Science Lesson Plan (LP) Template

Date: February 20, 2018

Subject: Science
Title: Everybody Needs a Home
Time Length: 45 minutes class period
Grade Level: K
Standard Alignment:
Maryland Common Core Curriculum Frameworks: http://www.mdk12.org/assessments/vsc/
Science: State Curriculum: Grade K
Standard 1.0 Skills and Processes
A. Constructing Knowledge
 Raise questions about the world around them and be willing to seek answers to some of them by making
careful observations and trying things out.
C. Communicating Scientific Information
 Ask, "How do you know?" in appropriate situations and attempt reasonable answers when others ask
them the same question.
Standard 3.0 Life Science
A. Diversity of Life
 Observe a variety of familiar animals and plants (perhaps on the school grounds, in the neighborhood,
and at home) to discover patterns of similarity and difference among them.

The Next Generation Science Standards: https://www.nextgenscience.org/search-standards

K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.
K-ESS3-1. Use a model to represent the relationship between the needs of different plants and animals
(including humans) and the places they live.

Maryland Common Core Curriculum Frameworks: http://www.mdk12.org/assessments/vsc/

Reading: State Curriculum: Grade K
Standard 1.0 General Reading Processes
D. Vocabulary
Students will use a variety of strategies and opportunities to understand word meaning and to increase
vocabulary.
 Develop and apply vocabulary through exposure to a variety of texts
Standard 4.0 Writing
A. Writing
 Compose texts using the prewriting and drafting strategies of effective writers and speakers
Standard 6.0 Listening
A. Listening
 Comprehend and analyze what is heard

Common Core State English Language Arts Standards: http://www.corestandards.org/Math/Content/K/MD/

SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. (K-ESS3-
1)
RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding
of key details in a text. (K-2-ETS1-1)

1
Student Learning Target (Objectives):
 Students will seek for information through reading, observation, exploration, and investigations.
 Students will work with a team, share findings with others, and recognize that all team members
should reach their own conclusions about what the findings mean.
 Students will dictate, draw, or write to decipher the research and study findings
 Students will use resources to determine meaning of unknown words
Key Vocabulary Terms:
Water
Food
Shelter
Space
Materials:
1. 5 composition books
2. 5 pencils/ pens
3. Color pencils
4. Color markers
References:
http://users.manchester.edu/Student/lmheaton/ProfWeb/Early%20Childhood%20Lesson%20and%20rubric.pdf
Notes:
I use simple reflection log to document students’ learning experience and comprehension level in my science
classroom. Throughout the science class, students will be asked to record their answers, thoughts and questions
in their communication logs. At some times their reflections in the communication logs will be shared with the
class using overhead projector.

Basic layout bellow:

Date Activity Name #

Students will copy the and answer the question,

questions here… either in writing or
drawing format here.
We often share our
reflection with the class.

Teacher Does Students Do

Daily catalysis:
ENGAGE How do we keep ourselves warm?
How do we shelter ourselves from
storms?
A request for the students to draw the
EXPLORE floor plans of their homes including
location of the habitat and the
necessities (e.g. bed, stove, water and
etc)
Write/draw the answers to the questions
in their communication logs 5
Mins.
Share and discuss the answers with the
class
Write/draw the answers to the questions
in their communication log. 5
Mins.
Share and discuss the answers with the
class using overhead projector.

Asks students a question, “What a home Write/ draw the answers in their
should have?” communication logs
2

Introduce Key Vocabulary words:
EXPLAIN - Food
- Space
- Shelter
- Water
Ask students what does the vocabulary
list has in common
Review main ideas, words they didn’t
understand, any text connections they
made, notes from their communication
logs, etc.
The students will compare the
differences between homes for humans
EXTEND and caterpillars, squirrels, ants or birds.
“Let’s go outside and find one of the
mentioned animals’ habitats.”
Ask students to describe the 3
characteristics of a bird home and 3
EVALUATE characteristics of an ant’s home
10
Discuss the purpose of the vocabulary Mins.
list
Write/ draw the differences between
homes for humans and an animal of 20
their choice (caterpillar, squirrel, ants or Mins.
birds).
Go outside and observe the surrounding
animals’ habitats. Record their findings
in the communication log.
Share and discuss their findings of
animal habitats with the class using
overhead projector.
Students will write/draw their reflection 5
in the communication log and share Mins.
their answers with the class.