Christine Townsend June 28, 2014

Subject: Science Grade: Kindergarten

1. TEKS
(9) Organisms and environments. The student knows that plants and animals have basic needs
and depend on the living and nonliving things around them for survival. The student is expected
to:
(A) differentiate between living and nonliving things based upon whether they have basic
needs and produce offspring; and
(B) examine evidence that living organisms have basic needs such as food, air, water,
and shelter for animals and air, water, nutrients, sunlight, and space for plants

Objective: Students will separate living things from nonliving things using pictures (focusing on
people and animals only).

2. BIG UNDERSTANDING
Living things require basic needs of food, water, air, and shelter that distinguish them from
nonliving things.
3. ASSESSMENT EVIDENCE
Pairs of two will randomly select picture examples of living and nonliving things and work
together to identify it as either living or nonliving.

4. OPENING HOOK
The teacher will introduce the lesson by showing an example of a living and nonliving thing
using myself (living) and a stuffed animal (nonliving).

5. INSTRUCTIONAL STRATEGIES/ACTIVITIES
Opening hook will introduce the title and purpose of the lesson. Students will be sitting in
a half circle format on the carpet
An explanation will be given to identify living and nonliving things; Why do living
things need food, water, air, and shelter? As a living thing, what do you need (type of
food/home)?
Examples of living and nonliving things will be presented on the Elmo as the entire class
discusses why it is living or nonliving
Modeling will take place as the teacher will separate a living or nonliving example using
magnetic pictures; three student volunteers will follow and do the same as the whole class
interacts to come to an agreement
Pairs of two will then randomly pick a picture and discuss with their partner to identify it
as either living or nonliving. The pairs will then go to a corresponding side of the
classroom labeled either living or nonliving. Each pair will show their example as the rest
of the class agrees or disagrees
A short review will be conducted to clarify students understanding of what makes living
things different from nonliving things
6. MATERIALS/RESOURCES/TECHNOLOGY
Stuffed animal (hook)
Pictures- living and nonliving
ELMO to display examples- this element of technology enhances student learning of the
topics as students are able to see images projected onto a larger surface area in which it
can be easily viewed and made more appealing. Using the ELMO allows students to
focus their attention on the images and maintain interest in the topic as this use of
technology allows for whole class participation
7. GROUPING PATTERNS
Whole group instruction when given examples; Pairs when separating living & nonliving things

8. ENDING, SUMMARY/REFLECTION
After the students have identified living from nonliving things in pairs and as a class, the teacher
will review students understanding of what basic needs living things need: How do you know if
something is living or nonliving, what does it need?