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TRANSCRIPT
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