Você está na página 1de 5

Lesson Plan Template

Candidate: Hannah Bostic

Course: T&L1

Date: 4/13/16

Location: MidAmerica Nazarene University

Subject: Science

Grade level: K

Standards:

(Highlight content-nouns and skills-verbs)

science) K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to
survive. [Clarification Statement: Examples of patterns could include that animals need to take in food but plants do
not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and that all
living things need water.]
Concepts:

Characteristics of living things

Learning Goal:
Understand

The students will understand that everything exists under certain circumstances.

(Big Idea, title,


enduring
understanding,
generalization)

Critical Content:
Know

Patterns for survival for living things (plants,


animals, and humans)

Critical Skills:
Do

How to organize and evaluate information.


Essential
Question:

What is a living thing?


What makes us living?

Objectives/Target/I can statement:


Identify the verb, is it measurable?
The condition (if any) under which it will occur

Assessment Plan
Sentence Stem:
Formative/Summative: Students will... Teacher will...

Discuss what makes something living


Fill out a chart
Color, cut and glue pictures on a page

The criterion of acceptable performance.

The learner will identify the characteristics


of a living thing.

Integration of
Literacy:
(Reading, Writing,
Listening,
Speaking,
Viewing, Visual
Representation)

Formative: students will categorize the sorting picture activity and describe why they put
them where they did.
I will collect them at the end of class to evaluate

Reading: We are reading the words Key


off of the Is It Living checklist
vocabulary:
Writing: students are writing yes or
no in the correct boxes
Listening: students are listening to
instruction when doing the color and
sort activity
Speaking: students are speaking
when they are coming up with ideas
about what it means when
something is alive.
Viewing: students are viewing the
computer activity and being
engaged with that.
Visual representation: Students are
seeing the pictures of each of the
items that are on the Is it alive
checklist

Technology Standards
(NETS)

Characteristics
Environment
Reproduce
Adapt

Language Objectives:
Includes either the academic
language you will be teaching or
the language processes you will
expect the students to use during
the lesson. Ex: Ask and answer
questions. Orally defend a
position.

The learner will


describe what it
means for
something to be
living.

ITSE: creativity and innovation- apply existing knowledge to generate new ideas, products, or processes.
Use models and simulations to explore complex systems and issues.

Innovative Materials &


Technology Tools:

Ex: Google Docs: Modification, Teacher will have students use a google doc to sign up for performance projects.

(Tool: Label SAMR Level, Describe)

This website: http://downloads.bbc.co.uk/bitesize/ks1/science/living_things/play/container.swf can be used


for an assessment of what the kids have learned as kind of a fun game.

Responsive
Teaching/Differentiation:

I will use the doc cam to model certain things.

Sentence stem: Differentiated the (process, product, content, environment) by _(name the strategy)_ based on student (ability, interest, readiness).

What will I do if they dont get it?


How will you remediate?
What will I do if they get it? How will
you extend?
How will you include all learners?

For the kinesthetic/ tactile learners I will have them color and cut out pictures and then have them
glue them on paper.
For the auditory and visual learners I will speak instruction as well as write it on the board.
Visual is the organization of the checklist as well as the sorting of the pictures.
The visual and auditory learners will enjoy the computer game as well.
For the kinesthetic learners, I will have them all get up and do an activity where they have to go to a
wall marked living or another wall marked non-living to answer questions that I ask.

Introduction:
(Includes: Hook the learner increase interest, activate prior
knowledge, review, preview content and vocabulary,
essential questions posed, and relevance established)

Good morning! Its a great day to be alive. Who can tell me what it means to be alive? *kids
answer* Make a list of what the students say makes a living thing and then use reasoning to
eliminate the reasons that are not true. Alright class, we have a great list of things that can help
us figure out if something is living or nonliving. There are 5 characteristics that living things have
and they have to have all of those 5 in order to actually be classified as living.

Lesson Procedure (The following three categories occur simultaneously)


Instruction

Modeling

Checking for Understanding

(Specific & Scripted)

(Specific & Scripted)

(Include blooms level, question, strategy)


Ex: Application question: How does ___ apply to
you?-Think-Pair-Share

1. Ask children what they think it means when I


say something is living and write it all down on
a list on the board (1. They use and need
energy. 2. They respond to their environment.
3. They grow. 4. They reproduce. 5. And
they adapt to their environment.)

1. Write the list on the board in a full


sentence to model sentence structure

1. Collect students Is it Living charts


to check for understanding

2. On the doc cam I will have my example


chart up on the screen to show the students
how we will fill out the chart.

2. Walk around and make sure each


student has the pictures in the right
category before they can start gluing
them down.

2. Ask how they think we get energy. (food)


Talk a little bit about how certain food affects
us and how animals are very similar. They
have to have a certain diet in order to grow up
and be strong and healthy.

3. talk about the 5 characteristics that make


something living

3. Hand out chart for students to fill out


together as a class and begin to talk about it.
We will only do the first few together as a class
and then I will have them do the rest on their
own with me still reading the words. They will
just answer yes or no.
4. Go through the questions that we can ask to
figure out if something is living which will be
written on the board.
5. Hand out Living and Non-living coloring and
sorting activity. Have them color it and then cut
it apart and sort them onto the correct page.
6. For an activity to get the students up and
moving I will put signs on opposite walls saying
living and non-living and I will have all the
students stand up and I will ask a series of
questions. The questions will be like Is a
ladybug a living or non-living and the students
will have to WALK to whichever wall they think
is appropriate.

3. Pay close attention to the students


as they do the moving activity where
they go to different walls to answer
questions. Maybe partner them up if
there are students who are having
trouble.

Guided Practice:

Go through the checklist with them and make sure they have a good idea about it. Describe to the students
the instructions with coloring the pictures, cutting them out and sorting them. Go through the instructions
with the wall game.

Independent Practice:

Have the students sort the living and non-living pictures on separate pages. Have the students finish filling
out the Is it alive checklist on their own as we read the words together as a class. The students will all
work together on the online game to figure out the answers.

Closure:

Review what we have learned about what makes something living. Think Pair Share: Ask each student to
think of their 3 favorite living and non-living things and share them with a partner.

(Review Objective, Student


Reflection, Relevance)

Self Reflection:
What went well?
What will I change?

I need to make sure that the students know that there are 5 things that something has to meet in order for it
to be a living thing. Covering the vocabulary is incredibly important in the beginning. Make sure to follow up
with the students and see what they are learning and assessing whether or not theyre getting it.