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Life Sciences/Living or Nonliving- lesson plan: 4 out of 5

2014 2015

Title
Find Something!
Teacher
E-mail
School
Lesson Title
Grade Level
Concept Targeted

Life Sciences Unit


Leslie Geiger
Leslie.Geiger@cobbk12.org
Teasley Elementary
Find Something Alive!
Kindergarten

Distinguishing between living and


nonliving things
Lesson Objective: Students will research to find one living thing. Students will
explain why the thing they found is living.
Lesson Essential Questions: How do I know if something is alive?
Vocabulary: living, non-living, air, grow, move
Assessment: formative observation during IPAD research and pair and share
activity
Georgia Performance Standards:
SKL1a. Recognize the difference between living organisms and non-living materials
SKCS6. Students will understand the important features of the process of scientific
inquiry. Students will apply the following to inquiry learning practices:
a. In doing science, it is often helpful to work with a team and to share findings with
others.
Misconception: That seeds are not alive
Proper Conception: Some things like rocks are never living
Safety Considerations:
None today
ESOL: review vocabulary on graphic organizer;
Differentiation: Show learning/understanding by verbalizing or drawing;
presentation of content IPAD, graphic organizer and picture book
Method:
Engage: Ask: Is everything living? Reread pages from book Is it Living or
Nonliving? Review graphic organizer. Ask: what living things did we observe?
What nonliving things? Show nonliving artifacts emphasize that some living things
like rocks were never alive.
Explain: Explain research. Explain that scientists do research to find out about
things. Today we are going to do research on an IPAD to find a living thing. Model
finding a living thing on Pebble go (watch video for animal). Do think aloud about

how I know that the animal is living because it moves all by itself and the text talks
about what the animal eats.
Explore: Working in pairs students will research to find an animal and tell partner
how they know that the animal is living.
Explain: Call students back up front ask them to share the animal that they
found and how they know that the animal is alive.
Extend: Create a poster that shows the animal that you found and pictures of what
the animal eats . and Research what the animal you found eatsGo to school garden
and identify nonliving things
Summarize: Student volunteers share animal that they found and how they know
that it is living

Materials: IPADS; graphic organizer for living things; picture book Is it Living or
Nonliving? By Rebecca Rissman; nonliving artifacts from day 3

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