Life Sciences/Living or Nonliving- lesson plan: 1 out of 5

2014 2015

Title
Living or Nonliving?
Teacher
E-mail
School
Lesson Title
Grade Level
Concept Targeted

Life Sciences Unit

Leslie Geiger
Leslie.Geiger@cobbk12.org
Teasley Elementary
Living or Nonliving?
Kindergarten
Attributes of Living things

Lesson Objective: Students will take preassessment for living and nonliving,
students will learn attributes of living things and create an anchor chart; students
will decode words from text by using point and slide strategy.
Lesson Essential Questions: How do I know if something is living or nonliving?
Vocabulary: living, non-living, air, water, move,
Assessment: diagnostic - preassessment
Georgia Performance Standards:
SKL1a. Recognize the difference between living organisms and non-living materials
RF.K.3a Know and apply grade level phonics to decode
words
Misconception: That seeds are not alive
Safety Considerations:
None today
ESOL: visuals to go along with anchor chart for terms air grow
water food
Differentiation: verbalize whether object is living or nonliving for assessment
instead of picture sort on T-chart.
Method:
Explain: Ask: Are you living or nonliving? Explain that all things are either living or
nonliving. Explain that this week we are going to learn how to tell if something is
living or nonliving. Show pictures of living and nonliving objects. Students name
object as you are showing pictures.
Evaluate: students will take pre-assessment; sort objects into living and nonliving
using a T-chart.
Engage: Ask: Are you Living? Explain that we are going to read a book that will
help us know what living things need and do. Then we can decide if we are living or
nonliving. Show graphic organizer (hand that has Living Things written in the
palm) Read aloud Is it Living or Nonliving? by Rebecca Rissman use point and slide
strategy while reading to decode words from text.

Explain: Ask: What did we learn that living things do? Write on graphic
organizer and glue matching clipart (ESOL). What did we learn that living things
need? Write on graphic organizer. Read attributes of living things from graphic
organizer and act out. Then ask student volunteers to name attributes on graphic
organizer. Students pair and share attributes of living things. Ask: Are you alive?
model pair and share about whether I think I am alive and why? Students pair and
share
Summarize: Student volunteers share whether they think they are living or not
and why?

Materials: Hand graphic organizer, clip art for vocabulary, pictures to sort and a
T-chart for each student, book Is it Living or Nonliving? By Rebecca Rissman