Lesson Plans
Emmalynn Rodriguez
Dr. Tonjes
EdPsych
5 April 2012
Kindergarthen Science
Lutheran School
Class of 12 Students
30 Min Class Period
We will be doing this lesson while in Religion class we are learning about the Creation story
Lesson Plan Template (Long Form)
Student Teacher’s Name Emmalynn RodriguezGrade Level: Kindergarten
State Standard: SCK-2 Structure and Function of Living SystemsSubject: Science
Name of Lesson: What Are Living Things? InvestigationPeriod/Time: 30 Min
I.Goal: Students will be able to identify different objects as living and nonliving
II.Objectives:
- As a class, while reading through Genesis 1, students will be able to verbally place the different things created on different days into two different categories, living and nonliving things.
- When given a worksheet, students will be able to cut out six different living and nonliving objects then neatly glue the objects into the appropriate categories, living and nonliving things.
IV.Materials:
Stuffed bear, rock, plant, Big Book page 12, poster board labeled with two
categories (living and nonliving), pictures of the different things God created
during the six days of creation, worksheet from activity book pg. 26, scissors,
glue sticks and crayons
V.Procedure:
A. Set / Hook
Question: Is this a living thing? Show stuffed bear and rock
How can we tell they aren’t living? Ask for student volunteers to explain
Question: Are these living things? Show plan and student volunteer
How can we tell they are living? Ask for student volunteers to explain
Be sure students hit on certain characteristics: move, eat, grow, breathe, talk
B. Transition
Take time to look around the room, call on 4-5 students to find something in the
classroom that is either living or nonliving and ask them why they think it is living
or not living
C. Main lesson
Explain: Living things use energy to eat, drink, digest, produce waste, breathe,
make more of itself, grow, move and respond to environment, air, food, water
and a place to live, made of tiny units called cells
Examples: tree: can grow, needs air, drinks water, though it is stationary
in the ground trees’ roots move in the ground to find more water,
People: we grow, need air, drink, eat, move
Tricky: cars: move fires: grow living things need to have all these
characteristics
Creation story: what days did God create living things, nonliving things: Big poster
with pictures of the different things God created- as a class go through each day,
ask and place the objects into the appropriate categories.
Day 1- light NL
Day 2- water and sky NL
Day 3- grass, plants, trees L dirt, rocks NL
Day 4- Sun, moon starts NL
Day 5- fish and birds L
Day 6- Livestock, creatures that move across the ground, wild animals L
Man L
D. Transition
Activity Book WS pg AB 26:
3 living, 3 nonliving
Cut and glue into appropriate areas
Color then turn into tray
E. Conclusion
Review what we learned:
Who can tell me what makes something living?
Answers needed: air, water, food, move, grow and make more of self
Who can give me an example from God’s creation?
Get at least 3 answers
VI.Assessment:
1) Worksheet from activity book pg. 26
Teacher needs to see that each student is able to distinguish the difference
between living and nonliving things
2)Review at the end of the day:
Teacher needs to see if the students are comprehending different characteristics
of living and nonliving things to determine how much time is going to be needed
at the beginning of the second lesson. The second day will focus more on the
characteristics of living and nonliving things. The students do not to need have
the characteristics down perfectly; however, the teacher wants to make sure they
are starting to make the connection between the two.
VII.Assignment:
1) Worksheet from activity book pg. 26
Narrative Summary Lesson 1:
My goal for today is for my students to become aware of living and nonliving things. I want my students to distinguish the difference between living and nonliving things and identify different objects as living and nonliving. I also want my students to understand that God created both living and nonliving things.
To accomplish this goal, I am going to begin with examples of living and nonliving things. The first object is a teddy bear. The purpose for the bear is because sometimes “we pretend that our stuffed animals are alive, but are they really?” The purpose of a rock is because it is easy for students to see that it is not alive. I will then ask the students about living objects, first a person than a plant. At this age, students may not really think that plants are alive because they can not talk or walk. I also want the students to start thinking about what makes different things living. If students are struggling, I will give them clues that can help them come up with some ideas.
I want the transition to be an application of what we were just talking about, but also push towards the main focus of the characteristics of living things. During this time I will call on students to give examples of living and nonliving things in the classroom. Because a typical classroom is mostly made up of nonliving things, for this chapter, I will be sure to bring in different things that are living into the classroom such as plants, a fish or another classroom pet.
