Kindergarten Life Science Unit (K.L.1)
Decision 1: What will students learn in this unit?
Standards Addressed:
1. Science: K.L.1
2. Reading Informational Text
3. Math
4. Writing
5. Technology
6. Other
What do I want my students to KNOW, UNDERSTAND and be able to DO at the end of this
unit?
Know
K.L.1.1
Students know that animals of the
same type have individual
differences.
K.L.1.2
Understand
Do
Students will understand that two
animals have likenesses and
differences.
Students will sort, describe,
classify and label various animals.
Students will understand the
characteristics of living and
nonliving things.
Students will distinguish what
things are living and what things
are nonliving.
Students know the characteristics
of living and nonliving things.
Decision 1 – What will students learn in this unit?
Decision 2: Assessment
Plan for how students will indicate learning and understanding of the concepts in the unit.
How will you assess learning?
Possibilities/options:
Pre-assessment: Show picture of an animal. Ask, “What do you know?” Have
students write in journals or orally share answers (use the rubric).
Short answer tests or quizzes
Student logs, journals and informal writing
Lab activities: Hands-on Centers
Formal writing assignments: Informational Writing for Formal Assessment
Informal or formal student Interviews, conferences, observations etc.
Informational texts
_____________________________________________________________________________
_____________________________________________________________________________
Describe the performance, product, or project that will be the culminating activity
for the unit.
The student’s assignment for the Culminating Activity includes:
Unit essential question or “I Can” statement for the culminating activity.
A thorough description of the activity including steps or task analysis in
completing the culminating activity.
A copy(ies) of the rubric(s) you will use to assess the culminating activity or any
other aspects of the unit.
_____________________________________________________________________________
Decision 2 – Assessment
Decision 2: Assessments – Rubric Reminders:
Scale
Criteria
R.I.K.2
Cannot name a
detail or topic of
the texts.
3
2
Can name topic
OR key detail.
(Proficient)
Can name topic
AND key details
(at least two) with
either pictures,
written expression,
or verbal
expression.
What does each number or adjective in your scale mean?
Indicators
Identify main
topic; retell key
details. (Pre- and
post-assessment)
1
Decision 2 – Assessment: Rubric Reminders
4
Topic and key
details (at least
two) within
written
expression.
Decision 3: Student Learning Map
Key Learning Targets:
K.L.1 Compare characteristics of animals that make them alike and different from other animals and nonliving things.
Concept:
Concept:
Concept:
Identify ways animals of the
same type have individual
differences.
Identify ways people can name
the parts of a whole object, plant,
or animal.
Explain how the parts of living
and non-living things work best
as a whole.
Lesson EQ(s):
Lesson EQ(s):
Lesson EQ(s):
I can identify ways that
animals of the same type have
individual differences.
I can identify ways people can
name the parts of a whole
object, plant, or animal.
I can explain how the parts of
living and non-living things
work best as a whole.
Vocabulary:
Vocabulary:
Vocabulary:
animal
growth
non-living things
basic needs
hibernate
shelter
changes
human
structure
characteristic
living things
sun
food
nocturnal
water
animal
growth
non-living things
basic needs
hibernate
shelter
changes
human
structure
characteristic
living things
sun
food
nocturnal
water
Decision 3 – Student Learning Map
animal
growth
non-living things
basic needs
hibernate
shelter
changes
human
structure
characteristic
living things
sun
food
nocturnal
water
Concept:
Concept:
Concept:
Compare living and non-living
things by using some of the
characteristics all animals share.
Explain the basic structure that
all animals of the same kind,
including humans, have.
Compare the way organisms
grow and change.
Lesson EQ(s):
Lesson EQ(s):
Lesson EQ(s):
I can compare living and nonI can explain the basic structure
living things by using some of the that all animals of the same kind,
characteristics all animals share.
including humans, have.
I can compare the way organisms
grow and change.
Vocabulary:
Vocabulary:
animal
growth
non-living things
basic needs
hibernate
shelter
changes
human
Vocabulary:
structure
characteristic
living things
sun
food
nocturnal
water
animal
growth
non-living things
basic needs
hibernate
shelter
changes
human
structure
characteristic
living things
sun
food
nocturnal
water
Decision 3 – Student Learning Map
animal
growth
non-living things
basic needs
hibernate
shelter
changes
human
structure
characteristic
living things
sun
food
nocturnal
water
Concept:
Concept:
Concept:
Explain the stages of the life
cycle.
Describe ways different animals
move.
Identify the basic needs living
things need to survive.
Lesson EQ(s):
Lesson EQ(s):
Lesson EQ(s):
I can explain the stages of the life
cycle.
I can describe ways different
animals move.
I can identify the basic needs
living things need to survive.
Vocabulary:
Vocabulary:
Vocabulary:
animal
growth
non-living things
basic needs
hibernate
shelter
changes
human
structure
characteristic
living things
sun
food
nocturnal
water
animal
growth
non-living things
basic needs
hibernate
shelter
changes
human
structure
characteristic
living things
sun
food
nocturnal
water
Decision 3 – Student Learning Map
animal
growth
non-living things
basic needs
hibernate
shelter
changes
human
structure
characteristic
living things
sun
food
nocturnal
water
Decision 4: Launch Activities
Hooks and Links
Develops student interest and links prior knowledge. Provides the Student Learning
Map and the key vocabulary to students.
Guiding Questions:
1.
2.
3.
4.
How are you going to get students engaged?
How are you going to develop student interest and link their prior knowledge?
How are you going to start the Student Learning Map of the unit with students?
How are you going to preview key vocabulary with students?
Decision 4 – Launch Activities
Decision 5: Acquisition Lesson One
Language Objective(s), where appropriate:
Identify ways that animals of the same type have different attributes (1.1).
Lesson Essential Question(s) or “I Can” Statement(s):
I can identify ways that animals of the same type have different attributes (1.1).
Activating Strategies: (Learners Mentally Active)
Acceleration/Previewing: (key vocabulary)
Topic
Overview of the Animal Kingdom.
Content
Plant Kingdom and Animal Kingdom as basic categories of living things. Basic
differences between plants and animals. Sorting of kingdom members into the correct
category. Some students will use a list of words, some will use pictures.
Goals
Students will describe the differences between plants and animals. If unable to talk,
students will use pictures to finish sentences begun by the instructors. Students will
correctly categorize animal and plant words or pictures into the appropriate categories:
plant or animal.
Materials
Worksheets with a number (i.e., 20) animal and plant words. Pictures of those animal
and plant words. A large number of pictures of plants and animals from nursery books
or library books.
Introduction
Show one picture at a time of a plant or an animal. Briefly talk about each as to what it
needs to STAY ALIVE, and what will happen if it doesn’t get what it needs. (IT WILL
DIE.) Introduce the statement that both plants and animals are LIVING THINGS. Do a
pet poll and graph the results.
Development
Use two poster boards: one labeled PLANT and one labeled ANIMAL. As a class, sort
several pictures and words into one category or the other.
Practice
Students return to desks and complete a sorting activity using pictures or words for
plants and animals. Staff members monitor. Repeat this activity for three consecutive
days.
Accommodations
Pictures or words for sorting. If pictures, then glue them to two different sheets of
paper labeled with PLANT and ANIMAL (pictures). If using words, student places a P
or an A in the blank next to each word in the list. (Or, each word may be preceded by a
P and an A, which students may circle, as appropriate.)
Checking for
Understanding
During circle time in the following week, two or three times during the week, ask
students to correctly categorize a plant or an animal word or picture. Give each student
two or three trials in the circle time, as time allows.
Closure
Repeat initial session concerning LIVING THINGS and the differences between
PLANTS and ANIMALS. Tell students that in coming weeks, we will be studying
animals. Complete a bulletin board concerning the study of different kinds of animals.
Evaluation
Some students may need more time than one week to categorize PLANTS and
ANIMALS. If so, that can be a continuing activity for that student. Students may be
given a test, but staff will not use the word “TEST.”
Decision 5 – Acquisition Lesson Planning
Teaching Strategies: (Explain and Model Collaborative Pairs; Distributed Guided
Practice; Distributed Summarizing; Graphic Organizers)
Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing)
Summarizing Strategies: Learners Summarize and Answer Essential Questions
Lesson Resources
Pictures of plants and animals.
Two poster boards (one labeled “Plant” and the other “Animal”).
Pictures or words for sorting.
Decision 5 – Acquisition Lesson Planning
Decision 5: Acquisition Lesson Two
Language Objective(s), where appropriate:
Students will be able to familiarize themselves with different types of animals.
Lesson Essential Question(s) or “I Can” Statement(s):
I can identify ways that animals of the same type have different attributes (1.1).
Activating Strategies: (Learners Mentally Active)
Acceleration/Previewing: (key vocabulary)
mammal
animal
characteristics
Topic
Welcome students (scientists) to the world of animals. Define what mammals are and
identify their characteristics.
Content
Vocabulary: mammal, animal, characteristics.
Goals
Students will be able to understand that mammals have distinctive features which help
us identify them. Students will be able to familiarize themselves with different types of
animals.
Materials
Given pictorial images, students will compare and contrast mammals, define
mammals, and identify the unique characteristics of mammals.
Introduction
Welcome students to the World of Animals. Define what animal, mammals and
characteristics are. Students will be in groups of four. Provide four work stations. At
each of the four work stations, have a picture of an animal.
Development
Students will talk and share ideas about the characteristics of the animal illustration in
the work station.
Practice
Each student will have an animal chart worksheet. Students will draw animal features
that will identify the animal and its characteristics. Students will rotate around the
room until all stations have been completed.
Accommodations
Students will be placed in groups of varying abilities to allow each student to find
benefit in the group. Teacher will assist with groups having difficulty.
Checking for
Understanding
Class will gather in a circle and each student will share his/her work and present to the
class what characteristics they found as they went around the work stations. This will
demonstrate student understanding of pictorial images and the distinguishing of
different mammals.
Closure
Teacher will collect all of their work and give positive reinforcement. Later, the class
will create an animal book with the animals of their choice.
Evaluation
As students give their presentations; the teacher will measure their progress by
observing how they initially started out with their visualization skills and presentation
of their animal chart worksheet; and assess their progress throughout the creation of
our animal book.
Teacher Reflection
Did the work stations prove successful? Did the students work well in groups? What
did the students like about this lesson? What can be changed?
Decision 5 – Acquisition Lesson Planning
Teaching Strategies: (Explain and Model Collaborative Pairs; Distributed Guided
Practice; Distributed Summarizing; Graphic Organizers)
Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing)
Summarizing Strategies: Learners Summarize and Answer Essential Questions
Lesson Resources
Decision 5 – Acquisition Lesson Planning
Decision 5: Acquisition Lesson Three
Language Objective(s), where appropriate:
Students will label the parts of a whole object, plant, or animal on a picture.
Lesson Essential Question(s) or “I Can” Statement(s):
I can identify the way people name the parts of living and non-living things.
