SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas
Essential
Questions
PA/Common
Core/Standards
Objective
Bloom's Taxonomy
Webb's Depth of
Knowledge (DOK)

Formative &
Summative
Assessment
Evidence

ISTE Standards for

Students
Framework for
21st Century
Learning

DETAILS
CK
Miss Satira
Life Science
1st grade
10/7/16, 40-60 minutes
Just like plants, animals need sun, food, water, and air
to grow.
What is a habitat?
What is something that could be non-living?
What is a living thing?
3.1K.A1 Identify the similarities and differences
between living and non-living things
3.1.1A9 Distinguish between scientific fact and opinion.
First grade students, during class discussion and
through activities will recognize that living things need
four elements survive.
Students will recognize the difference between living
and non-living things.
Analysis: Students will analyze various habitats and
classify what animals need to live in the habitats.
Level 2: Organize, represent, and interpret animals,
elements, and habitats data.
Level 2: Describe and explain examples of scientific fact
and opinion.
Listen to student discussion of whether animals have
been placed in a habitat that will allow them to survive.
Observe and document students answers and
participation from the habitat board activity.
Check student understanding of the four elements
necessary for an animal to survive during observation
in lesson.
Collect category homework worksheet.
Quiz on last day of lesson (Have students categorize
what the four elements of a habitat are and what four
elements of living things are. 8 word bank questions
and one extra, question: Name 1 living thing and 1
nonliving thing worth 2 points.) Ten point quiz.
Empowered Learner: By using Sorting for Science to
further their knowledge of living ad non-living things.
Creative Communicator: Students discussing their ideas
in class of which item belongs in which category.
By the curriculum and instruction, students are learning
skills and innovating. They are discussing as a class and
learning through activities and worksheets.
Through problem solving, critical thinking and
communication students are learning more.

Accommodations,
Modifications

Student who cannot walk to front of class can to

categorize animals and plants into habitats or living
and non-living things by verbally sharing their thoughts
while teacher or peer can do the walking for him. They
can also use the iPad to draw items in categories or
even use the app, Sorting for Science. Student who
cannot collect items can draw their own items or have
peers share their found items so this student can create
living item crayon rub.

Seton Hill University Lesson Plan Template Step-by-Step Procedures

RATIONALE for the
Learning Plan
Introduction
Activating Prior Knowledge
Relate this lesson to the plant parts and function lesson.
By saying plants have roots, stems, leaves, seeds, and
other parts that help the plant grow. Humans and other
living things grow. Have students brainstorm about what
helps living things grow with the plant lesson fresh in
their memory.
Hook/Lead-In/Anticipatory Set
Begin by writing various habitats on the board with
printed magnetic pictures of living things that could be
placed in each habitat. Have students place animals one
by one in various habitats. (polar, grassland forest,
ocean, etc.)
Students are engaged in the lesson by walking to the
board to place animals in the correct habitat.
Explicit
Big Idea Statement
Instructions
Plants and animals are both living things.
Essential Questions Statement
What does it mean to be living?
Objective Statement
Students will identify and categorize plants and animals
as living or non-living and place them in correct habitats.
Transition
Play Are You Living for students and have lyrics on
board. Sing along so students can get involved.
http://capstonekids.com/science/songs/are-youliving.mp3
Key Vocabulary
Habitat
Extinction
Shelter

CK

Lesson Procedure

Reading Materials
Technology
Equipment
Supplies

Evaluation of the
Learning/Mastery
of the Concept

PreAssessment of Students
Asking students what are living and non-living things.
Have students brainstorm as a class what these items
could be.
Modeling of the Concept
Teacher will bring in both living and non-living things
flower, animal, human, shoe, basketball, chair, etc.) with
two bins labeled living and non-living. Students can
place items in bin by saying why an item is living or nonliving.
Guiding the Practice
For reference of categories and spelling, a new bulletin
board that categorizes living and non-living items, will
be posted. It will allow students to categorize items in
two categories along with pictures, the visual spelling
will be provided. (Hint: students can use the spelling of
these items for the quiz)
Providing the Independent Practice
Head outside to gather leaves, tree bark, flowers, and
grass to make prints with them. Each student will collect
five items in a bag. Once back inside, students will place
their item under a white piece of paper, rub crayon on
the print, and make colorful rubs of living things.
Transition
Allow students to play Sorting for Science on the iPad or
desktop. This app allows children 4 years old and up to
sort animals, plants, and other living things into
categories. There are six ways to play. Students can play
in the living or non-living category, animals or plants
category, types of animals category.
Ten pictures of living and ten pictures of nonliving items
White board and marker
Worksheet of categorizing and labeling
White paper and crayons
Items from nature
Computer with speakers to listen to song
Sorting for Science app
Formal Evaluation
Collect the living and nonliving items worksheet
Quiz on living and nonliving at end of week. Have
students categorize what the four elements of a habitat
are and what four elements of living things are. 8 word
bank questions and one extra, question: Name 1 living
thing and 1 non-living thing worth 2 points. Ten points
total.
Informal Evaluation
Walk around during discussion of the board categorizing
items activity and hear student responses.
Walk around to hear students gather their five items for

Closure

Teacher
Self-reflection

the crayon rub activity.

Summary & Review of the Learning
Hang up the worksheets done in class and the living
items rub around the room. Have students place their
work around the room where they want only if they can
give one example of a living or nonliving thing or what
living things need to survive,
Homework/Assignments
Use of worksheet that models the board activity.
Drawing an L in the box next to living things and an N in
the boxes next to the non living things. By restating key
words like (grow, breathe, reproduce, shelter, food,
water, and living space) Children will know the
characteristics needed for living things learned in class
and complete worksheet for homework and return next
day.

(kidzpark.com) homework sheet