STEM 434/534 Lesson Planning Template Spring 2021

(Complete answers in Purple font)

Name: Nijeeia Farland Grade: Kindergarten Topic: Living Systems and Processes
Brief Lesson Description:
In this lesson, students will investigate and understand the difference between living and nonliving organisms inside and
outside the classroom.

Specific Learning Outcomes:

 Students will be able to identify living organisms and nonliving objects.
 Students will be able to classify objects as living and nonliving.
How did this lesson develop as a result of your examination of research and data about employing culturally sustaining pedagogical
strategies? (Think equal opportunity, student interests, race, gender, disabilities etc.)
I believe this lesson grasps students' interest because it applies to their everyday lives.

Narrative / Background Information

Prior Student Knowledge:

 Students understand that living organisms have basic needs.

 Students understand that nonliving organisms do not need food, water, or air, and are not growing.
Science VA SOL Health VA SOL NGSS (You may have to look to a different
K.6 The student will investigate Physical Health grade level for the connection)
a) Describe ways to K-ESS3- Use a model to represent the
and understand that there are
participate regularly in relationship between the needs of
differences between living physical activities inside different plants and animals (including
organisms and nonliving objects. and outside of school humans) and the places they live.
Key ideas include

a) all things can be classified as

living or nonliving; and
Science & Engineering Practices: (You must tie engineering practices into your plan)
 Planning and carrying out investigation

Possible Preconceptions/Misconceptions:
 Nonliving things seem to have characteristics of living things

LESSON PLAN – 5-E Model

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: (Discrepant events are awesome to use
here)

The teacher will begin this lesson by showing the students a pet rock. The teacher will tell the students his/her name and show the pet
rocks little bed in a box. As the students pass around the pet rock the teacher will then ask a series of questions.
 “What do you think I should feed my pet rock?”
 “Does my pet rock need food to survive?”
 “Does my bet rock breathe air?”.
This series of questions should allow students to use their prior knowledge to lead to the idea that the rock is not a living thing.

After this, the teacher will bring the students to the carpet to read them a book. The teacher will read Living or Nonliving? By Kelli Hicks and
watch Living Things | Science Song for kids| Elementary Life Science | Jack Hartmann. After the students have read the story and watched
the video, the teacher will ask the students “What characteristics does an organism need to have to be a living thing?” they will discuss the
characteristics organisms need to have to be considered living organisms.

Living Things Video: https://www.youtube.com/watch?v=tzN299RpJHA

EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:

Materials Needed:
 2 Hula Hoops
 2 Large Labels (living and Non-Living)
 Sets of pictures of living and nonliving things

The teacher will place the two hula hoops next to each other and place the living label on one and the nonliving label on the other one.
Then the teacher will distribute two pictures to each student (one being of a living organism and the other a nonliving organism) once each
student has received two pictures, they will place each picture in what they believe is the correct hula hoop. After each student has done so
the teacher will gather the students around the hula hoops, and they will take a moment and look at the pictures. Once the students have
had a moment the teacher will ask the students:
 Does any of these pictures need to be switched?
 If so, why do you believe it need to be switched?
EXPLAIN: Concepts Explained and Vocabulary Defined:

The teacher will go over the pictures in the hula hoops with the students. Students will take turns explaining why they chose to place their
pictures in either living or nonliving. While going through the pictures you will explain to the students the questions, they should be asking
themselves when deciding whether an organism is living or nonliving?
 Does it need food and water?
 Does it breathe air?
 Is it growing? Does it get bigger?

Once the teacher has finished this discussion with the students, they will watch two videos. The first video will show the students pictures
and allow them to guess whether that organism is living or nonliving. The second video is a short film about living and nonliving things.

Living or Non-Living? (a science song for kids:

Living and Nonliving things | It’s AumSum Time

Vocabulary: Living, Nonliving, organisms, food, water, air, growing

ELABORATE: Applications and Extensions:
Materials needed:
 Clip board
 Worksheet
 Pencil

The teacher will take the students on a nature walk around the school. While the students are on the nature walk have the students identify
living and nonliving organisms. While exploring students should be recording their observations through pictures or words on their living
and nonliving worksheet. After the nature walk the students will come together to discuss what they saw and why they placed each item in
the area they did.

EVALUATE:

Formative Monitoring (Questioning / Discussion):

Formative Monitoring will happen throughout the lesson with discussions and the students’ answering questions. Also, the teacher will
observe while students complete their nature walk assignment to see the students understanding.

Summative Assessment (Quiz / Project / Report) (Include a rubric):

The students will complete a quiz on Kahoot with pictures and students will decide whether that organism is living or nonliving. The
teacher will be able to review the results of how each student has done once they have completed the Kahoot.

Plan for differentiation: (Be sure to specifically address the following learners)
 Students with high-incidence disabilities (e.g., autism, ADHD, mild learning disorders)
Provide students with and aid and more hands-on activities to help them identify the difference between living and
nonliving through visuals and touch.
 ELL
Most of the English Language Learners may not understand what the terms living and nonliving mean. The teachers
should display several classroom objects and identify them as living and nonliving. Have children repeat the terms.
For beginning learners, the teacher can use images for the display, for intermediate learners they can have students
 draw a picture of living and nonliving things, and for more advanced learners you can have them play “I Spy” using
visible classroom objects, plants, and animals.
 Gifted learners
Children identify a specified number of living or nonliving things. Students will work with partners to sort the cards
into groups of living and nonliving.
Elaborate Further / Reflect: Enrichment:
 How will you evaluate your practice?
I will evaluate my practice by the student’s engagement within this lesson and by their assessments.
 Where might/did learners struggle in the lesson?
I think students might struggle in this lesson when we start discussing the characteristics an organism needs to be a
living thing vs a nonliving thing.
 How can the lesson be strengthened for improved student learning?
This lesson can be strengthened by showing the students more examples of living and nonliving organisms or sending them
home with an activity to find each of these things at home so they can connect it to their everyday lives.
 Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced?
Yes
 Materials Required for This Lesson/Activity
Quantity Description Potential Supplier (item #) Estimated Price
2 Hula Hoops Michaels $2.99 (pack of
4)
2 Labels for living and nonliving Printed at school Free
15 Clip Boards Dollar Tree $1.25 per board
($18.75 total)
15 Pencils Provided in class Free
30 Pictures of living and nonliving Printed at school Free
organisms
15 Nature Walk Worksheets Printed at school Free