.

Grade Level:
Name of Teacher Candidate: Pre-K LESSON PLAN TEMPLATE FOR
Curriculum Area: MATHEMATICS AND SCIENCE
(Mathematics Strand or Science Disciplinary Core Content) TEACHER CANDIDATES
Rilie Edenfield Science
Lesson Title or Topic: Time Required:
Characteristics of Living Things 35 minutes In this section below, identify which
 Science and Engineering Practices
Instructional Groupings:
 Standards of Mathematical
Whole Group Practice and
Standards: List the GSE that are the target of student learning and are key to this lesson. Include the number and the text of each of the GPS/GSE  Cross Cutting Concepts
that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.

are applicable in this lesson.

CD-SC3.4a Observes, explores, and describes a variety of animals and plants. Describes their basic Science and Engineering Practices:
needs and life cycles of living things.  Asking Questions
 Engaging in Argument from
Evidence
CD-SC3.4b Discriminates between living and non-living things.  Constructing Explanations
 Obtaining, evaluating, and
communicating information
Standards of Mathematical Practice and
Cross Cutting Concepts
 Patterns
 Energy and Matter
As a result of this lesson students will…
Learning Objectives: (Objectives are aligned with the standards and are stated in measurable/observable terms. These should reflect the
thinking and skills appropriate to the specific content (The Standards of Mathematical Practice and/or the Science and Engineering Practices and
Crosscutting Concepts. These objectives are what you will assess.)
- Being able to tell the difference between living and non-living things
- Need to know how to sort pictures based on what is living and what is non-living
- Can they use important vocabulary learned in the book and apply it to the lesson?
- Understand what basic needs living things need to survive
Essential Question(s)
What is a living thing?
What is a nonliving thing?
What are the characteristics of living things that makes them different from nonliving things?

Support for Academic Language Demands and Vocabulary: What Academic Language will be taught or developed? Identify the key
vocabulary and/or symbols specific to the content area. These may be derived from the standards) How will you provide support for using this
academic language and vocabulary?

Living Non-living Energy Basic Needs

I will use these vocabulary words throughout the lesson and used repetition of the terms to get the students familiar
with. Through asking questions, I can get the students to use problem solving skills and the vocabulary terms to better
understand the lesson.
Assessment Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above. Each learning objective
should be assessed. (DO NOT restate the learning objective.) How will students demonstrate the targeted skill and/or understanding of the lesson’s
objective es? What type of assessment will be used? Think in terms of balanced assessment-.
Pre-assessment, formative and summative, employing multiple means of assessment. How will you provide feedback for the students?
Assessment Strategy/Strategies:
Reading the book and seeing which children answer the questions
Let each student come to the board and put a picture under living or nonliving (which students get
it right, and which students get it wrong) – Summative Assessment
Steps in the Lesson Complete the following sections to Include the activating strategy or the hook for the lesson; the introduction; the lesson Identify the inquiry components: Not all
procedures including strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities. of the Es will be in every lesson, but
engage, explore, and explain form the
Do not write in this gray area.)
backbone of the science lesson. These can
also apply to mathematics lessons. Only
enter the components applicable to this
lesson.
Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the goals and Engage
objectives of the lesson, tap into prior knowledge/experiences, and develop student interest Attention should be given to students’ academic, social,
and cultural characteristics to promote connections and engagement.)
The students are talking about pets the week of the lesson. To start the lesson, we are going to
discuss how we are talking about pets throughout the week. Then To introduce the lesson, I will ask
them what we are talking about and hope they say pets. I will ask them if they have any pets or if
there are any pets in the classroom.
Activate learning (Hook): (State how you will begin the lesson to engage the students.)
Next, I am going to tell them we are going to read about how to make sure you are caring for your Engage, Explore, Explain
pet and why it is important. By doing this I am relating the lesson to living things and what they
need to survive as well as what makes them different from nonliving things. For the engage section
of the lesson, I am reading the book What’s Alive by Kathleen Weidner Zoehfeld and stopping
every few pages to ask questions and make sure they are still engaged in the story.
Work Session (Body of Lesson) Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the Explore, Explain, Elaborate
lesson – what the teacher will do as well as what the student will do. Describe the strategies that will be used to support students’ learning.
Knowledge of students’ cognitive, social, emotional, and physical development along with their cultural backgrounds should be evident.)
For the work session, we are using a felt board, and every student will get an animal or an object,
such as fish food, that a pet may want or need. The board is divided into two sections, nonliving
and living. We will talk about the differences between nonliving and living. Then, each student will
get the chance to put their picture on the side they think it belongs. Every now and then, I might
ask how they know a picture goes on the side they put it on. I also included pictures of pets that
the classroom has and connect it to their classroom.
Closure/Summarizing/Wrap up: (Describe how the students will process and show what they know and /or can to as a result of the Explain, Elaborate
standards addressed in the lesson. What process or strategy will be used?
At the end of the lesson, we will go over every or almost every picture as a class. I plan to ask them
to raise their hand and ask them which ones they think are in the wrong spot and why they think
they are in the wrong spot. To wrap up I ask them how they know things are alive, and then I am
going to give them a pet rock. After giving them the pet rock, we will discuss if it is alive or not and
why.
Modifications/Differentiation: Describe how the lesson is modified or differentiated to meet the needs of individual students.
I think the lesson is simple enough for most children in the classroom because they are all four or
five years-old, but I plan to use lots of repetition and questioning as well as letting every student
have a part in the lesson, so I am including everyone.

Instructional Supports
Resources and Materials Used to Engage Students in Learning (Provide citations for all resources that you did not create. Attach key
instructional material needed to understand what you and the students will be doing. Examples: class handouts, assignments, slides, and interactive
white board images.)
What’s Alive by Kathleen Weidner Zoehfeld
Felt Board with Pictures of Pets and Things They Need to Live
Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content: (List any
websites and sources of materials and background information that you will need or use as the teacher to engage the students.)
https://www.pbs.org/parents/preschool-learning-at-home/science-for-preschoolers-plants-animals
https://www.youtube.com/watch?v=tzN299RpJHA (This video uses repetition and how else to incorporate living
things into my lesson)
Other Relevant Information
Clear Links to Learning Theories, Educational Research, and Principles of Development:

Connections to Technology and/or the Arts: