KINDERGARTEN
5 E Lesson/STEM Planning
GSE Science Standard(s): SKL1.
Obtain, evaluate, and communicate
information about how organisms
(alive and not alive) and non-living
objects are grouped.
a. Construct an explanation based on
observation to recognize the
differences between organisms and
nonliving objects.
b. Develop a model to represent how
a set of organisms and nonliving
objects are sorted into groups based
on their attributes.
Engage
Explore
Explain
Extend/
Elaborate
Evaluate
Career/Real-World
Connections
Is there evidence of the 4 C’s? _X__Critical Thinking _X_ Creative Thinking __X_Collaboration _X__ Communication
GSE Math Standard(s):
MGSEK.CC.4 Understand the relationship
between numbers and quantities; connect
counting to cardinality.
a. When counting objects, say the number
names in the standard order, pairing each
object with one and only one number name
and each number name with one and only one
object. (one-to-one correspondence)
Activity
• Science Probe: Is it living?
• Open/ Closed Sort
• Look for things that grow in the
classroom
• Look for things that grow in the
garden
• Labeling the garden
• Read aloud “What’s Alive”
• “It’s Alive!” SciShow Kids
• Use Engineering Design Process to
create a display of both living and
nonliving items sorted
• Rubric
• Checklist
• Discuss careers that care for living
things- gardeners, farmers, wildlife
biologists, etc.
GSE Other Standard(s):
ELAGSEKSL1: Participate in
collaborative conversations with
diverse partners about kindergarten
topics and texts with peers and adults
in small and larger groups.
Materials
• Probe
• Picture Perfect Cards PP.149-
153
• STEM journal
• STEM journal
• Student made labels
Link to read aloud
https://www.youtube.com/embed/3Q
Y0o6rFQpA
Link to “It’s Alive!”
https://www.youtube.com/watch?v=G
y60BqCnTG4
• Task criteria checklist
• Cardboard/poster board
• Modeling clay/ playdough
• Popsicle sticks
• Legos
• Other items in the classroom
• Rubric per group
• Checklist per group
• Option: Guest Speakers
-Master Gardener Lynn Frye
-Farmer Brandon Williams
-Wildlife Biologist Sarah
Wiggins
KINDERGARTEN

S T
What science content is What type of technology is
being utilized? being integrated?
Living/Non-living science Use of ChatterPix for the
standard content students to record a sentence
about a living or nonliving
Imagine It read aloud: item. Students will name the
“What’s Alive?” item, if it is living and
nonliving, and why.
Youtube: SciShow Kids:
What’s Alive?
E M
What is the EDP being used
to design or create?
Use the Engineering Design
process to create and
construct a display for living
and nonliving items.
What math concepts are
being used? (computation,
graphing, budgets, number
sense, etc.)
The task list for constructing a
living/non-living display will
require students to count and
include a certain number of
items to the display.
(MGSEK.CC.4)

Is there evidence of the 4 C’s? _X__Critical Thinking _X_ Creative Thinking __X_Collaboration _X__ Communication