Name:

Lindsey Pearlstein Notes/Comments:

Date: 3/27/16 CT Approved: (3/24/16)
C.T. Name: Ms. Ayala Partners Name: (Toni)
Grade Level: Kindergarten Toni will be teaching her lesson the following day. It will
Subject: Science include an overview of what I taught, then a
Unit: Living vs. Non-living characteristics of living things activity, followed by a
picture match on the carpet, where she will bring pictures
of objects students may have found confusing during the
pre-assessment, and they will have to put them under
Living or Non-living. During the characteristics of living
things activity, she will create a chart with breathes,
drinks water, grows, needs shelter and more, so
that students can go through each one. Living things must
have all these characteristics, so she will emphasize that if
even one is missing, that animal/plant cannot be living.
After the carpet activity with the pictures, she will have a
wrap-up discussion.
Lesson title Whats Alive?
Brief description In this lesson, students will engage by talking about what
What do the students do in this lesson? they already know about living versus non-living things
during a group discussion via a KWL chart. We will then
discuss what they want to learn. In order to explore, we
will read a book called, Whats Alive? As we read, when
a student hears something we can add to our learn
section of the KWL chart, he or she will raise their hand to
add it. At the end, we will have a shorter explain activity
because we will simply talk about what is now in our
learned section and we will go back to discuss some of
the misconceptions that came up during the science talk.
Lesson Focus There is a difference between living and nonliving things.
What central ideas or fundamental principles Nonliving things have basic needs and produce offspring,
are the focus of this lesson? while nonliving things do not.

Objectives Using data collected throughout the lesson, students will

What specific knowledge and/or skills do you be able to organize pictures of objects into living and
want the students to learn, practice, or nonliving, based on their basic needs. (This will be after
experience as a result of participation in this the whole lesson is completed with Tonis lesson being
lesson? Think about both language and about organizing pictures).
content area knowledge/skills. For my objective, students will use data they collect
through the read aloud to be able to differentiate
between living and nonliving things based upon whether
they have basic needs and produce offspring.
TEKS/PreK Guidelines addressed K.9.a Differentiate between living and nonliving things
Copy and paste the content and the process based upon whether they have basic needs and produce
TEK you are addressing in your integrated offspring.
learning goal. K.2.d Record and organize data and observations using
 pictures, numbers, and words.
ELPS addressed K.4.(I) demonstrate English comprehension and expand
Copy and paste most relevant. reading skills by employing basic reading skills such as
demonstrating understanding of supporting ideas and
details in text and graphic sources, summarizing text, and
distinguishing main ideas from details commensurate with
content area needs.
Vocabulary and Sentence Stems (Living) things have basic needs and produce offspring.
List vocabulary you will pre-teach and/or (Non-living) things do not have basic needs.
teach within this lesson; include a Sentence (Reproduction) is when two animals have babies.
Stem that will support your students A place where an animal or person lives can be called a
language use. (shelter). This can protect them from bad weather or
danger.
Materials Required Large poster paper for KWL chart; different colored
List all of the materials needed to teach this markers to differentiate K, W and L; Whats Alive? Book;
lesson. Be as detailed as possible. (Include any pictures of objects to go over during the explain section.
additional materials needed for differentiated Living cards may include, a dog, flower, tree, boy, king,
instruction accommodations listed below.) leaf, duck, butterfly, bee and a worm
Also include technology Non-Living cards may include, a fan, soccer ball,
basketball, flag, cupcake, trashcan, clock, kite, cloud and a
bus.
Advanced Preparation Before coming into school, I will print 6 pictures of
Describe how the materials should be objects/organisms representing both living and non-living
prepared, set up, and organized. Be as things. Once at school, I will come in early to grab the
detailed as possible. large poster paper for the KWL chart and the three
different colored markers. I will put it on the board and
write K-W-L, so when the students come in from recess,
they will know to sit down and be ready to do a KWL
chart. I will put a chair next to the chart in front of the
carpet to sit in. I will take out the book from the library
and put it right next to the chart, so students can sense
that we will be doing a read aloud. I will also use the six
pictures of the items from our pre-assessment/science
talk to use during the explain stage.
Grouping of Students (large group, table Large group seated on the carpet because that is where
groups, buddies, independent, etc.) they focus the best for engaging, exploring and explaining.
They will need to get their jitters out and all feel like
talking, so they can explain to a partner next to them,
while still staying as a group on the carpet.