During the lesson I will explain the “Science Background” section of the book. “Living things use energy to eat, drink, digest, and produce waste. They breathe, make more of itself, grow, move and respond to environment. They need air, food, water and a place to live. All living things are made of tiny units called cells. However, unless something has all the characteristics of living things, it cannot be classified as a living thing.” Examples of tricky living and nonliving things will be giving to show that living things must contain all the characteristics.
During the lesson I will also bring in the creation story. As a class, we will make a chart of the things God created that were living and nonliving. I will already have different pictures made to demonstrate what was created; all that will need to be done is to place the different pictures into the different categories. I would plan on connecting this lesson with the religion lesson of creation. In a Lutheran school, it is very important that I incorporate God into science as much as possible.
My transition again will also be a connection from the previous and the coming. This will be a worksheet taken from the activity book prepared for the lesson. This will also be the formal assignment of the day.
My conclusion is to end the class with a review. I want to know how much the class as a whole remembers what we talked about throughout the class period. “Who can tell me what makes something living?” I am looking for answers such as: needing air, water and food, it can move, grow and make more of self. “Who can give me an example of a living or nonliving thing from God’s creation?” I want to make sure I continue to make the connection to the bible, but I also want students to start to connect the living and nonliving things they see outside for the activity we will do at the end of lesson three.
The worksheet will be my formal formative assessment for this lesson. The review will be my informal summative assessment. I need to see that each student is able to distinguish the difference between living and nonliving things to fulfill state standard SC2.3.1 which states that students will be able to differentiate between living and nonliving things. I will assess the worksheet by seeing how many each student gets right. I will assess the review by how many of the main six answers the students can get without the teacher’s help, with small amount and with complete help.
Name ______
Sort the Pictures into the Correct Ring
Creation Poster pictures
Lesson Plan Template (Long Form)
Student Teacher’s Name Emmalynn RodriguezGrade Level: Kindergarten
State Standard:SCK-2 Structure and Function of Living SystemsSubject: Science
Name of Lesson: What Are Living Things? Read and LearnPeriod/Time: 30 Min
I.Goal: Students will be able to identify characteristics of living and nonliving things
II.Objectives:
- By the end of the day, as a class, students will be able to tell the teacher the meaning of the word “living”(alive) and the meaning of the word “nonliving” (not alive), and describe characteristics of each [need air, water and food, can move, grow and make more of itself and the opposite]
- When asked students will be able to dray a picture, using crayons, of their family on a walk that contains at least three living and three nonliving objects, students will circle the three living objects and place a box around the three nonliving objects.
IV.Materials:
Creation poster made yesterday, Big Book pg 13-14, dry erase board, maker and
eraser, 20 pieces of paper, crayons and a stapler
V.Procedure:
A.Set/Hook:
Question: Who remembers what we talked about yesterday? (give hints
about ws if students struggle to remember)
Pull out Creation Poster from Yesterday: Review
Who can tell me what makes something living?
Looking for: Needs air, water and food, can move, grow and make
more of self (be sure each is stated and relate it back to the poster)
Who can give me an example? (4-5 examples from different students)
B.Transition:
Read Big Book pg 13
What living things do you see in this picture? Nonliving?
L: people, ducks, trees and plants
NL: water, rocks and clouds
Read Big Book pg 14
Critical thinking question: Why would the book make the animals and fruit
look real/give them clothes? More interesting, but we know it is not real.
So what is the difference between living and nonliving things? How can we
be sure?
C.Main Lesson:
Develop Science Vocabulary:
Living: means “alive”Find 3 living things in the classroom
Nonliving (write both on board) What is similar between these two words?
> children identify the word “living”
> circle prefix “non” explain how non means “not” (NOT alive)
> What makes something nonliving? (hint opposite and explain)
Find 3 nonliving things in the classroom (call on different students)
D.Transition:
Look back of the picture on page 13 of the park
What other things might you see if you took a walk in the park? These
things can be God’s creation or things that man has made because God
gave them the ability to do so
5-10 examples of both living and nonliving [each student will be
asked to give an example based on which the teacher asks them]
E.Conclusion:
Draw a picture of you and your family on a walk to the park. In your
picture include 3 nonliving objects and 3 living objects. Circle the three
living object, box the three nonliving objects. Turn your drawing into the box on the teacher’s desk. The teacher is going to make the pictures into a book. Inform the students that tomorrow they will share their walk to the park with the class.
