minutes I will have them doing some cutting and gluing. For each item they cut out I will have
them glue them on a piece of construction paper. Underneath each item I will have them tell me what the item
is and why a living thing might need that item. This will give them a chance to do something hands on, and get
creative with it.
For the next 15 minutes I will have them take a small quiz. This quiz will include a couple questions for each
topic we covered in class the past 4 days.
Pre-Assessment:
On each day, I will have them tell me what they believe each standard I am discussing is. This will give me a
chance to find out what they know or think. I will not make them take a quiz or anything along those lines
because they are younger. There will be a worksheet they take home on day 2 that will set them up for day 3.
Scoring Guidelines:
Because I am just having a discussion at the beginning of each class, there will only be one grade for
pre-assessment. I will take the worksheet they do for day 3 as a completion grade. It will probably only
be about 5 or 10 points.
Post-Assessment:
There will a few post-assessments that I will be giving throughout the 4 days. For the first day, they will take a
quiz on google forms, and then also be asked to bring in a non-living object. For day 2 and day 3 there will be
no post-assessment. For day 4 there will be a small quiz that will go over what we discussed the past 4 days.
Scoring Guidelines:
For the quiz on google forms that they will take on the first day, I will grade it by completion. I will
make it worth 15 points. For the quiz they take on day 4, I will make it worth 16 points. There will be 8
questions and they will each be worth 2 points.
Differentiated Instructional Support
For these 4 days, I plan to have volunteers from the high school there to help me along with the other one or
two teachers I will be working with. Because I might have students who are physically disabled I will have to
help them write, and use the laptop, and cut and glue. For students who may struggling cognitively, I will help
them through each activity and might make their quizzes and worksheets shorter. I will also put pictures on
everything I can to help them visualize things they are reading to help them understand it better.
Extension
[Link]
This website is good to find academic content standards that are extended for special needs kids. If you are
wanting to be a special needs teacher, this is where you can find the standards you have to follow.
Homework Options and Home Connections
I did give my students some homework assignments. On the first day, they have to bring in something the next
day that they believe is non-living (I will be emailing the parents.) This is not a worksheet but still is
homework I am assigning. For day 2, they will be given a worksheet that they have to complete for the next
day.
Interdisciplinary Connections
This lesson will help students with spelling, reading, and also possibly with learning different objects they
didnt know before.
Materials and Resources:
For teachers
Laptop, smartboard, construction paper, glue, scissors, worksheets, markers
For students
Laptops, smartboard, construction paper, markers, glue, scissors, and worksheets
Key Vocabulary
Living
Non-living
Traits
Resources
Environmental
Food
Additional Notes
N/A
