Lesson Plan Example: Kindergarten Life Science

Candidate: Adapted
from M. Plascencia / Subject(s):
Life Science / Grade level(s):
K / Date:
4/30/04
Standard(s):2.0
Different types of animals inhabit the earth. As a basis for understanding this concept: Students know how to identify major structures of common insects (eg., wings, antennas, legs) /

Single/Multi-Day Lesson:

Single
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle): Characteristics of an insect. Concept
II. LEARNING OUTCOME (Objective):When given six photos of insects and non-insects, students will be able to tell partner which ones are the insects and the reasons for their decision.
III. CURRICULUM CONNECTION (How This Lesson Fits Into Unit Plan): This lesson is part of a Unit entitled Life Science. The lesson that precedes this lesson is on arachnids. The lesson that follows this lesson will be on the life cycle of the insect.
IV. INSTRUCTION
A.  ENGAGEMENT (Motivational Activity): The teacher reads the story “The Very Hungry Caterpillar” to the students and then asks the students to recall what they remember about the caterpillar.
B.  INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):
Step#1:
a. The teacher shows the students 4 real insects in 4 different jars pointing out each
characteristic of an insect with each of the examples. Example: The ladybug is an insect because it has wings.
b.  Partners tell each other one characteristic that all the insects had in common.

Step#2

a.  The teacher shows pictures of insects and non-insects in diagram form to students. For
each non-insect picture, the teacher tells the students why it is not an insect.
b.  Partners tell each other one characteristic that all the insects had in common.

Step#3

a.  The teacher and students make a compare and contrast chart on the board about insects and non-insects.
b.  The students chorally read each key word after teacher records word on chart.
Step#4
a.  The teacher has a bucket of plastic toy animals (insects and non-insects). Each student selects a toy. The teacher tells each one if it is an insect or a non-insect.
b. Volunteers raise their hand to tell why for each one. Other students signal agreement or disagreement with thumbs held up or down.
Step#5
a.  The students are given the application activity photo worksheet that has 6 pictures of insects and 6 of non-insects to provide a quick guided practice opportunity. Teacher demonstrates how partners will work together: decide if an X gets marked and tell each other the reason why or why not.
b.  Partners practice the first photo together.
C. APPLICATION ACTIVITY (Practice and/or Reflection):
The students decide with their partner if each photo shows an insect or a non-insect. Non-insect photos get an X drawn on it. Partners take turns guessing and tell each other if they agree with the other’s decision and then they come up with one reason for their decision before moving on to the next photo.
D. MATERIALS & RESOURCES:
Pictures of insects and non-insects, worksheets, pictures of insects and non-insects in diagram form, journals, Book: The Hungry Caterpillar.
V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):
Formative assessment: Teacher observes students’ understanding of insects and non-insects during the application activity. Summative assessment: Teacher gives students a mural project in which they incorporate at least 5 animal species with the correct characteristics.
VI. ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (Content, Instruction, Practice): Student with high functioning autism will be partnered with supportive partner; they will work on one photo worksheet together during the application activity. For the ELL students, the teacher will pre-teach key vocabulary before reading The Hungry Caterpillar.
VII. HOMEWORK (If Appropriate): None necessary