Lesson Plan #2

PART A: PLANNING
Subject Area: Science Topic: Living Things Grade Level: K

Central Focus: The purpose of this lesson is to build upon the student’s previous knowledge of life
science. The students will identify what it means to be living and non-living and sort them by their
common characteristics. This lesson will also serve as a building block for future life science concepts
such as how living things use their characteristics to survive and that food webs/chains illustrate energy.
Identifying living and non-living things is used as a building block in all life science concepts where
students will need to know how to understand and distinguish characteristics of living things.

State Content Standard and/or Common Core Standard(s):

Target Standard(s): List the standard(s) K.LS.1: Living things have specific characteristics
you will be assessing through this lesson and traits

Integrated Content Standard(s): If
applicable, list other standard(s) you will
be addressing through this lesson
RL.K.1 With prompting and support, ask and
answer questions about key details in a text.
K.MD.3 Classify objects into given categories;
count the numbers of objects in each category and
sort the categories by count.

Learning Objective(s):

1) Condition 2) Skill / Behavior 3) Criteria

(Context) How do For example, 85%, 3
they learn this? Or The Bloom’s The observable times, 4/5
under what thinking skill + behavior (doing skill) opportunities, etc.
conditions do they Content + product
perform this?

After reviewing a picture chart of living and non-living things, students will individually distinguish
pictures of living things and non-living by sorting them in their correct category with at least 5 out of 6
correctly placed.

Instructional Setting: Include all that apply General Education Classroom

(gen. ed. class, resource room, small group, field
trip, workshop, lab, other)

Prior Knowledge: Prerequisite knowledge, - Definition of growth, change, and

skill &/or data. Objectives and/or data from nourishment/energy
previous lesson, and previously learned - Observe and ask questions about the natural
concepts related to this lesson (refer to prior environment
grade content standards).

- Communicate Observations
- What it means to be alive
- Concrete idea of living and non-living things

Materials and Technology: List all the - Anchor Chart Paper

materials necessary for delivering instruction. - Markers
Attach all handouts/book pages, etc. - Video Living Things
- Exit Slip handout
- Living/Non-living sort handout
- Elmo
- Easel

Key Vocabulary: - Alive

- Living
- Non-living
- Grow
- Change
- Shelter
- Water
- Air/Breathing
- Coverings
- Food

Assessment Measures: List assessments that will be used before, during, and/or after the lesson
below. Attach assessments to lesson plan.

Formative Assessment(s): Assessment 1) Thumbs up if this is a living/nonliving

that takes place during &/or after the 2) Cut-out sort
lesson. Note: At least 3 formative 3) Short answer responses to Jack Hartman video
assessments are recommended. questions

Summative Assessment(s): Assessment N/A Will be at end of Unit.

that takes place after a defined
instructional period (typically at the end
of a project or unit). Note: Optional if
mid-unit

Differentiation: Describe how you will differentiate content, process, product, &/or environment for
specific students during this lesson.
# Student(s) Need(s) Differentiation

4 ID intellectual disability Reduced expectations (modified); Support from

(I.D.); low teacher during small group and individual work;
comprehension, low fundamental support, prompts/sentence starters,
reading/writing skills, modeling
low functional skills,
some behavioral
challenges.

1 Speech Speech IEP Modeling, emphasis on mouth shape,

grammar/pronunciation corrections, speech therapist

1 EL English Language Learner Visual aids: 1-on-1 support; ELL teacher 30 min
every Friday; reduced expectations/requirements;
Modeling; Opportunities to talk; Language rich
environment

Connections to Research and Theory

1) Theory & Define the theory: Explain how it applies to THIS lesson:
Theorist: Social Learning takes place Teacher models how to complete cut-out
Learning by watching others sort. Students will also be able to watch one
Theory & Albert then another participate and complete the
Bandura. activity.

modeling what they

are doing

2) Theory & Define the theory: Explain how it applies to THIS lesson:
Theorist: John Learning by doing Students will be actively learning (various sorts,
Dewey & Hands peer collaboration, videos, interactive read aloud)
on approach

PART B: DELIVERY OF INSTRUCTION

Opening/Engage/Anticipatory Set
Note that UDL/Differentiation Column is based on students listed in part A
 UDL &/or Differentiation

- Call and response “Hocus Pocus Everybody Focus” - “Living - Repeat question repeatedly for ELL
or Non-living” Poster. “Living things need air, food, and water, student to hear numerous times.
they grow and change. Non-living things do not need air, food, - Guide struggling students if
or water. They do not grow. Look at the photos Thumbs up if needed. - Correct pronunciation for
it’s a living thins/thumbs down if its non living.” Point to each speech IEP student if needed.
picture.
-

Body of Lesson
UDL &/or Differentiation

- Have students transition back to their seats, grabbing their - Sentence starters for ELL and
school box. Pass out sort handout. struggling students.
- Establish expectations “Before you start, I need all eyes on - Correct pronunciation for speech
me. You are going to cut out these pictures and glue them IEP student if needed.
under living or non-living (make sure to point with finger).” - Visual pictures for ELL student
- Model one or two pictures, stating why you placed them under - Modeling
that specific category of living or non-living. - Guide struggling students during
- Have students complete it individually. Actively walk around individual work.
making sure students are on track.
- Review worksheet, asking students to tell me where they
placed each picture and why.
- Call table colors to put school boxes away. Have students
return to their seats.

Closing
UDL &/or Differentiation

- Play “Living Things” video - Opportunity to hear peer ideas.

- “What were some examples Jack giving of living - Correct pronunciation for speech
things?” What did Jack say all living things
need?

Homework/Assignment/Extension Activity (if applicable)

N/A

What will be taught next? Briefly describe the lesson that will follow this one.

The last day of the unit will be partner center focused, where students are asked to formulate ideas
about living and non-living things. They will go to various centers, each asking them to do something
different. Then will be asked to individually complete a summative assessment on living and
non-living things.