Activating Strategies: (Learners Mentally Active)
Acceleration/Previewing: (key vocabulary)
nocturnal
omnivores
jumping legs
compound eyes
fore wings
hind wing
spiracles
simple eyes
antennae
abdomen
head
thorax
Topic
The Very Quiet Cricket Labeling Activity
Content
Nocturnal
Omnivores
Jumping Legs
Antennae
Simple Eyes
Compound Eyes
Fore Wings
Hind Wing
Spiracles
Abdomen
Thorax
Head
Goals
Students should be able to label and identify the main parts of a cricket. Know insects
have three body parts: head, thorax, and abdomen.
Materials
The book, Worksheets.
Introduction
Ask: “What are some sounds you hear during the summer? What about at night time?
Did you ever wonder what bugs were making noises? Or, how they were making those
noises? Well, we will find out later on what they are and how they do it.”
Development
Also see THE OUTLINE. Read the book. Ask what they know about crickets when
and where you see them, how they move, what they eat, what they look like.
Complete the labeling activity. Study 5 – 10 minutes. Mini quiz 10 minutes.
Practice
Students study by themselves. Study with a neighbor.
Accommodations
Give them a sheet with the cricket labeled. Verbally quiz them on different parts.
Checking for
Understanding
Mini Quiz on functions of parts on the Cricket.
Closure
Know that insects have three main body parts: Head, thorax, and abdomen. Listen for
crickets when it is warmer outside. Imagine yourself as the cricket.
Most active at night.
Eat plants and animals.
Propels cricket into air.
Helps cricket sense touch and detect odors
See in different directions and tell between light and dark.
Two larger, angled eyes, hexagonal lenses.
Hard leathery parts on thorax.
Pair of wings farthest from head “flying wings.”
Small holes in abdomen, help breathe.
Tail area of cricket
Middle area of cricket.
Front of cricket’s body.
Decision 5 – Acquisition Lesson Planning
Teaching Strategies: (Explain and Model Collaborative Pairs; Distributed Guided
Practice; Distributed Summarizing; Graphic Organizers)
Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing)
Summarizing Strategies: Learners Summarize and Answer Essential Questions
Lesson Resources
The book, Worksheets.
Decision 5 – Acquisition Lesson Planning
Decision 5: Acquisition Lesson Four
Language Objective(s), where appropriate:
I will describe the life cycle as the stages of growth and change.
Lesson Essential Question(s) or “I Can” Statement(s):
I can explain the stages of the life cycle.
Activating Strategies: (Learners Mentally Active)
Acceleration/Previewing: (key vocabulary)
Objective
Students will work together to illustrate the life cycle of a frog.
Connection
Students will be aware of change over time. (Kentucky Learning Goal 2.2. Students
identify, analyze, and use patterns such as cycles and trends to understand past and
present events and predict possible future events.)
Context
Prior to this lesson, students explored the life cycle of apples and pumpkins. They have
worked in groups to illustrate the sequence of events that occur in these cycles.
Therefore, they are familiar with working in groups to perform this sort of task. Last
week, the children also worked with sequencing as they showed Clifford growing from
a puppy to a full-grown dog. Furthermore, this lesson is being taught in an integrated
mathematics and science unit on frogs.
Dry-erase board and marker
Four pieces of white paper
Crayons
Pencils
“What Comes Next?” worksheet
The book, From Tadpole to Frog, by Wendy Pfeffer
Materials
1.
2.
3.
4.
5.
Procedures
6.
7.
8.
Review the sequence of my dog Jake’s life along with my own life. Show the
pictures, and have the children put them in the correct order. Have them explain
why they go in this particular order.
Ask the children to recall what they learned about frogs yesterday. Tell the
children that today we are going to discuss the life cycle of a frog.
Read, From Tadpole to Frog, by Wendy Pfeffer.
After reading the story, discuss the sequence of events that must occur before a
frog develops.
Tell students that first there are tiny eggs that cling together in the water. Begin to
make a list on the dry-erase board. (1. Tiny eggs are in the pond.)
Ask students what happens next. Prompt students when necessary, and continue to
write the sequence of events on the dry-erase board. (2. Tadpoles come out of the
eggs and they swim in the pond.) (3. The tadpole grows legs and lungs.) (4. The
tadpole changes into a frog.)
After making the list of events that must occur before a frog develops, explain to
the children that they are going to work in groups to illustrate one part of the cycle
just as they did for the apple and pumpkin in a previous lesson.
Give each group a piece of white paper that is labeled with their particular part in
the sequence/cycle.
Decision 5 – Acquisition Lesson Planning
9.
Have children spread out in the room and use pencils and crayons to complete
their pictures.
10. After the children have illustrated their part of the cycle, have the children return
to their seats. Ask one member of each group to come to the front of the room.
Have volunteers tell the order they should come in. Hang and display the finished
sequence in the room.
11. Students will then complete the worksheet, “What Comes Next?” They will cut
and paste the four pictures of the life cycle of a frog into the correct order.
Student Assessment
Students will be assessed on their participation in the group activity based on teacher
observation. They will also be assessed on the correctness of the worksheet they
complete. If they have placed the pictures in the correct order, they will receive a plus
for skilled, and if they are not in the correct order, they will receive a minus for need
improvement.
Refinement-Lesson
Extension/Follow-up
Students will continue to learn about frogs. They will explore the eating habits of
frogs, how they catch their food, and what they eat.
Teaching Strategies: (Explain and Model Collaborative Pairs; Distributed Guided
Practice; Distributed Summarizing; Graphic Organizers)
Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing)
Summarizing Strategies: Learners Summarize and Answer Essential Questions
Lesson Resources
Decision 5 – Acquisition Lesson Planning
Decision 5: Acquisition Lesson Five
Language Objective(s), where appropriate:
I will explain how animals have structures that serve the same purpose as humans.
