Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
By: Alex Vliet, Christie Hill, Kelsey Blanton, and Taylor Granelle
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
1. Introduction and Overview
1a. Statement of Topic:
Our universal theme is comparing living and nonliving things. Throughout this kindergarten unit, we will teach
students what living and nonliving things are and how to locate these within their environment. We will also have the students
compare and contrast living things to nonliving things as well as compare and contrast themselves (as humans) to other living
and nonliving things. Our main content area is science. We used the following science standard and clarifying objective:
 (Science) K.L.1 Compare characteristics of animals that make them alike and different from other animals and nonliving
things.
o K.L.1.2 Compare characteristics of living and nonliving things in terms of their: Structure, Growth, Changes,
Movement, and Basic Needs.


We also integrated ELA, Social Studies, Art, Technology, and Mathematics throughout the lesson using the following
standards and clarifying objectives:
(ELA) RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of
information in a text.
(Social Studies) K.C.1 Understand how individuals are similar and different.
o

(Art) K.V.3 Create art using a variety of tools, media, and processes, safely and appropriately.
o

K.V .3.1 Use a variety of tools safely and appropriately to create art.
(Technology) K.TT.1 Use technology tools and skills to reinforce classroom concepts and activities.
o

K.C.1.1 Explain similarities in self and others.
K.TT.1.3 Use technology tools to present data and information (multimedia, audio and visual recording, online
collaboration tools, etc.).
(Mathematics) CCSS.MATH.CONTENT.K.MD.B.3 Classify objects into given categories; count the numbers of objects in
each category and sort the categories by count.
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
1b. General Description:
Our kindergarten unit is about comparing living and nonliving things. We have integrated the science standard (K.L.1
Compare characteristics of animals that make them alike and different from other animals and nonliving things.) and clarifying
objective (K.L.1.2 Compare characteristics of living and nonliving things in terms of their: structure, growth, changes,
movement, basic needs) with math, social studies, art, technology, and ELA. Each of the lessons within the unit build on the
previous one by providing the students with lessons, activities, and questions that incorporate things they have previously
learned within the unit. We begin the unit by inviting groups of students to plant a seed and a rock. They will observe each
planted item throughout the unit and make notes of any changes in their interactive science notebooks. The teacher will probe
the students’ prior knowledge by asking them questions regarding living and nonliving things throughout the planting activity.
As a pre-assessment, the class with complete the sorting activity (found on Science Games for Kids) on the SmartBoard. The
teacher will use this activity to determine how much the students already know about comparing living and nonliving things.
Lesson one teaches the students all about living things. The science standard K.L.1.2 is integrated with the ELA
standard RI.K.3. In the lesson, we talk about what a living thing is and the characteristics that make up a living thing. For an
activity, the class will participate in a class nature walk and determine what pictures depict living things. Lesson two strictly
explains all about nonliving things. Lesson two builds on lesson one because the students need to learn about both living and
nonliving things before they are able to compare them. Students will use a variety of tools (scissors, glue, and pencils) safely
and appropriately to cut out the pictures of nonliving things on the bottom of their worksheet and glue them in the circle
labeled-- Nonliving Things. Lesson three is about the structure of living things. The science standard K.L.1.2 is integrated
with the social studies standard K.C.1.1. Lesson three builds off of the first two lessons by having the students use their newly
formed knowledge about living and nonliving things and apply it to the new content of a living thing’s structure. In this
lesson, students will have to name the types of structures that occur in animals, humans, plants, and nonliving things. They will
also need to compare themselves to other living and nonliving things. Lesson four is about the movement of living things.
Students must correctly identify, count, and categorize items of living and nonliving things according to their movement on an
activity sheet. Lesson five is about comparing living and nonliving things according to their basic needs. Using a variety of art
tools safely and appropriately, the students will be able to draw two pictures of original living things as well as two pictures of
each of the living things after they have grown. Lesson six explains to the students how to compare living and nonliving
things according to their change. Students must correctly identify, count, and categorize living and nonliving things according
to their change on an activity sheet. Lesson seven is about comparing living and nonliving things by growth. The students will
use a variety of art tools to draw four living things and four basic needs of living things in their flipbook. Lessons three
through seven highlight a different part of the science objective (structure, growth, movement, change and basic needs). Each
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
of the lessons refers back to the class books the students created about living and nonliving things in lessons one and two. The
final lesson, lesson eight, will tie everything together. During lesson eight, we will discuss everything that has been learned
throughout the unit. Students will watch a video on the SmartBoard reviewing living and nonliving things and then will
participate in a scavenger hunt around the room to find living and nonliving things. They will need to identify pictures of living
and nonliving things and place them in a T-chart on their individual iPads.
The unit will conclude by allowing the students to individually create a product that solves the following problem.
Someone has moved to Charlotte, NC and is curious about what living and nonliving things exist in the environment. They
make a trip to the Visitor Center in hopes of finding some useful information. It is the students’ job to inform this person
about the living and nonliving things in Charlotte, NC. Students can use their interactive science notebooks as a resource for
their project. Once everyone has created their format (PowerPoint, Flip Book, Brochure, Prezi, Booklet, etc.) for providing the
person with information, regarding the living and nonliving things in Charlotte, NC, the teacher will create a classroom display
of the projects in the local Visitor Center. The teacher will set a date after school for parents, friends, and the public to view
the students’ finalized pieces. The teacher will arrange to leave the students’ projects at the Visitor Center for the public’s use
and benefit. The whole unit will take about three to four weeks to complete.
1c. Role of Technology:
Throughout our unit on living and nonliving things, we will use a variety of different technology tools to help better
explain and present the information. Technology is used in the form of the SmartBoard and iPads. The technology resources
are used in four out of the eight different lessons that make up our unit as well as in the initiating activity. The SmartBoard is a
prominent source of technology that is used to display information and used as an interactive way to work together as a class to
go over assignments. For example, in lesson one, the whole class will complete a KWL chart on the SmartBoard. The teacher
also uses the SmartBoard in lessons five and eight to show a video. The videos review living and nonliving things. Each
student will have his or her own iPad to work individually on the assignment in lesson eight. Students will categorize living
and nonliving things on the iPad into two categories.
Technology is a wonderful way to enhance, enrich, and extend learning in a unit. By showing the videos in a few
lessons, we are adhering to the students who are visual learners. Technology also enhances the students’ learning by engaging
them in digital activities. When the students are able to interact and learn through technology, they are more likely to find the
activities exciting and meaningful. The SmartBoard can also be used to enrich their learning by displaying and reviewing
worksheets and activities. Sorting on the SmartBoard helps kinesthetic learners to get up and move around. To extend learning
in our unit, students will work individually on the iPads in lesson eight and will be able to go at their own pace to complete the
assignment. This incorporation of iPads is also beneficial because you can restart the sorting game if they finish early and a
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
new set of pictures show up to sort again for further understanding. It is a good way for students to become acquainted with
new technology.
2. Rationale
2a. Real World Applications/Concerns:
This unit relates to real world applications and concerns because living and nonliving things are found within the
students’ environments. The students are living things; therefore, it is important for them to know what they need in order to
survive and thrive. The unit also prepares the students to identify various things in the real world as living or nonliving based
on their characteristics. This unit is important to teach to kindergarten students because they need to be able to compare living
and nonliving things in their environment by their structure, growth, changes, movement, and basic needs. For example, a
student may want to start his/her own garden at home. First, the student would need to know if the things they plant are living
or nonliving and if they will actually grow once they are planted. He/she would also want to know what the plant would
produce once it has grown. In order for the plant to grow, he/she would need to know what the living thing needs. The various
factors the student needs to know in order to create his/her own garden is taught within this unit.
Global Awareness will be incorporated throughout this kindergarten unit. The teacher will highlight the importance of
living and nonliving things being everywhere in the world. They are not just present in Charlotte, NC. One example of the
incorporation of global awareness within the unit is found in lesson five when the students are comparing living and nonliving
things by their basic needs. The students will work in groups to determine which of the Gummy Worms or the Night Crawler
Worms are living and which are nonliving based on their basic needs. The teacher will ask, “Students, do you think you can
find Gummy Worms in another part of the world? Why or why not? Do you think you can find Night Crawler Worms in other
parts of the world? Why or why not?” If the students have a hard time answering these questions, the teacher can help the
students discover the answer by searching the internet to find the information. With the teacher’s assistance, the students could
even see if they could locate a website that ships Gummy Worms or Night Crawlers Worms from other areas in the world.
Another example is shown in lesson seven-- Comparing Living and Nonliving Things by Growth. When the students are
learning about growth in living things, the teacher will ask questions such as, “Do you think the kindergarteners in Asia grow
like you do? Why or why not? Do you think the plants in Africa grow the way the plants in America grow? Why or why
not?” Even though much of the kindergarten curriculum focuses on the students and their family and community, the teachers
can always discuss various things that the students can relate to on a global scale.
Culturally Responsive Teaching (CRT) strategies are integrated throughout the kindergarten unit. Student-Centered
Instruction is incorporated when the students are asked to solve the following problem. Someone has moved to Charlotte, NC
and is curious about what living and nonliving things exist in the environment. They make a trip to the Visitor Center in hopes
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
of finding some useful information. It is your job to inform this person about the living and nonliving things in Charlotte, NC.
This activity puts the students’ ideas and knowledge in the center of instruction by allowing them to creatively produce the
final project and solve the problem. It also involves the community when their final projects are submitted to the Visitor
Center where family, friends, and the public can come by to read and view the students’ projects. Learning within the Context
of Culture is another CRT strategy that is incorporated into the unit. The teacher varies the teaching strategies throughout the
unit as well as provides the students with various options for completing the Problem-Based assignment. They can use a
PowerPoint, brochure, flip book, Prezi, picture book, etc. to display their information.
2b. Needs of the Students:
As a group, we have planned a unit on living and nonliving things for kindergarten. This unit meets the developmental
and academic needs of the students throughout each lesson. The lessons in this unit require the students to be active and
energetic through movement. One of the lessons will have the students go on a nature walk to pick out living and nonliving
things in their environment. This will help meet the characteristics of physical development for students. The students will
also be encouraged to read and/or write daily in the lessons to help develop the mental characteristics of students’ growth
academically. The students will be challenged to take on responsibilities throughout the unit by participating in tasks through
classroom management. Students will also be praised when they are correct in order to meet the students’ emotional
development. Many of the lessons incorporate group work; therefore, the students’ social development is addressed. By
integrating math, art, social studies, language arts, and technology into the science unit, this will help build the students’
academic development.
2c. Daily Five Integration:
The Daily Five will influence the teachings of this unit because we want students to become independent learners and
build their stamina while doing the required tasks. The students will have time to read by themselves in order to learn how to
“Read To Self”. The students will also participate in the “Write On Their Own” component during this unit on living and
nonliving things. In addition, the students will be asked to “Share Read” by reading to someone. The teacher will read aloud to
the students so that they can listen and hear how to read fluently. Students will also be working on “Word Work” to learn new
words and practice familiar words. The books that are used during the lessons in this unit will also be available for students to
read during each component of the Daily 5. Each of the Daily 5 sections will assist the students with increasing and deepening
their understanding of living and nonliving things.
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
3.
Unit Plan Framework: Broad Goals and Alignment
Main Content Area 3a. Competency Goals and
Objectives and their Alignment to Broad Goals.
1 Living Things
K.L.1
(Science
Essential
Standard)
K.L.1.2
(Science
Clarifying
Objective)
How can you
What is a living
compare
thing? What is
living and
a nonliving
nonliving
thing?
things?
3b. Broad Goals
Lesson name
K.L.1 (Science
Essential
Standard)
K.L.1.2
(Science
Clarifying
Objective)
Behavioral Objective
After reading the book Living
Things and discussing the
characteristics of living things,
students will be able to correctly
identify at least 5 pictures of living
things by circling the correct ones
and by cutting and gluing them on
a worksheet.