Procedure
Describe exactly what the teacher and the students do in the lesson. List questions you will ask; use Blooms
Taxonomy reference as needed. Be specific about your procedures and number your statements. (Engage,
Explore, Explain). Tell me how much time you need for each activity!
Consider this format if it works for you.
TIME What Students Do What Teachers Do

ENGAGE
15 min -Students raise their hands to say, Living vs. -Welcome the students to the carpet and ask
Nonliving things. them to sit in their normal spots. Ask the
students who can tell them what we have
been talking about in science.
-Tell them we are using a KWL chart (they
are already familiar with this)
-Students raise their hands and give what -Ask students who can tell the class what a
they know. living thing is and what a nonliving thing is.
This will be added to the Know section.
Repeat after the teacher with new -Tell the students we will be learning even
definitions from the sentence stems: more about what makes something living
Reproduction is when two animals have versus nonliving and we will be making a list
babies to help us keep track.
EXPLORE
20-25 min Discuss with partners about what they want With working definitions in mind, guide the
to learn, share with the group after they students to ask questions about what they
have discussed and add to W part of KWL want to learn. Have them discuss with a
chart. partner for 2 min. and then share what they
discussed to the group to add to the W.
-Students are investigators, finding clues to -Begin the read-aloud, asking students to
gain more knowledge and be as smart as investigate and when they find any clues or
they can be! They raise their hands once additional information, we can add it to the
they hear something, so they continue to Learned section of the chart.
pay attention and it gets added to the chart. -If students miss a critical piece of
information, pretend that the teacher is the
investigator and say, Whats that? I think I
found something. Should I re-read?
EXPLAIN
10-15 min

 -Students listen to the summaries, so they -After the read aloud, summarize all that the
know what to discuss. They go on to discuss KWL chart states, ensuring to emphasize the
with partners and can ask additional L section for five minutes.
questions after they discuss, if they still have -Have students discuss in their own words
any. with a partner what living things versus non-
living things are to them for five minutes
-Bring everyone back and ask If there are
any additional questions.

Evaluation
How will you know that students met the Informal formative assessment (using the end discussion
lesson objectives? for explain and consulting the L part of the KWL chart.
Differentiation: I will leave this book, along with two other books about
Accommodations to enrich living versus non-living things for students who want more
How will you modify the lesson to meet the information and more of a challenge to look at and discuss
needs of more advanced learners? during class. They will be available during literacy centers,
independent, and buddy reading time. They can also look
at them during snack or during recess, if it happens to be
indoors. In the future, if there is are students who clearly
already know what living versus non-living things are and
their definitions, they can be given an interest project.
With this project, they could create a booklet by choosing
a living thing and describe in detail how each of its basic
needs being met demonstrates that it is living, complete
with illustrations.
Differentiation: For the purpose of both enrichment and support, students
Accommodations for support will discuss with a buddy on the carpet during the explain
How will you modify the lesson to meet the phase. We have six special education students: five with
needs of students who need more support? Autism Spectrum Disorder and one who is non-verbal. Ms.
Ayala puts each next to a high ability student, so they can
help one another out and keep them focused. They will
remain in their carpet spots for this reason. The student
who is not yet talking has various hand signs that he is
able to use and his buddy is familiar with these.
Additionally, I will repeat instructions so that students can
have a clear understanding and extend time for buddy
talk, if necessary.
ESL/ELL Strategies We are going over key vocabulary (using sentence stems)
How will you support your English language at the beginning to support these learners. Additionally,
learners? the partners will assist the learners if they need any help.
The book is full of pictures and visual aids, and we are
bringing in those pictures. This activity does not have any
reading or writing, so it is accommodating for ELL
students. We only have two ELL students in the class and
they are both fully bilingual.
ELPS 1F: (F) use accessible language and learn new and
 essential language in the process.
For our advanced/advanced high learners, we can extend
time if necessary during buddy talk.
For intermediate learners, the visuals and sentence
frames will be especially helpful.
If we had beginners in our class, I could repeat
instructions exactly, only rephrasing when necessary. A
bilingual dictionary could also be provided.