Lesson Essential Question(s) or “I Can” Statement(s):
I can explain the basic structure that all animals of the same kind, including humans, have.
Activating Strategies: (Learners Mentally Active)
Acceleration/Previewing: (key vocabulary)
Goals
1.
The learner will make observations and build an understanding of similarities and
differences in animals.
Observe the similarities of humans to other animals including:
Specific Objectives
Basic needs
Growth and change
Movement
Required Materials
Flash cards with pictures of regional animals on them.
Anticipatory Set
(Lead-in)
There are many different regional animals that we have been learning about for some
time.
Step-by-Step
Procedures
Begin this guessing game by naming something about a particular animal. For
example: “This animal is often big, furry, and it hibernates during winter.” Answer:
“Bear.”
If students are having difficulty, the teacher will have them look briefly at the
flashcard of the unknown animal. Then ask, “What is the animal’s name?”
This game can be played in teams or one-on-one, whatever the teacher and students
want.
Plan for Independent
Practice
Whenever we begin our year, students work with teams. By the end of the year,
students are asking for flashcards to play with a partner, usually. If there is a student
who is very successful, the teacher can pair that student with a less proficient student
or a shy student who does not like to offer answers in a large group.
Closure (Reflect
Anticipatory Set)
We all celebrate the fact that we have so very many different animals living so close to
us. We count how many animals were named from.
Assessment Based on
Objectives
Teacher observes who is having difficulties, and have others assist during the game.
Then, as a one-on-one reinforcement, the teacher will call the students over and ask
them one at a time if they know the animals.
Adaptations (for
students with
learning disabilities)
For hearing-impaired students, offer the names of animals in sign language.
For sight-impaired students, use larger pictures of animals, and/or different seating
arrangements. If the sight-impaired student is still having difficulty, the Braille system
could be used as an alternative, or audio taped sounds that the animals make.
Extensions (for gifted
students)
For gifted students, they should try to write the names of the animals or write a short
story about their favorite animal. As another extension, teachers could have students
do research about an animal of their choice and tell peers about the animal. If students
wish, they could not offer the name; just facts that were learned through research, and
have others guess what animal it is.
Decision 5 – Acquisition Lesson Planning
Possible Connects to
Other Subjects
Social Studies: Teacher could use animals from different regions of the world and
using a map to show where their habitat is located.
Mathematics: Students could measure how big the animals are compared to
themselves. Or, how many animals of a certain kind live near them.
Language Arts: Having students write about animals is a great activity. Have them
write about what they would do if they were a certain animal if they
were that animal is always a fun project.
Teaching Strategies: (Explain and Model Collaborative Pairs; Distributed Guided
Practice; Distributed Summarizing; Graphic Organizers)
Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing)
Summarizing Strategies: Learners Summarize and Answer Essential Questions
Lesson Resources
Decision 5 – Acquisition Lesson Planning
Decision 5: Acquisition Lesson Six
Language Objective(s), where appropriate:
I will compare animals by their characteristics.
Lesson Essential Question(s) or “I Can” Statement(s):
I can compare living and non-living things by using some of the attributes all animals share.
Activating Strategies: (Learners Mentally Active)
Acceleration/Previewing: (key vocabulary)
Science
Organisms can be described and sorted by their physical characteristics.
Writing
Pictures, labels, and familiar words are used to communicate information and ideas.
Objectives
Students will read Animal Coverings and create an interactive writing piece that
demonstrates their knowledge of the reading material.
Resources and
Materials
Animal Coverings found on www.Reading A-Z.com
Chart Paper
Markers
Differentiation
Students will be called up to write letters and or words as needed.
Preparing Students
for the Lesson
Transitions
Expected Behaviors
Students will be in a small group based on their guided reading level. Other students
should be participating in literacy activities that are on their level.
Teaching the Lesson
(Lesson
Sequence/Activities)
Motivation/Anticipatory Set
Pre-Assessment/Activity Background Knowledge
Teacher Input, Modeling, and Checking for Understanding
Guided Practice
Independent Practice
1.
2.
3.
Closure
4.
5.
6.
Ask students: “What is something you wear to keep yourself warm? What do you
think an animal has to keep it warm?”
Share the title and cover of the book with the students. Then ask: “What do you
think this book will be about? What is your prediction?”
Picture-walk through the text. Introduce unfamiliar words: scales, armor, shells
and any other words that might be tricky. Allow students to read the book. Help
students use reading strategies to figure out new words.
After reading the text, ask students what are some animal coverings.
Use the interactive writing format to create the following chart with the students:
a. Scales
b. Fur/skin
c. Armor
d. Feathers
e. Shells
f. Spines
Depending on their abilities and attention spans, add animal names or pictures to
the chart.
Decision 5 – Acquisition Lesson Planning
7.
Assessment
For independent practice provide students with pictures of animals not mentioned
in the book. Allow them to place them onto the poster.
Use the pictures the students put on the poster to serve as the assessment for being able
to sort animals by their coverings.
Learning about living and non-living things is an important science topic for young
Notes and Reflections learners. Try these activities to help your students gain a strong understanding of this
concept.
Slide 1 of 4.
Teaching Strategies: (Explain and Model Collaborative Pairs; Distributed Guided
Practice; Distributed Summarizing; Graphic Organizers)
Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing)
Summarizing Strategies: Learners Summarize and Answer Essential Questions
Lesson Resources
Decision 5 – Acquisition Lesson Planning
Decision 5: Acquisition Lesson Seven
Language Objective(s), where appropriate:
I will compare living and non-living things.
Lesson Essential Question(s) or “I Can” Statement(s):
I can compare living and non-living things by using some of the attributes all living things share.