3c. Relevant Goals (3c): Place
an X under the goal that
corresponds with the lesson.
X
3d. Lesson Alignment
Explain how one lesson
aligns/flows to the next. (How does
each lesson build on the previous one?
How are the lessons tied together?
How does the learning progress from
one lesson to another?)
Lesson 1- This lesson introduces living
things. The whole unit is on living and
nonliving things so we decided to start
with living things because it would be
an easier thing to grasp since the
students are living things.
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
2 Nonliving Things
After reading and discussing
nonliving things in the book, Do
You Know Which Ones Will Grow,
students will be able to correctly
cut out at least 5 nonliving pictures
and glue them on their worksheet
to achieve mastery.
X
3 Structure of Living After looking at images of animals
and Nonliving
and humans, students will draw at
Things
least three similarities and two
differences in their journals for
each image that is being compared
to achieve mastery.
X
X
Lesson 3- This lesson introduces the
structure of living things. The standard
we are using requires us to talk about
the structure, growth, change,
movement, and basic needs of living
things. We decided to go with structure
after nonliving things because now the
students have an idea of both living
and nonliving things. They can start to
build off of lessons 1 and 2 while
adding structure to the characteristics
we came up with.
4 Movement of
living and nonliving
things
After reading and discussing the
X
book Are You Living?, students
will categorize living and nonliving
according to their movement.
Students must be able to correctly
identify and count 10 for full
mastery.
X
Lesson 4 introduces movement of
living and nonliving things. Because
lessons 1 and 2 introduce the students
to living and nonliving things, this will
be what students can base the
similarities and differences on when
thinking about movement of the two.
5 Basic Needs of
Living and
Using a variety of art tools safely
and appropriately, the students will
X
Lessons 1 & 2- vital for understanding
the basics about living and nonliving
X
Lesson 2- This lesson introduces
nonliving things. Lesson 1 introduced
living things. The first two lessons are
very important for the success of the
unit because students must be able to
distinguish what living and nonliving
things are before they are able to
compare them.
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
Nonliving Things
identify and draw four living things
and four basic needs of living
things. A level 4 on the rubric is
considered mastery.
things
Lessons 3 & 4- introduce the ideas of
comparing living and nonliving things
by movement and structure (Both are
easily observable)
Lesson 5- builds on the previous
lessons by introducing another way to
compare living and nonliving things-Basic needs
The lessons are tied together by
reviewing each of the previous lessons
topics in the focus and review section
of the lessons.
6 Change of Living
and nonliving things
After reading and discussing the
X
book What’s Alive and the video
“You Look Different”, students
will categorize living and nonliving
things according to how they
change over time. Students must
correctly identify and count 8 for
full mastery.
X
Lesson 6 introduces change of living
and nonliving things. Because lessons
1 and 2 introduce the students to living
and nonliving things, this will be what
students can base the similarities and
differences on when thinking about
changes of the two.
Lessons 3, 4, and 5 are introducing the
ideas of comparing structure, basic
needs, and movement of living and
nonliving things which will help the
students see all the different ways
living and nonliving things are the
same and different.
7 Growth of Living
and Nonliving
Things
Using a variety of art tools safely
and appropriately, the students will
draw two pictures of original living
X
Lessons 1 & 2- vital for understanding
the basics about living and nonliving
things
X
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
things as well as two pictures of
each of the living thing after they
have grown. A level 4 on the
rubric is considered mastery.
8 Compare Living
and Nonliving
Things by their
structure,
movement, basic
needs, change, and
growth while using
technology.
After watching the video Living
and Nonliving Things and
completing the scavenger hunt
students will be able to classify
pictures on an IPad individually
into two categories: living and
nonliving things. Students will
have to identity 15 out of 20
pictures correctly to achieve
mastery.
