USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Science

1st
What Standards (national
or state) relate to this
lesson?
Essential Understanding
Objectives- What are you
teaching?
Rationale
Evaluation Plan- How will
you know students have
mastered your objectives?
What Content Knowledge
is necessary for a teacher
to teach this material?
What background
knowledge is necessary for
a student to successfully
meet these objectives?
What misconceptions
might students have about
this content?
Teaching Methods

Step-by-Step Plan

Group
Size: 17

Name: Rachael Doyle

Date of Lesson: 3/30/2016

Lesson Content
SC.1.L.14.3 Differentiate between living and non-living things.
G.K12.1.1.4b Organization of Data Understand: Construct an organizational
system (i.e., knowledge tree, graphic organizer, or diagram) that represents and
illustrates the organization in a field of study and the subdivisions within that field.
There are certain characteristics that something has to have in order to qualify as a living
thing. It can only fit into two categories, either living or non-living.
Students will be able to identify the characteristics of a living thing.
Students will be able to identify the characteristics of a non-living thing.
Students will be able to compare and contrast a living thing and a non-living thing.
Students should be able to understand why her pet fish needs water but her pet rock
does not. It is important that students can differentiate between the two so that a
student can identify that a fish is a living thing and a rock is a non-living thing.
Formative Assessment Question & answer/discussion/anchor chart
Summative Assessment individual venn diagram and exit ticket
A living thing can eat/drink, reproduce, grow, breathe air, move on their own and die. If a
object does not have those characteristics, it is not a living thing.
The learners in this group have touched on the topic of the sun as well as plants. They
know that the sun is beneficial to us as a living thing. They also know that as living things
we need air, water, food and shelter in order to survive.
Some living things may not have all characteristics of a living thing so that may make it
hard for students to understand. For example, a plant does not move but it is still a living
thing.
Lesson Implementation
Video
Discussion/collaboration
Individual work
1. Students are called to come and sit on their carpet spot.
Student
2. Students will watch the hook video that will deepen and
shake their thinking on what they believe are living and
10
Teacher &
non-living things.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Science
1st
min

Group
Size: 17

Name: Rachael Doyle

Date of Lesson: 3/30/2016

Students
Students

What will you do if

3. The teacher will ask students their thoughts on the video and
start the discussion on living and non-living things.
4. What are characteristics? What could be characteristics of
living things? What does that mean for non-living things?
Teacher
Discuss movement as a characteristic and bring up plants.
Teacher &
5. Create anchor chart based on discussion.
5 min Students
6. Review venn diagrams (cheetah and elephant from previous
week) what are they used for? Could we use what we did
Students
with cheetahs and elephants with living and non-living things?
10 to
7. Students will get their own venn diagram and pick one living
15
and non-living thing. Students will compare and contrast the
min
Students
living and non-living subjects theyve chosen.
& Teacher
8. Students will share their venn diagrams with their shoulder
10
partners. We will come back together as a class and two or
min
three students will be called on to share anything they
Students
observed or noticed while completing their venn diagram.
9. Students will be given an exit ticket and write down one
characteristic of a living thing.
a student struggles with the content?

What will you do if

a student masters the content quickly?

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
All students have the ability to have a connection with living things (themselves) and
non-living things (school items).
If applicable, how does this lesson connect to/reflect the local community?
The community is known for its famous strawberries, which are living things.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Science
1st

Group
Size: 17

Name: Rachael Doyle

Date of Lesson: 3/30/2016

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
These students will use more than two items when comparing.
How will you differentiate instruction for students who need additional
language support?
Accommodations (If
needed)

JB highlighter to help his handwriting

Materials

http://www.pbslearningmedia.org/resource/tdc02.sci.life.colt.alive/is-it-alive/
venn diagrams
sticky notes