Activating Strategies: (Learners Mentally Active)
Acceleration/Previewing: (key vocabulary)
To introduce the topic to your students, bring a picture of a potted flower, an animal,
like a dog or a turtle, and a rock. Show the pictures to the class and ask them to think
about which ones are living and which are not living. Tape the three pictures across the
top of a large piece of bulletin board paper. Tell the students that living things have
certain needs. Along the side of the paper, write:
Topic
Living things eat.
Living things grow and change.
Living things move.
Living things reproduce.
Discuss each one and what it means. Then look at your three pictures and put an “X”
under the ones that meet each requirement. You’ll have four X’s under the flower and
the animal and none under the rock. You may need to talk about how flowers can turn
to face the sun and how they reproduce by making seeds. Explain that the flower and
the animal are living things, but the rock is no living.
Have students think of a few more examples and check them with your chart.
Assessment
For a quick assessment, have each student draw a picture of something that is living.
Slide 2 of 4.
Make a Living and
Non-Living Big Book
Another fun activity is to take your students on a walk around your school grounds
looking for living and non-living things. Before you go, review the characteristics of
living things. As you walk, have students tell you the things that they see. You might
want to bring a notebook or clipboard so that you can write them down.
When you return from your walk, look at your list with the students. Talk about each
item and whether it is living or non-living. Then write “A _______ is _______ (living
or non-living)” on a sentence strip for each item that you saw. Assign pairs of students
to each sentence and have them glue their sentence strip on a piece of paper and
illustrate. When all of the sentence strips are illustrated, you can bind them together
into a living and non-living big book.
Slide 3 of 4.
Center Ideas
You can make a few easy center activities to go along with your study of living things.
First, provide eight or ten pictures of different things, both living and non-living. Make
a sort mat labeled Living and Non-living. The students can practice sorting the pictures
onto the mat and then checking them with a friend.
For another activity, provide old magazines for the students to cut pictures out of.
They can glue the pictures onto two pieces of construction paper to make a living
Decision 5 – Acquisition Lesson Planning
things collage and non-living things collage.
Slide 4 of 4.
Teaching Strategies: (Explain and Model Collaborative Pairs; Distributed Guided
Practice; Distributed Summarizing; Graphic Organizers)
Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing)
Summarizing Strategies: Learners Summarize and Answer Essential Questions
Lesson Resources
Books
There are a few great books to help your students understand living and non-living things.
What’s Alive? (Let’s-Read-and-Find-Out Science 1), by Kathleen Weidner Zoehfeld. This book
uses simple language in a question and answer format and many examples to help young students
understand this sometimes tricky concept.
Are You Living: A Song About Living and Non-living Things, by Laura Purdie Salas. This book
introduces living things using a song. Kindergarteners will learn that living things move and eat
in this catchy science song to the tune of “Are You Sleeping?”
Living and Non-living (Nature Basics), by Carol K. Lindeen. This book explains living and nonliving things to young children using simple text and bright photographs.
Decision 5 – Acquisition Lesson Planning
Decision 5: Acquisition Lesson Eight
Language Objective(s), where appropriate:
Lesson Essential Question(s) or “I Can” Statement(s):
Activating Strategies: (Learners Mentally Active)
Acceleration/Previewing: (key vocabulary)
Get your Kindergarteners learning the differences between a living and non-living thing through literature
connections and hands on experience.
Is It Living?
Teaching about living and non-living things in Kindergarten lends itself to many kinds
of lesson plans and activities. It’s fun to see the light in a student’s eyes as he or she
understands that living things move, breathe, have the capacity to grow, and eat and
drink and that non-living things do not.
Lesson Plan
This lesson plan will be flexible largely due to teacher choice and availability of
materials; however, the procedure will be the same regardless of the materials chosen.
For example, this teacher prefers not to work with live worms, but other teachers may
not mind. Some samples of animals that can be safely brought into the classroom are
listed below, but definitely get permission from an administrator before doing so. Most
administrators understand because teaching living and non-living things is a part of the
Kindergarten science curriculum.
If bringing a live creature into the classroom is impossible, then be sure to take
students to visit one. This can be accomplished through a visit to the pet store, the
zoon, or the farm as a field trip.
Materials
Live worms and stuffed toy worms; or
Live rabbit and stuffed toy rabbit; or
Live hermit crab and stuffed toy hermit crab; or
Butterflies and a stuffed toy butterfly.
Chart paper
All the materials necessary to house the live animal (depending upon choice)
Science journals or notebooks
Literature to Use
The best literature for this lesson plan will be a nonfiction book about the animal
chosen and a fiction book about the animal chosen. For example, a perfect selection
would be a Rabbit Handbook and the Velveteen Rabbit (pictures shown below). In the
tale of the Velveteen Rabbit, the toy rabbit longs to be real, making it an excellent
choice. The rabbit handbook can be read to the class in parts and steps on how to care
for a rabbit can be charted. Regardless of the animal study to be undertaken, the
literature must support the study. Also have science pictures displayed for the students
to observe. Teaching about living and non-living things in Kindergarten lends itself
nicely to a nonfiction reading unit.
Procedure to Follow
Show the students the living and non-living thing. Discuss the meaning of living and
the meaning of non-living.
Place the nonliving stuffed toy in a safe place, like a cardboard box with some food
and water. Have the students observe if it moves, eats or drinks. Have them draw a
picture in their science journals and indicate their findings. *Note: you may have to
Decision 5 – Acquisition Lesson Planning
refill the water only due to evaporation.
Follow the same procedure for the living thing.
After one week, have the students review their journals and lead a guided discussion
about the differences between the live animal and the stuffed animal. Point out that
you would expect that the non-living thing did not move, eat, or drink because it is not
alive. Chart the differences and post in the science center.
