Lesson Plans

Emmalynn RodriguezDr. Tonjes EdPsych

5 April 2012

Kindergarthen ScienceLutheran School

Class of 12 Students30 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 Rodriguez Grade Level: Kindergarten State Standard: SCK-2 Structure and Function of Living Systems Subject: Science Name of Lesson: What Are Living Things? Investigation Period/Time: 30 Min

I. Goal: Students will be able to identify different objects as living and nonliving

II. Objectives: 1. 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.

2. 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 twocategories (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 rockHow can we tell they aren’t living? Ask for student volunteers to

explainQuestion: 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,

talkB. 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 livingC. 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 cellsExamples: 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, moveTricky: 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 NLDay 2- water and sky NLDay 3- grass, plants, trees L dirt, rocks NLDay 4- Sun, moon starts NLDay 5- fish and birds LDay 6- Livestock, creatures that move across the ground, wild animals L

Man L

D. TransitionActivity Book WS pg AB 26:

3 living, 3 nonlivingCut and glue into appropriate areasColor then turn into tray

E. ConclusionReview what we learned:

Who can tell me what makes something living?Answers needed: air, water, food, move, grow and make more of selfWho 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 RingNonliving Things

Living Things

Creation Poster pictures

Lesson Plan Template (Long Form)

Student Teacher’s Name Emmalynn Rodriguez Grade Level: Kindergarten State Standard: SCK-2 Structure and Function of Living Systems Subject: Science Name of Lesson: What Are Living Things? Read and Learn Period/Time: 30 Min

I. Goal: Students will be able to identify characteristics of living and nonliving thingsII. Objectives:

1. 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]

2. 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 anderaser, 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 13What living things do you see in this picture? Nonliving?

L: people, ducks, trees and plantsNL: water, rocks and clouds

Read Big Book pg 14Critical 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 classroomNonliving (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 so5-10 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 nonlivingobjects.

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 Rodriguez Grade Level: Kindergarten State Standard: SCK-2 Structure and Function of Living Systems Subject: Science Name of Lesson: What Are Living Things? Assess & Extend Period/Time: 30 Min

I. Goal: Apply living and nonliving things to the student’s livesII. 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

explainhis 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 selfNonliving: 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

nonlivingand 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 tothe 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 again to give us ideas about what we might see outside in God’s

creation. Both posters will be brought outside for references for the students.

E. Conclusion:The class will go outside and each student will be given a different

object in creation. The student will then tell the teacher whether the object

is living or nonliving and will give one reason how they know.

VI. Assessment:Circle time activity presentation: can each student distinguish between a

living and nonliving objectOutside: can students distinguish between living and nonliving and give an example how they know (making the connection and understandingcharacteristics)

VII. Assignment:Tell teacher whether their object is living or nonliving and tell how they

know

Narrative Summary 3:

My goal for today is for the students to be able to apply living and nonliving things

to the student’s life. To begin class I will asking the class, “Who remembers the

definition of living and nonliving?” I will give hints about the prefix and how they both

have the same root word in order to allow the students to remember “alive” and “not

alive.” Then, as a class we will make a chart of the characteristics of living and nonliving

things. The chart will include living things need air, food and water, and can grow, move

and make more of itself. Nonliving things will include, not needing air, food or water, and

can not grow, move or make more of it’s self.

My transition will be explaining what our class period will look like. We are going

to take turns sharing our walk in the park pictures, review characteristics and things we

see in God’s creation that are living and nonliving, then we will go outside and explore

God’s creation. When we go outside each student will be given an object and each will

tell whether their object is living or nonliving and will also give me one reason how they

know.

The main lesson for the day will be the first activity of the walk in the park book.

The students will sit on the floor in our circle time area, while the students take turns

sharing their pictures and telling the objects they chose.

After each student has completed sharing his or her picture we will then do a quick

review of the list we made at the beginning of class as well as reviewing the God’s

creation poster. We will bring both posters outside with us as references for the

students.

To finish the class we will go outside. Each student will be given a different object

in creation that I will have picked out before class. The students will then tell the teacher

whether the object is living or nonliving and will give one reason how they know.

The first assessment of the day will be the students giving their presentation. The

teacher will be assessing the ability of each student to distinguish between three

different living and nonliving objects. This will serve as the informal formative

assessment. The second assessment will be student’s ability to distinguish between

living and nonliving objects and give an example of how they know. I will be assessing

their ability to make connections and understand different characteristics. This will serve

as the formal summative assessment.

Living things I will ask students about outside

Nonliving things I will ask students about outside