Lessons 3, 4, & 5- introduce the ideas
of comparing living and nonliving
things by movement, structure, and
basic needs (All are either easily
observable or tangible to the students)
Lesson 6- introduces the idea of
change within living and nonliving
things. Growth is an example of
change; therefore, lesson 7 progresses
after lesson 6
Lesson 7- builds on the previous
lessons by introducing another way to
compare living and nonliving things-Growth
The lessons are tied together by
reviewing each of the previous lessons
topics in the focus and review section
of the lessons.
X
X
Lesson 8- Students learning will build
and they will now combine what they
learned in previous lessons about
comparing living and nonliving things
by their structure, movement, basic
needs, change, and growth and be able
to put them all together. Students will
also be using technology.
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
Unit Plan Annotated Resource List
1. What’s Alive By Kathleen Weldner Zoehfeld (K-2)
Children will learn how to tell the difference between living and nonliving things through activities and comparison with their
world around them and things they see every day. This could be read in a classroom read aloud. The teacher would read the
book and then complete an activity. The students could draw things they see around there house both living and nonliving
(what they learned from the book) and then bring them to class and classify them into the two categories-- living and nonliving.
2. Living Things by Alan Trussell-Cullen (Grade K-2)
http://purduescientificliteracyproject.org/LivingThings/tabid/143/Default.aspx ISBN: 0-7685-0559-3
This book addresses the properties, characteristics, and habitats of living things. Children will learn that all living things need
air, water, and food for survival. This could be read as a read aloud to the whole class. Student could draw a living thing and
all of the things it needs to survive.
3. The Very Cranky Bear by Nick Bland (Grade K-2)
This book is about four animal friends who just want to find a warm place to play during the winter. They find a cave to play
in but little do they know there is a bear that is trying to sleep. (Hibernate) They all figure out that the bear is very cranky so
they all try to make the bear look the way they do. Finally, the bear comes out and yells at them and says, “I just want to
sleep.” The only animal that doesn’t try to change the way the bear looks is the sheep. Once the sheep hears what bear really
wants to do, he shaves off some of his wool and stuffs it into a sheet to make the bear a pillow. The bear thanks the sheep and
finally falls asleep. This book will be used for a classroom read aloud. We will discuss the different types of things living
things need to do to survive.
4.The Very Hungry Caterpillar by Eric Carle (Kindergarten)
This book tells the story of the journey a very hungry caterpillar. He eats various foods until he is so full that he goes to sleep
and makes a cocoon. At the end of the story, the caterpillar hatches out of his cocoon as a beautiful butterfly. The book will
be used during Lesson Seven-- Comparing Living and Nonliving Things by Growth. During the read aloud, the teacher
highlights the caterpillar’s growth from a skinny to fat caterpillar. The book also can be used to connect lesson seven to the
previous lessons about movement, basic needs, and change.
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
5. Do You Know Which Ones Will Grow by Susan Shea (Kindergarten)
This book is a good interactive book for students to read. This will be used in lesson two as a read aloud during teacher input. The
book introduces living and nonliving things but allows the reader to decide which thing is living and which thing is nonliving. Each
page has a tab they can pull over to see a picture.
6. Are You Living? By Laura Salas (Kindergarten)
This book is good for students to remember the difference between living and nonliving things through songs. Students will sing songs
about living and nonliving things with the tune of well-known songs. This songbook will be used at the beginning of a lesson to help
students get excited about learning the lesson in the focus and review.
7. (Initiating Activity) http://www.sciencekids.co.nz/gamesactivities/plantsanimals.html is a great website for the unit on living and
nonliving things for kindergarten students. There is an activity for the students that has them taking a picture of living things and then
sorting them. There are also other activities on plants, animals, bones, and being healthy. This website supports the standards by
having the students pick out the living things and sort them.
8. http://schoolmediainteractive.com/view/object/video/7ABC07018B522E94840BA8ABAC521D31 is a website with a video about
Living and Nonliving things. It is about a little boy and his sister looking around their house inside and outside for living and
nonliving things. The teacher can use this video to support his/her instruction.