Take a walk around the school or playground and have students name living and nonliving things. Beforehand, have a conversation or lesson plan about plans and trees.
Living and non-living instruction should be a Kindergarten unit.
As an extension, have the students find living and non-living pictures in magazines
and glue/label them in their science journals, or have them draw and label pictures of
what happened in this discovery lesson.
Assess the Learning
Have students to a worksheet about living and non-living things (see below). A clearer
image of this assessment can also be downloaded in the K-12 Media Gallery. Feel free
to modify it or advance it as necessary to differentiate for ability level.
Add this online picture to assess the skill of sorting living and non-living things to
your computer center time. This one will require supervision, because the system at
first marked a butterfly and a snail as incorrectly placed into the living category.
An online quiz for living and non-living things to do with an older or more advanced
group can be found online at The Open Door website.
References
Information here is provided by Laurie Patsalides’ classroom experience.
Teaching Strategies: (Explain and Model Collaborative Pairs; Distributed Guided
Practice; Distributed Summarizing; Graphic Organizers)
Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing)
Summarizing Strategies: Learners Summarize and Answer Essential Questions
Lesson Resources
Decision 5 – Acquisition Lesson Planning
Decision 5: Acquisition Lesson Nine
Language Objective(s), where appropriate:
I will sequence the life cycle of living things from birth to death.
Lesson Essential Question(s) or “I Can” Statement(s):
I can explain the stages of the life cycle.
Activating Strategies: (Learners Mentally Active)
Acceleration/Previewing: (key vocabulary)
Topic
This is the introductory lesson to a unit on butterflies.
Content
Science Needs of living things butterfly, caterpillar, chrysalis, eggs
Goals
Investigate the needs of a variety of different animals: air, water, food, shelter, and space.
Objectives
NCSCS Objective: 1.02 TLWD analysis of animals by investigating the needs of a
variety of different animals: air, water, food, shelter, and space with 90 percent accuracy.
CCS Task Analysis: TLW identify the needs of animals. TLW classify animals
according to their needs. TLW construct a habitat and explain how it supports the needs
of animals.
Materials
KWL Chart of SmartBoard Theme 8 Week 2 Houghton Mifflin Anthology Butterfly
pattern Pasta: Spiral (caterpillar), shell (chrysalis), bow tie (butterfly) small pastacouscous or orzo (eggs). Glue Scissors pictures of Painted Lady Butterflies. (A slide
show on the SmartBoard works well.)
Introduction
Complete the KWL on Butterflies using the following guiding questions:
What do you know about butterflies?
Have you ever seen one?
Have you ever touched one?
What did it look like?
What was it before it was a butterfly?
What do caterpillars look like?
What do caterpillars feel like?
How did they get to be caterpillars?
Development
Read aloud Butterflies from the Houghton Mifflin Theme 8 Week 2 Anthology.
Practice
Have students speak to a shoulder buddy about what they would like to know about
butterflies for approximately one minute. Complete the KWL chart based on student
feedback. (Before the read aloud.) Have students describe what the different stages of a
butterfly looks like and what they might need to grow through the stages of development.
(After the read aloud.)
Accommodations
Below grade level: Prepare butterfly pattern and provide a model of a completed
butterfly.
On grade level: Ask students to label the stages of development.
Above grade level: Write one sentence for each stage of development.
Checking for
Understanding
Circulate to monitor progress after the “closure.” Students write in their science journals
about the upcoming project.
Decision 5 – Acquisition Lesson Planning
Closure
Show a picture of a Painted Lady butterfly and explain to students that we will be raising
Painted Lady butterflies as part of our life science unit. Allow students to discuss this.
Teaching Strategies: (Explain and Model Collaborative Pairs; Distributed Guided
Practice; Distributed Summarizing; Graphic Organizers)
Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing)
Summarizing Strategies: Learners Summarize and Answer Essential Questions
Lesson Resources
Decision 5 – Acquisition Lesson Planning
Decision 5: Acquisition Lesson Ten
Language Objective(s), where appropriate:
Lesson Essential Question(s) or “I Can” Statement(s):
Activating Strategies: (Learners Mentally Active)
Acceleration/Previewing: (key vocabulary)
Topic
Students will learn what happens to a caterpillar later in life.
Content
Chrysalis, Metamorphosis, Cocoon, Butterfly, Caterpillar
Goals
Students will actively listen to story by acting out and making sound effects. Students
will be able to participate in the song by dancing and acting. Students will be able to
order the story correctly using sequence cards.
Objectives
Given a set of sequencing cards, students will be able to put the story in the correct
order.
Materials
Story book, The Very Hungry Caterpillar, sequencing cards, a real caterpillar, paper,
glue, scissors.
Introduction
Talk to students about caterpillars, asking if they have ever seen one or touched one. If
you can, bring one in to show the class.
Development
Read to students The Very Hungry Caterpillar. Have them act out the story using
sound effects and movements, and ask them questions.
Practice
Have students sing and act out the song:
I’m a very hungry caterpillar crawling around.
Eating everything in sight that can be found.
I’m weaving a cocoon on a good size twig and I’m starting to get real big.
I’m eating so much you can hear me chew.
Chomp, chomp, chomp’s all I want to do.
So much that I just can’t stop.
I’m afraid that I might pop!
POP I’m a butterfly flying about.
I’m beautiful, I want to twist and shout.
HEY! A butterfly, it’s a brand new day and I still hear my little friends say:
I’m a very hungry caterpillar crawling around.
Eating everything in sight that can be found.
I’m weaving a cocoon on a good size twig and I’m starting to get real big.
