SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC DETAILS CK
Name Miss Brianna Smith
Subject Science
Grade Level Kindergarten
Date/Duration One Week
Big Ideas Living and nonliving things have different characteristics.
Plants and animals are all living organisms.

Essential Questions What qualities do all living things have?
How do plants and animals change, day to day, and through their
lifetime?

PA/Common
Core/Standards
Pennsylvania Department of Education
Biological Science
3.1.K.A1: Identify the similarities and differences of living and non-
living things.
3.1.K.A3: Observe, compare, and describe stages of life cycles for
plants and/or animals.
3.1.K.A5: Observe and describe structures and behaviors of a variety
of common animals.
3.1.K.B1: Observe and describe how young animals resemble their
parents and other animals of the same kind.

Objectives

Bloom's Taxonomy

Webb's Depth of
Knowledge (DOK)
Students will be able to identify between living and nonliving
things.
Children will be able to identify the characteristics that all living
things possess.

Formative &
Summative
Assessment
Evidence
Formal- Students will complete a visual exam to clarify various
main points of the lesson (ex. Stages of the life cycle, living vs.
nonliving, common structures of animals)
Informal- Class will work together in groups to come up with lists
of what is known coming into the lesson and get the mind
thinking about biological connections and living science.
(Including a guided questioning from the instructor)

ISTE Standards for
Students

Framework for 21st
Century Learning
Learning Skills
Creativity
Innovation
Life Skills
Collaboration
Social Skills

Accommodations,
Modifications

SUPERVISING
TEACHERS
SIGNATURE






Seton Hill University Lesson Plan Template Step-by-Step Procedures
RATIONALE for the
Learning Plan


CK
Introduction Activating Prior Knowledge
Students will brainstorm examples/ a list of what they believe to
be living organisms.
Hook/Lead-In/Anticipatory Set
They will then be asked to think about what makes that living
specimen any different from a rock, table, lamp, any other
nonliving thing, etc.

Explicit
Instructions
Big Idea Statement
Plants and animals are all living organisms
Over time, plants animals and all living things undergo change.
All living animals have various structures in common that they use
in order to function everyday.
Essential Questions Statement
What qualities do all living things have?
How do plants and animals change, day to day, and through their
lifetime?
Objective Statement
Students will be able to identify between living and nonliving
things.
Children will be able to identify the characteristics that all living
things possess.
Transition
Students will all give an example of a living organism prior to
counting off in groups of four to further discuss living organisms.
Key Vocabulary
living, animals, plants, characteristics

Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs
PreAssessment of Students
The students will complete a worksheet in which they circle all of
the living organisms prior to the teacher actually applying annoy of
the information.
Modeling of the Concept
As a class the students will be guided by the instructor through a
visual aspect of the lesson showing the difference between living
and nonliving things.
Guiding the Practice
Students will work in small groups to come up with what they
think may be characteristics that all living things have.
Provide flashcards to each of the groups with the characteristics on
them, so that they have options to chose from and still have some
guidance.
As a whole class again, the correct answers to the characteristics
will be discussed.
Providing the Independent Practice
Students will complete a modified, more detailed worksheet to

clarify that they understand living vs. nonliving, and can recall the
characteristics that make up all living things.
Transition
Granted that there is enough time and the majority of the students
are picking up on all of the necessary information, there will be a
short period for questioning and review before being instructed to
separate the desks for individual assessment .
Adaptations/Accommodations for Students with Special Needs

Evaluation of the
Learning/Mastery
of the Concept
Formal Evaluation
Students will be viewing a slideshow where they will have to
identify if each picture is living or nonliving.
Students will be asked to write down at least three characteristics
of living things
Informal Evaluation
Throughout the lesson, I will be inquiring with the students about
why living things are different.
Group discussion with the provoking of teacher questioning will be
happening as they are thinking of their characteristics.

Closure Summary & Review of the Learning
After being able to identify living and nonliving things,
throughout the year and in future lessons, students will be
able to then apply this knowledge to future assignments life
the life cycle, or even just class discussion about pets, plants in
the spring, etc.
Homework/Assignments
Students will go home and make a list of all living things they can
find in their house, and then bring it back to class to discuss what
characteristics these organisms have that make them living.

Reading Materials
Technology
Equipment
Supplies
Computer & internet available for slideshow
Projector screen
Worksheets
Flashcards


Teacher
Self-reflection
Timing for students will obviously need adjusted in comparison to
the lesson given today during class.. Overall, the lesson needs to be
less rushed by the instructor. It would go over more smoothly if
there were more examples of living and nonliving things in the
beginning of the lesson for the students to get a better grasp on the
main idea. Also, more individual time can be spent on the
characteristics of living things in order for the students to connect
these aspects. However, the overall flow of the lesson does seem to
work, granted that it is followed precisely.