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This document outlines a kindergarten science lesson plan about living and nonliving organisms. The lesson plan aims to teach students to recognize and explain the differences between living and nonliving things, understand what living things need to survive, and identify organisms as living or nonliving based on their characteristics. Students will watch an introductory video, sort objects, draw and label pictures, play an online game, and complete an assessment quiz to learn about and demonstrate their understanding of the key distinctions between living and nonliving organisms.

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47 views

Web 2

This document outlines a kindergarten science lesson plan about living and nonliving organisms. The lesson plan aims to teach students to recognize and explain the differences between living and nonliving things, understand what living things need to survive, and identify organisms as living or nonliving based on their characteristics. Students will watch an introductory video, sort objects, draw and label pictures, play an online game, and complete an assessment quiz to learn about and demonstrate their understanding of the key distinctions between living and nonliving organisms.

Uploaded by

api-656329767
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Web 2.

0 Tools for Communication and Collaboration


Lesson Idea Name:
 Living and Nonliving Organisms
Grade Level/Content Area:
 Kindergarten/ Science

Content Standard Addressed:


SKL1. Obtain, evaluate, and communicate information about how organisms (alive and not
alive) and non-living objects are grouped.
ISTE Technology Standard Addressed:  What would you like students to know and be
 Empowered Learner 1.1.c. Students use able to do by the end of this lesson:
technology to seek feedback that informs
and improves their practice and to  Students will recognize and explain how
demonstrate their learning in a variety of living and nonliving organisms are
ways. different.
 Students will understand that living
organisms need air, water, and food to
survive.
 Students will understand that living
organisms move, breathe, grow, and
reproduce
 Students will be able to identify an
organism by its characteristics to
determine if it living or nonliving.

What is the student learning goal(s) for this lesson idea?


 In this lesson, students will be identifying traits to determine if an object is living or
nonliving. They will also be sorting objects to identify whether they are living or nonliving
objects.

Bloom’s Taxonomy Level(s):


☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☒ Evaluating ☐
Creating
 Students will be determining what characteristics are important to determine whether an
object is living or nonliving.

How do you plan to implement this lesson and integrate the technology? Check all that apply: 
 
x Teacher-led: There is no student voice and choice in the activities. Students are guided by
teacher direction and expectations. Learning activities are assigned to the
student and mostly practice based. 
    

Frazier, 2021
Web 2.0 Tools for Communication and Collaboration
☐ Student-Led: Students are given voice and choice in the activities. They may select the topic
of learning and/or determine the tool they will use to meet the learning goal. The
teacher facilitates the learning as the students direct their own learning processes. 
 
☐ Problem-based and/or Publishable: Students are solving problems
and completing projects to demonstrate their learning. Additionally, the projects can be shared
outside of the classroom. (Note: This objective could be reached by displaying the project on the
school’s morning newscast, posting the project to the classroom blog, presenting it to another
class, or publishing via an outside source.) 

Lesson idea implementation:


 Students will work on the Living and Nonliving Lesson independently. The teacher will be walking
around the room and monitoring the progress of students. The teacher will provide help with
questions and technology as students need it.
Hook: Students will watch a BrainPOP JR Video to learn about living and nonliving organisms. After
watching the video, the students will answer a question about what they know that a living organism
has that a nonliving organism does not have. This will allow the teacher to assess the student’s prior
knowledge.
Lesson:
1. Students will complete an activity sorting living and nonliving organisms. The students will
determine if the item provided is a living or nonliving organism. They will drag the item to the
category it belongs to.
2. Students will draw a picture in Padlet of a living and nonliving organism. They will post a
picture of what they have drawn and then label what they have drawn in their picture. If the
student does not want to draw, they can look up pictures or find objects in the classroom and
take a picture.
3. Students will play an online game that will review living and nonliving organisms. This game
will have students select objects that are living and nonliving organisms in a backyard. It will
also review what characteristics an object has to be a living object.
Assessment: Students will complete a Blooket assess them on what they have learned about living
and nonliving organisms. The students will complete the Blooket in Café mode. They will try to keep
their café open for 5 days. This will provide them with the questions about 25 times.
Closing: The students will respond to a question asking about what important characteristics they
learned about living and nonliving organisms. This question will have students state the difference
between living and nonliving organisms. The students are able to respond to the question however
they desire. This includes responding with text, pictures, drawings, or videos.

Managing student learning:


 Students will be answering questions, watching videos, and engaging with other students.
To allow discussion and co-engagement, students will be able to complete the lesson
activities with a partner. The students will be encouraged to look at the other students
responses and respond to them by leaving a reaction or comment.

Universal Design for Learning (UDL):


 Expression: Multiple media will be used by students to interact with others.
 Representation: The information in the assignments will be understandable when multiple
Frazier, 2021
Web 2.0 Tools for Communication and Collaboration
media is used.

Reflective Practice:
Using this tool will allow students to do multiple tasks in a specific lesson to get a clear
understanding of a topic. They can watch a video on the topic of the lesson, they do different
activities to get a better understanding. At the end of the lesson, they will do an assessment to have
a way to express their newly new knowledge. I look forward to seeing how the students like the
different activities embedded into the lessons and see what knowledge the students are able to gain
about the topic.

Frazier, 2021

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