5E Lesson Plan Template

Your name or Alexia Bush

Cooperating
Cooperating Teacher: Amanda Henderson
teacher name
(if needed)

Date(s) taught July 20, 2022

Subject Science: Comparing Living and Nonliving Things

Grade level Kindergarten

Materials Video: https://youtu.be/JH8uaPM-5mc

Google Slide Presentation:
https://docs.google.com/presentation/d/e/2PACX-
1vTBNHky55949G3yXAaQix--8CfVziKfif8hYxAuix_HNc04_Go-VGWugH-
m9YhrzbGsdBGiFdYELoju/pub?start=false&loop=false&delayms=3000
Google Slide Sort: https://docs.google.com/presentation/d/e/2PACX-
1vRqfyU6BxA7kPW4qQUINye_-
i7N1vQUmAa3IloLebzyyvk36LmHfMBT0xvXn8cen8OG4W43ohk4Lwco/
pub?start=false&loop=false&delayms=3000
Kahoot: https://create.kahoot.it/details/d892d237-5e0b-4789-ae43-
a11aebd2d87a
Chromebooks
Poster Boards cut in half (1 board for at least 6-8 groups of students)
Pictures of living and nonliving things
Glue Sticks
Assessment: living and nonliving grading assessment pdf.pdf
Rubric: Living and Nonliving Grading Rubric.pdf

Standards S.K.3: Distinguish between living and nonliving things and verify what living
(State and things need to survive (e.g., animals needing food, water, and air; plants
ISTE needing nutrients, water, sunlight, and air)
Standards for
R1. Utilize active listening skills during discussion and conversation in pairs,
Students)
small groups, or whole-class settings, following agreed-upon rules for
participation.
R3. Expand background knowledge and build vocabulary through discussion,
reading, and writing.

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 Empowered Learner 1c: Students will use technology to seek feedback that
informs and improves their practice and to demonstrate their learning in a
variety of ways.

Objectives Students will begin to understand the difference between living and
nonliving things.

Students will ask and answer questions about living and nonliving things
to clarify their thinking and classifications.

Students will be able to sort living and nonliving things independently.

Differentiation Students will engage in activities addressing different learning styles,

Strategies including hands-on, visual, and auditory learning. Students will
strategically be placed in groups that include high, medium, and low
learners. When students work in pairs, they will be placed so that there is
a mix of high, medium, and low students working together to assist each
other and receive teacher assistance when needed.

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The 5 Es

E Description

Engagement Engage with students by discussing what a living and nonliving thing is.
Ask students if they know what living things are and if they can name a
few. Start with discussing what living things need to survive, such as air,
water, food, and shelter. Also, discuss with students how all living things
grow (person, animal, or plant).

I created a google slide presentation to help engage students in the lesson

and a google slide sort to do as a whole group. Later after the whole group
lesson, children will do the living/nonliving sort independently.

Presentation: https://docs.google.com/presentation/d/e/2PACX-
1vTBNHky55949G3yXAaQix--8CfVziKfif8hYxAuix_HNc04_Go-VGWugH-
m9YhrzbGsdBGiFdYELoju/pub?start=false&loop=false&delayms=3000
Sorting Activity: https://docs.google.com/presentation/d/e/2PACX-
1vRqfyU6BxA7kPW4qQUINye_-
i7N1vQUmAa3IloLebzyyvk36LmHfMBT0xvXn8cen8OG4W43ohk4Lwco/
pub?start=false&loop=false&delayms=3000

Engagement During whole group, I will use a Google Slide sort to assess engagement.
Assessment Students will be called individually to answer questions and sort the
picture under the correct category. We will check our answers together.

https://docs.google.com/presentation/d/e/2PACX-
1vRqfyU6BxA7kPW4qQUINye_-
i7N1vQUmAa3IloLebzyyvk36LmHfMBT0xvXn8cen8OG4W43ohk4Lwco/
pub?start=false&loop=false&delayms=3000

Exploration In this activity, students will work in groups of 2-3, gluing pictures under
the correct heading of living or nonliving. I will walk around the room
assisting students where needed. When each group finishes, we will
review each board and make any necessary corrections. When finished
with group work, students will complete the google slide sort on their
Chromebook individually.
https://docs.google.com/presentation/d/e/2PACX-
1vRqfyU6BxA7kPW4qQUINye_-
i7N1vQUmAa3IloLebzyyvk36LmHfMBT0xvXn8cen8OG4W43ohk4Lwco/
pub?start=false&loop=false&delayms=3000

Exploration This formative assessment will take place while the teacher asks questions
Assessment about each group's poster and when they complete the google slide sort on their

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 E Description

Chromebook.

Explanation I created a Google Slide presentation to help with explaining/comparing

living and nonliving things.
https://docs.google.com/presentation/d/e/2PACX-
1vTBNHky55949G3yXAaQix--8CfVziKfif8hYxAuix_HNc04_Go-VGWugH-
m9YhrzbGsdBGiFdYELoju/pub?start=false&loop=false&delayms=3000

Explanation Include another formative assessment in this section.

Assessment
living and nonliving grading assessment pdf.pdf

Elaboration The students will work with the teacher in their groups to help create a
Kahoot! of living and nonliving things. In creating this product, the teacher
will help guide students in selecting pictures and typing in the correct
questions to go with each image. Before completing the Kahoot, students
will be able to test the product out to ensure that all questions and
answers are correct before other students can play the game.

(Kahoot! Is a game-based learning platform that brings engagement and

fun to students) kahoot.com

https://create.kahoot.it/details/d892d237-5e0b-4789-ae43-a11aebd2d87a

Evaluation Living and Nonliving Grading Rubric.pdf

References
Bybee, R.W. et al. (1989). Science and technology education for the elementary years:
Frameworks for curriculum and instruction. Washington, D.C.: The National
Center for Improving Instruction.

Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices.

Oxford: Heinemann.

National Research Council. (1999). Inquiry and the national science education
standards: A guide for teaching and learning. Washington, D.C.: National
Academy Press.

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Polman, J.L. (2000). Designing project-based silence: Connecting learners through
guided inquiry. New York: Teachers College Press.

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