VI.Assessment:
1.During the second transition: When asking individual students to give an
example of a living or nonliving object, the teacher is assessing each
individual child to see if they can make the distinction between a living
and nonliving object.
2.The picture that the students turn in will be assessed to make sure each
student is able to differentiate between multiple living and nonliving
objects.
VII.Assignment:
The assignment is the drawing that the students will be drawing, labeling and
turning in.
Narrative Summary 2:
My goal for the second day is for the students to be able to identify characteristics of living and nonliving things. In order to accomplish this, I will begin the class by asking the students “who remembers what we talked about yesterday in science?” If the students are struggling I will give them hints about the worksheet and the Creation poster. Once the student’s attention is drawn back to living and nonliving things I will present the creation poster again and we will review the different things that God created that were living and nonliving. I will then ask, “Who can tell me what makes something living?” After discussing this in class I will ask for four to five different examples from students.
My transition will be reading the class book on page 13. In order to incorporate yesterday’s lesson I will ask the students “what living and nonliving things do you see in this picture?” Next we will read page 14 of the book. At this point I want the students to do some critical thinking. I will ask, “Why would the book make the animals and fruit look real and give them clothes?” “We know that in real life fruit do not have faces or talk, and animals do not wear clothes so why might they be wearing clothes and have faces in the book?” Next I will ask the question, “so what id the difference between living and nonliving things, and how can we be sure?” The purpose of this question is to lead to the lesson.
I want to begin to introduce students to the science vocabulary. First, I will write “living” and “nonliving” on the board. Next, I will explain that living means “alive.” I will then ask my students to find three living things in the classroom. Then, I will ask the students “what is similar between the two words?” I want the students to identify the word “living.” I will then circle the prefix “non” and explain that this mean “not.” Next, I want the students to think about what makes something nonliving and to find three nonliving things in the classroom.
For the second transition I again will use page 13 from the book. I then will ask the students, “what other things might you see if you took a walk in the park? These can be God’s creation or things that man has made because God gave them the ability to do so. I will ask six students to give me an example of a nonliving object and the other six to give me an example of living objects.
To end the class I will have each student draw a picture of each with their family on a walk. The picture must include three living objects and three nonliving objects. Students will show they know the difference by circling the three living objects and placing a box around the three nonliving objects. The students will then turn their drawings into the box on my desk. After the school day I am going to take the pictures and turn them into a book. I will also inform the students that tomorrow they will be sharing their picture with the class. This will serve as the formal assignment.
During class when each student is ask to give an example of either a living or nonliving object, the teacher is assessing each individual child to see if they can make the distinction between a living and nonliving object. This will serve as the formative informal assessment. The picture that the students will turn in will be assessed to make sure each student can differentiate between multiple living and nonliving objects. This will serve as the formal summative assessment.
Lesson Plan Template (Long Form)
Student Teacher’s Name Emmalynn RodriguezGrade Level: Kindergarten
State Standard:SCK-2 Structure and Function of Living SystemsSubject: Science
Name of Lesson: What Are Living Things? Assess & ExtendPeriod/Time: 30 Min
I.Goal: Apply living and nonliving things to the student’s lives
II.Objectives:
1.When shown a specific object, each student will be able to pick out a living or
nonliving object and explain what makes it that way.
2.When the student’s picture is shown (when reading the class made book about our
walks to the park) each student will be able to come forward, show and explain
his or her three living objects and three nonliving objects.
IV.Materials:
12 different objects outside, poster board, marker, student pictures from previous
day, Creation poster
V.Procedure:
A.Set/Hook:
Question: Who remembers the definition of living and nonliving?
Looking for: “alive” and “not alive”
Make a chart of characteristics of living and nonliving things:
Living: need air, food and water, can grow, move and make more of
self
Nonliving: do not need air, food or water, can not grow, move or
make more of self
B.Transition:
-Today we are going to take turns sharing our walk to the park pictures
-We are also going to go outside and I am going to point out a different
object for each of you and you will tell me whether it is living or nonliving
and give me one reason how you know it is living or nonliving.
C.Main Lesson:
Activity: Circle time area, each student will sit quietly while each student
takes turns coming to the front of the room and explaining their picture to
the class.
D.Transition:
Before students go outside, we will once again review the list we made at
the beginning of the day, and God’s creation poster will also be taken out