Lesson Plan:

Topic: Living and Non-Living Organisms

Introduction : Mrs. Dixon's Kindergarten Class
Length Of Lesson Around 45-50 minutes
TEK(s): (9) Organisms and environments. The student knows that plants and
animals have basic needs and depend on the living and nonliving
things around them for survival. The student is expected to:
(A) differentiate between living and nonliving things based upon
whether they have basic needs and produce offspring.
Student Objective: The student will be able to differentiate between living and
nonliving things based upon whether they have basic needs and
produce offspring.

Student Target: I can differentiate between living and nonliving things based upon
whether they have basic needs and if they produce offspring.

Resources: Tape, 17 pictures (living and nonliving), Expo Markers,

projector, class whiteboard.

How will you I will start by reading the target to the class then I will ask the class
introduce your what they already know about living and nonliving organisms.
lesson? Then, I will ask the class if they think they are living or nonliving.
What is your I will show them a BrainPOP video on living and non-living
instructional organisms. https://youtu.be/eCuY3N8Z3So
delivery method? After that I will review the differences between and the definitions
of living and non-living things. Also bring up that only living this
can reproduce and take in food. Then, I will have the students raise
their hands and give me some examples of some of the things that
were in the living box and then the nonliving box in the video.

Checking for I will have the students give me a thumb either up, if they
Understanding completely understand, in the middle if they are kind of sure or
down if they do not get the concept at all. If the majority have a
thumbs down, then I'll go over it again.
Guided Practice I will make a T-chart on the whiteboard with one side saying living
and the other saying nonliving. I’ll have a picture of either a living
or nonliving thing to give to every student. I will then have each
student come up to the board and tape their picture given to the
living or non-living side. If they get it wrong, then I will ask the
class what they think it is.
Closure I will ask the class what they learned today. Then, I will ask them
what the main difference between living and nonliving things is.

Individual Practice (If time expires, assign as short homework assignment and discuss
when I return to field sites). Students will fill out their living and
nonliving things work sheet I will give. I will walk around if
assistance is needed. L AND N assignment (5).pdf L AND N assignment
Formal Students will be given an exit ticket on nonliving and living things.
Assessment Exit Ticket.pdf (sharepoint.com)