I’m eating so much you can hear me chew.
Chomp, chomp, chomp’s all I want to do .
So much that I just can’t stop.
I’m afraid that I might pop!
POP I’m a butterfly flying about.
Decision 5 – Acquisition Lesson Planning
I’m beautiful, I want to twist and shout.
HEY! A butterfly, it’s a brand new day and I still hear my little friends say:
I’m a very hungry caterpillar crawling around
Eating everything in sight that can be found.
I’m weaving a cocoon on a good size twig and I’m starting to get real big.
I’m eating so much you can hear me chew.
Chomp, chomp, chomp’s all I want to do
So much that I just can’t stop.
I’m afraid that I might pop!
POP I’m a butterfly flying about.
I’m beautiful, I want to twist and shout.
HEY! A butterfly, it’s a brand new day and I still hear my little friends say:
I’m a very hungry caterpillar crawling around,
I’m a butterfly.
I’m a very hungry caterpillar crawling around,
I’m a butterfly . . .
Accommodations
Students with special needs could have a special set of cards with puff paint on them
for texture, or shapes cut out of felt. They could have larger pictures and not have to
worry about cutting them out.
Checking for
Understanding
Ask students if they know what happens in a caterpillar’s life. Ask about words such
as “chrysalis” and “metamorphosis.”
Closure
Sing song again, allowing students to lead if possible.
Teaching Strategies: (Explain and Model Collaborative Pairs; Distributed Guided
Practice; Distributed Summarizing; Graphic Organizers)
Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing)
Summarizing Strategies: Learners Summarize and Answer Essential Questions
Lesson Resources
Decision 5 – Acquisition Lesson Planning
Decision 5: Acquisition Lesson Eleven
Language Objective(s), where appropriate:
I will explain that animals change as they grow.
I will act out different ways animals move.
Lesson Essential Question(s) or “I Can” Statement(s):
I can compare the way living things grow and change.
I can describe ways different animals move.
Activating Strategies: (Learners Mentally Active)
Acceleration/Previewing: (key vocabulary)
Topic
Hook Lesson for Farm Unit
Content
Science
Goals
The learner will orally state at least one thing they already know about the farm, farm
animals, or a farmer. The learner will orally state at least one thing they would like to
learn about the farm.
Objectives
Competency Goal 1: The learner will make observations and build an understanding
of similarities and differences in animals.
Objectives: Observe and describe the similarities and differences among animals
including: Structure, Growth, Changes, and Movement.
1.02 Observe how animals interact with their surroundings
1.03 Observe the behaviors of several common animals.
1.04 Demonstrate how to care for a variety of animals.
1.05 Observe the similarities of humans to other animals including: Basic needs,
growth and change, and movement.
Materials
Chart paper
Markers
Old McDonald book
Live animal (pig, chicks, dog)
Farmer Costume including: overalls, plaid shirt, straw hat, work boots, plastic pitch
fork, handkerchief
Introduction
Introduce the hook lesson by coming into the classroom dressed as a farmer. Have live
animal to get the students excited. Explain that we are going to start our farm unit
today, say something like: “Today we will begin our farm unit. Our goal for this unit is
to learn all about farms, farmers, and all the animals that live on a farm. Your role in
this unit is to learn all you can about what animals on a farm look like, what they do
each day, what they eat and what their babies are called. Your role will also be to learn
about a farmer’s daily responsibilities; in other words to walk in a farmer’s shoes for a
day.
At the end of this unit, you are going to pick an animal that lives on the farm or the
farmer. You are going to use art supplies to create whoever you pick. Then, some
friends from the North Carolina Farm Bureau are going to come into our class and
each animal/farmer is going to explain who they are and what their life is like to these
North Carolina farmers. Your challenge will be to think of yourself as an animal or
farmer instead of a kid.
Decision 5 – Acquisition Lesson Planning
Your knowledge and art product will be graded through a rubric. As long as you
follow all the steps and know lots of information about your animal you will do well.
As a class we will create the rubric used to grade your work.”
Practice
After introducing the lesson, ask the students what they already know about farms. Use
chart paper and markers to record this information. Try and obtain one piece of
information from each student. Next ask the students something they would like to
learn about the farm, farmers, or farm animals. Tell the students that it is okay if they
do not yet know anything about farms because they will definitely learn something
over the next three weeks.
Closure
Close the lesson by reading the book, Old McDonald Had a Farm.
Evaluation
The students will be evaluated through observation and the data collected on the chart
paper. This data will allow for further planning for the unit. It will also allow for the
teacher to know who has some background knowledge about farms and who does not.
Teaching Strategies: (Explain and Model Collaborative Pairs; Distributed Guided
Practice; Distributed Summarizing; Graphic Organizers)
Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing)
Summarizing Strategies: Learners Summarize and Answer Essential Questions
Lesson Resources
Decision 5 – Acquisition Lesson Planning
Decision 5: Acquisition Lesson Twelve
Language Objective(s), where appropriate:
I will identify how food, air, water, and shelter are all things that animals need to survive.
Lesson Essential Question(s) or “I Can” Statement(s):
I can identify the basic needs living things need to survive.
Activating Strategies: (Learners Mentally Active)
Acceleration/Previewing: (key vocabulary)
Topic
Observation and research of animals on a virtual field trip.
Content
Animal, structure, growth/change, movement, surroundings, behavior, observe, care,
similarities.
Goals
TLW observe animals on live web cam and discuss similar and different features among
animals. TLW observe adult and baby animals on live web cam and compare similarities
and differences. TLW observe and common behaviors of animals on web cam. TLW
observe animals on live web cam and tell about how to care for animals. TLW identify
basic needs of animals observed on live web cam. TLW identify how an animal moves
(i.e., hop, run, crawl, etc.).
