Name Daniel Machon

Class: ELED 3221

Date 3-28-17

Indirect Instruction Lesson Plan Template

Exploring Living and Nonliving

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Central Focus/Big Idea: Comparing Living vs. Nonliving things: Students will be able to
compare things that are living and nonliving and be able to explain how they are different.

Subject of this lesson: Science: Comparing Living vs. Nonliving characteristics

Grade Level: Kindergarten

NC Essential Standard(s): K.L.1.2: Compare characteristics of living and nonliving things in

terms of their: Structure, growth, changes, movement, and basic needs.

Next Generation Science Standard(s):

MS- Conduct an investigation to provide evidence that living things are
LS1-1. made of cells; either one cell or many different numbers and types of
cells. [Clarification Statement: Emphasis is on developing evidence that living
things are made of cells, distinguishing between living and non-living things, and
understanding that living things may be made of one cell or many and varied
cells.]

21st Century Skills:

Critical Thinking/Problem solving
o When doing this lesson, students will be investigating and observing the differences and
similarities that they find in the same type of animal. Students will have to be able to
articulate and write the findings that they have.
Collaboration:
o In this lesson, students will be working in pairs and in their table groups. Being able to
collaborate and work with others appropriately is important. It is also an important skill
for students in all grade, but especially in kindergarten to learn at a younger age.

Academic Language Demand

My lesson plan makes the students compare/contrast, because they are looking and finding
differences in living vs. nonliving things. They will be looking at different structures of these
things and basic needs of them.

Analyze Argue Categorize Compare/contras Describe Explain

 t
Interpret Predict Question Retell Summarize

Scientific Vocabulary
o Comparing
o Living
o Nonliving
o Needs
o Growth
o Structure

Instructional Objective: Students will work independently or in their table groups to sort items
into living and nonliving categories. Students are expected to earn at least 8 out of 10 points on
the exit ticket to show mastery.

Prior Knowledge (student): Students should know at least some characteristics of living and
nonliving things. Such as, living things must be able to breath somehow, like humans, however,
nonliving things do not need to breath.

Content Knowledge (teacher): The teacher will need to know which students are able to work
well with each other and be careful of that when giving out materials for students to work
together. When It comes to content, the teacher must know what living things are vs. nonliving
things. The teacher must be able to explain how those things are different and how the different
aspects of the things come into play. For example, a nonliving thing is not going to grow,
however, a living thing (like a human) has the ability to eat and grow up.

Accommodations for special needs (individual and/or small group):

Accommodations/modifications for students with special needs might include one-on-one time
with the teacher for more explicit/direct instruction if needed. When it comes to the sorting
worksheet, students with special needs could use a pencil to draw lines to sort instead of having
to cut out worksheets.

Materials and Technology requirements:

Worksheet for each student
Picture cut outs for each student
Powerpoint, for living vs. nonliving
YouTube video for read aloud.

Total Estimated Time: 30-45 mins

Source of lesson: Read aloud is coming from Youtube.

https://www.youtube.com/watch?v=be2jqsbs5T0
http://www.livebinders.com/play/play?id=446962 This website helped with other ideas.
Getting students up and moving was my idea.
Safety considerations: I will make sure that students are using materials the appropriate way
and that when moving around the classroom they are walking and keeping their hands to
themselves.

Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5 Es. Your procedure should be
detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube
video), describe your back up plan thoroughly. Imagine your most novice colleague needing to
teach from your plan. Dont just answer the questions. Additionally, I expect you to include
possible questions you could ask for each section. This needs to include higher-order questions.

Engage:
The teacher will play the read aloud of Do You Know Which Ones Will Grow? The teacher
will pause and allow students to answer after each and every single one of the questions in the
book.
The class will participate in an opening discussion.
o What do you see about things in this book?
o What are other examples that you could think of?
o What do these things have in common? Or what do they have different?

Explore:
The teacher will have a powerpoint of different pictures of living and nonliving things. Students
will all be standing together on the carpet. If students think that the picture that is on the board is
living, then they will move to the right side of the room. If students think that the picture is
nonliving, then they will have to move to the left side of the room.
After the students decide whether they think it is living or nonliving they will have to partner up
while standing there and take about 30 seconds to discuss why it is living or nonliving. The
teacher can ask prompting questions as follows.
o What made you decide to pick living or nonliving?
o What are aspects of this that make it living/nonliving?
o Will you explain your reasoning behind picking what you did?
o How does this relate back to the book that we read earlier?

Explanation:
Since students have already discussed why they chose what they did after each picture on the
powerpoint, students will come back as a whole group for a group discussion. This will allow for
all students to participate at one time and listen to their peers.
Students will be able to ask each other questions and ask the teacher questions if they have any.
Teacher will also ask questions as follows.
o After looking at our powerpoint (pull it back up if necessary) what do we see about living
things?
 o What are differences in living vs. nonliving things? (Teacher may need to explain what
living vs. nonliving is if students havent picked up on that already)
o Who in this room is living? (Hopefully everyone will raise their hands)
Can you grow?
Can you move?
Do you have needs? (food, water)
Do we change?
During this time it allows for students to see the connection between living and nonliving things
and the aspects such as growth, movement, having basic needs, changing over time, and structure.

Elaborate:
Students will be given a worksheet that will have two different categories (Living and Nonliving).
Students will also be given a stack of 10 different pictures, that are already cut out for them.
They will need to glue the pictures into the right category. Students will be able to ask
themselves questions about the objects. (Can it grow? Can it move? What needs does it have?
Does it change?)
The teacher will be walking around the class monitoring students progress as they complete the
task.
After students have pasted the pictures into each category, they will be able to color the pictures
that are given to them.
Teacher will be able to ask the following questions
o How do you know that it is living?
o How do you know that it is nonliving?
o What questions did you ask yourself to help you determine that?
o Could you give me an example of a living thing that is not on this worksheet?
o Could you give me an example of a nonliving thing that is not on this worksheet?

Evaluate:
Formative: Checked through observations and questions.
Summative: Students will earn points from the worksheet that they complete in the elaborate
stage.
o Students will receive one point for every correct picture placed in either the living or
nonliving category. (Should be 5 in each)
o This will be a total of 10 points.
o Students are expected to earn 8 out of 10 points to show mastery.

To be completed after the lesson is taught as appropriate

Assessment Results of all objectives/skills: Assessment results were based on the worksheet
that students worked on from the elaborate stage. All students showed mastery in sorting objects
into living or nonliving categories. That is 100% mastery for the class.
Reflection on lesson: Overall, this lesson went extremely well! The students were engaged and
had enjoyed the exploring of the lesson. The engage section of this lesson went very well. The
students could answer whether the different objects would be able to grow or not. Then they
associated growing with things that are living. The point of using that book, was to connect that
type of observation to living things and recognizing that nonliving things wouldnt grow. The
next part of the lesson could get students moving. Students enjoyed being able to move from one
side of the classroom to the other and you could hear student conversations about why they
thought something was living or nonliving. Students were also able to justify their answers of
this when they were called on. Finally, all students showed mastery in determining if something
was living or nonliving based on the exit ticket. This was a fun lesson to teach and the students
seemed to enjoy it also.

CT signature/confirmation: _________________________________ Date: ________________