SETON HILL UNIVERSITY

Lesson Plan Template Abridged

(May be adapted based on instructors needs)

Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)
Formative
AND/OR
Summative
Assessment
Evidence
Objectives
A-B-C-D
Bloom's Taxonomy
Webb's Depth of
Knowledge (DOK)

DETAILS
Kelsey Myers
Science
Pre-Kindergarten
April 12th, 2016
3.1.PK.A1: Recognize the difference between living and
non-living things.
3.1.PK.A2: Identify basic needs of plants (water and
light) and animals (food, air, water).

CK

Formal Evaluation
Questions answered orally:
What three things do animals need to survive?
What two things do plants need to survive?

In small groups, preschool students will recognize the

difference between living and non-living things 2/2
times.
Individually, preschool students will be able to identify
what 3 things living things need (food, water, air)

Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
What do we need to live?
Hook/Lead-In/Anticipatory Set
Bubbles
Are bubbles living?
How do you know if something is living?
What is your favorite animal?
Explicit
Big Idea Statement
Instructions
Independently,
Big Ideas
Essential Questions
What is the difference between living and non-living?
Essential
What do plants need to survive?
Questions
What do animals need to survive?
Key Vocabulary
Living, non-living, air, light, food, water

CK

Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs
Accommodations,
Modifications

Materials
(reading,
technology,
equipment,
supplies, etc.)
Closure

Other(This area
is to be
determined by
instructor OR
student as
needed)
Supervising
teacher
comments and
signature
Teacher
Self-reflection
What
worked?
What would
you
change?

Pre-Assessment of Students
Questions asked in whole group:
What are some things that are alive?
What are some things that they need to live?
Are plants alive?
What do they need to live?
Transition
Students will imitate their favorite animal to get into
their small groups
Adaptations/Accommodations for Students with Special Needs
Individually students with Special Needs will identify the
one picture of a non-living object.
Individually students with Special Needs will tell 1/3
things discussed that animals need to survive.
Individually students with Special Needs will tell
things discussed that plants need to survive.
Plastic animals; plastic plants; plastic non-living things;
pictures of living and non-living things

Summary & Review of the Learning

Students will be able to tell the three things animals
need to survive What are the three things that animals
need to survive?
Students will be able to tell the two things plants need to
survive What are the two things that plants need to
survive?