Objectives
1.01 Observe and describe the similarities and differences among animals, including
Structure, Growth, Change, and Movement.
1.02 Observe how animals interact with their surroundings.
1.03 Observe the behaviors of several common animals.
1.04 1.04 Demonstrate how to care for a variety of animals.
1.05 Observe the similarities of humans to other animals including: basic needs,
growth/change, and movement.
Materials
SmartBoard computers with internet connection (10-12 computers if possible), Wiki
created for Kindergarten at T.C. Berrien, ELMO Projector, journals, pens, paper,
markers, and pencils.
Introduction
We are going to begin our two week “virtual field trip” to the National Zoo in
Washington, D.C. Turn and talk to a partner and describe what you hope you will get to
see on our trip.
Development
Today, we will look at the list of animals that have live web cameras at the National Zoo
in Washington, D.C. We will choose one of the animals to study today. We will begin
recording information in our Wiki. We will include what we know about the animal,
want to know about the animal, and at the end of the lesson, we will record what we have
learned about the animal on our Wiki.
Practice
You will have the opportunity observe the animals on the web cam during literacy
centers in the morning and math and science centers in the afternoon. You will then
record your observations in your animal journal. We will share our animal journals at the
end of the day and record our new information on our Wiki.
Accommodations
Students will draw and write according to own development/ability in journals using a
combination of pictures, letters, and words. Students may work with a peer/partner to
complete the assignment.
Checking for
Teacher questioning, teacher observation, journal reflection records of each student,
Decision 5 – Acquisition Lesson Planning
Understanding
evidence of K-W-L input by students, group discussion. Anecdotal records of teacher.
Closure
Today we learned about one of our animals on our list we have chosen to study in our
animals unit. We will record our information about what we have learned about the
animal in the “Learned part of our K-W-L chart in our Wiki. (Complete chart on Wiki at
this time.) today and every day, we work in our animals unit, we will research, and
record our findings. We will invite others in our school as well as your parents to share
in our Wiki and they can learn from your work.
Evaluation
Students will help to create a rubric to help evaluate their performance during this unit.
Teaching Strategies: (Explain and Model Collaborative Pairs; Distributed Guided
Practice; Distributed Summarizing; Graphic Organizers)
Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing)
Summarizing Strategies: Learners Summarize and Answer Essential Questions
Lesson Resources
Decision 5 – Acquisition Lesson Planning
Decision 6: Extending Thinking Activities
Include extending activities for several lessons in the essential units.
Cause/Effect
Compare/Contrast
Deduction
Justification
Induction
Analyzing Perspective
Error Analysis
Abstracting
Evaluation
Classifying
Constructing Support
Writing Prompt
*See lesson plans.
Decision 6 - Extended Thinking Activities
Decision 7: Differentiating the Unit
What accommodations will you make in order to meet the varied interests, learning styles, and
ability levels of all students?
choice menus
compacting
grouping
seating
visual, auditory, kinesthetic activities
scaffolding
real world meaning
interests
*See lesson plans.
Decision 7 – Differentiating the Unit
Decision 8: Unit Calendar
Determine the most viable sequence for the experiences, activities, and lesson and create a
timeline.
Six Week Unit
I can identify ways that animals of the same type have different attributes.
I can identify the way people name the parts of living and non-living things.
I can explain the basic structure that all animals of the same kind, including humans.
I can compare living and non-living things by using some of the attributes all animals share.
I can compare living and non-living things by using some of the attributes all living things share.
I can explain the stages of the life cycle.
I can compare the way living things grow and change.
I can describe ways different animals move.
I can describe the basic needs living things need to survive.
Decision 8 – Unit Calendar
Decision 9: Resources and Research
Provide graphic organizers, links, book titles, websites, etc. that provide support for teaching this
unit.
Classroom Centers: Zoo, Pet Shop, Animal Counting, Living Science, Bug Counting
iPad Apps
National Geographic for Kids
Playrific
Zoo Sounds
Photo Touch Farm Animals
Possible Websites:
http://fossweb.com/CA/modulesK-2/AnimalsTwobyTwo/index.tml
http://colaborativelearning.pbworks.com/w/page/32112575/Kindergarten%20Science
http://animal.discovery.com/pets/mutt-maker.htm
http://animal.discovery.com/breed-selector/dog-breeds.html
smartexchange.com - lessons for Smartboard
bookflix.org
Possible Field Trip Ideas:
In-School Field Trips
Greenville Zoo
Team Echo
www.harrysbigadventure.com
Hands On
Nature Center
Off-site Field Trips
Bullington Center (Nature Classroom)
Carl Sandburg
Hands On
Decision 9 – Resources
Provide ideas about how to integrate Big 6 or Super 3 research framework.
Task: Decide groups of students and where to find resources to guide the students learning. They
will be able to compare characteristics that make animals alike and different from other animals
and non-living things using computers, video, slide shows, and informational texts.
Solve: Students will work in groups, pairs or by themselves and choose two animals to compare
likenesses and differences with prompting and support from teacher/assistants. Students will
choose the medium to present to class their findings.
Evaluate: Were the students able to accurately determine the likenesses and differences between
two animals?
Decision 9 – Resources
Unit Designers:
Date: 02-22-13
Name
School
Andrea Burleson
EDN
Kim Smith
ATK
Nardi Nunez-Rundell
Dana ESL
Deidre Redden
MRS
Jean Mooney
CCS
Mary Baldwin
CCS
Kelly Jones
FES
Ashley Newcomer
UPW
Robin Rice
HIL
Unit Designers