Kenanow Bachelor of Education Programme Lesson Plan Template Lesson Planning Format – The Pas Campus L Student Teacher: S K Date: May 01, 2023 Grade: 1 Subject: Science Duration of Lesson: 30 minutes Unit/Topic/Theme: Cluster 1: Characteristics and Needs of Living Things Title of Lesson: Living vs Nonliving Things/Food From our Environment Lesson Overview: Provide a brief overview of the lesson. Summarize the content, focus for learning and instructional approaches. Within this outcome, students will understand and describe how humans and other living things (animals and plants) depend on their environment to meet their needs. Students will be asked about what living and nonliving things are from last class, and will need to explain how plants make their own food. They will realize the fruits, veg, and animal produce that they love to eat for energy just as the sun is vital for plants to grow to give us food. Essential Question(s) Enduring Understanding(s) What are living things? Students will understand that living things need What are Non-living? energy through source of food and water, they What does the term edible mean? reproduce (make more of themselves), What do plants need to live? grow/change, movement, and excretion. How do plants make their own food? What is this process called? Learning Outcomes (taken from curriculum documents): 1-1-10 Describe how humans and other living things depend on their environment to meet their needs. Examples: the environment provides humans and other living things with food... GLO: D2, E2 Indigenous knowledge included in this lesson: Key concept(s) and/or Foundational Words: Living, non-living, energy, edible, reproduce, photosynthesis Activating Strategies: Duration: ____ mins. (hook students, link to prior knowledge or build from prior knowledge, begin to make connections, preparing for learning) Instructor will ask students who remember what living and nonliving things are and what fruits and vegetable they like to go picking and eating in their environment. They will try and brainstorm what other animal in the environment eat these same foods to get energy. Acquiring Strategies: Duration: ____ mins. (Integrating and processing learning, content is presented and students process new information, what specific teaching strategies, will you use to engage students in their learning? How will you provide instruction and/or specific learning experiences which lead students to the understandings? What will be the sequence of these learning experiences?) Students will be given a sheet that we will complete together on how we know that it is living based on their components. Applying Strategies: Duration: ____ mins. (Consolidating learning, students may reformulate and extend their learning) Instructor will have students circle on a handout given the plants that they like to eat and produce that they love to eat from animals, for example, Eggs or nuggets from a chicken. For those who finish early, they will get another worksheet on circling the things that certain animals eat, for instance, circling the items that a squirrel would eat. Assessment Formative: (on-going, for learning) Instructor watches students body language and attention to instruction, discussion and understanding by actively using the thumbs up thumbs down technique. Summative: (final evaluation after learning has occurred, of learning) Students will be guided minimally just to see how much they remember from the previous class leading up to edible foods for living things. As learning: (metacognition, students reflecting on their learning and level of understanding) I will call on students as I ask questions repeatedly and actively ask the class as one to answer certain questions. Learning Resources and Materials: (books/articles, websites, technology, supplies, other) Worksheets, pencil, crayons, eraser Student specific accommodations, adaptations, and/or modifications prepared Some students like to color their answer instead of writing and circling, thus, they can do just that. Cross-Curricular Connections: (provide subject specific curricular linkages) ELA Teacher Reflection: (Areas of success, potential changes/improvements, reasoning and support) Students will be taken outside sometime today after this lesson just to see and observe in detail how plants and animals respond to their environment. We will then discuss us as humans and how we respond to the environment around us, opening questions for next lesson on how we treat our environment and on sustainability.