9. http://www.youtube.com/watch?v=cPiNTkCmmv0 and http://www.youtube.com/watch?v=7oYTNFNvqO0 are both videos created
by the Make Me Genius website. Since the videos are very similar, the teacher can determine which one suits the needs of his/her
students the best. These video websites are a great way to introduce the concept of what characteristics determine a living thing from
a nonliving thing. They provide the students with a visual and descriptive representation of the differences in living and nonliving
things.
10. http://www.firstschoolyears.com/science/resources/games/ourselves/living/living.htm is a website where students can compare
living and nonliving things. The students drag the picture into the correct category on the iPad. This will be used in independent
practice to reinforce the Science standard-- comparing living and nonliving things.
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
4. Daily Lesson Plans
Lesson One Topic: (Taylor) Learning all about living things and their characteristics
Student Teaching edTPA Lesson Plan Template
Subject: Kindergarten, Science and Literacy
Central Focus: N/A
Essential Standard/Common Core Objective:
K.L.1.2 Compare characteristics of living and
nonliving things in terms of their: Structure,
Growth, Changes, movement, basic needs
Date submitted: 10/8/2014
Date taught: N/A
RI.K.3 With prompting and support, describe
the connection between two individuals,
events, ideas, or pieces of information in a text.
Daily Lesson Objective: After reading the book Living Things and discussing the characteristics of living
things, students will be able to correctly identify at least 5 pictures of living things by circling the correct ones
and by cutting and gluing them on a worksheet.
21st Century Skills:
Critical Thinking: Students will have to
interpret the different characteristics and needs
of living things. They have to be able to
distinguish between a living and nonliving
thing.
Communication and Collaboration: Students
Academic Language Demand (Language Function and
Vocabulary):
Apply/identify/classify: Students will be able to identify
what a living thing is and apply what they learned to the
worksheet. They will have to pick out what the living things
are and classify what certain living things have and need.
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
will be communicating and collaborating in
groups at different stations. They will walk
around the room and determine what pictures
are living at teach station.
Vocabulary:








Describe
Similarities
Differences
Compare
Living Thing
Plant
Animal
Human
Prior Knowledge:
This class has worked with KWL charts previous to this lesson. Students should know how to use the smart
board, as well as be able to comprehend a story while listening to someone read it. Students should have been
introduced and familiar with book/print concepts such as where to start reading on the page. Students should be
able to point to the front of the book and the back of the book. Students know how to draw, draw circles. They
have learned how to compare and what it means to compare. They also learned how to use scissors and glue.
Activity
1. Focus and Review
Description of Activities and Setting
“Today we are going to talk about what a living thing is. Can anyone
tell me what it means to be living?” After I ask that question I will
make a KWL chart on the smart board. We will add whatever they
know about what a living thing is. Instead of having the section of
“what we want to learn” we will only have what we know and what we
learned.
Time
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
2. Statement of
Objective
for Student
We are going to read a book that tells us what a living thing is. After
the book we will add to our list of what a living thing is. Then we are
going to use the pictures that you all brought in of things around your
house that you think are living things. By the end of the lesson you will
understand what a living thing is as well as be able to tell someone what
a living thing is.
3. Teacher Input
“Now that we have our lists of what we think living things are we are
going to read the book called Living Things.” “After reading the book
we are going to go back to the list and add or take out some things. The
list will include: living things eat, they reproduce, they use energy, they
grow, they adapt to their environment. “Living things are all over the
world.” “Now that we know what a living thing is we can look through
three pictures I brought in. We will look at the pictures and then go
over our list that we made of what a living thing is. With each picture
we will go over each item and check the ones that the picture
represents. After we go over each picture and match it to the list we
made I will mix up the cards and we will play a little game I made. I am
going to pass out two cards for each person. One will have a thumbs up
and one will have a thumbs down. If you think it is a living thing put up
the card that has a thumbs up. If you do not think it is a living thing
then you put up the card with the thumbs down on it.”
4. Guided Practice
With the pictures everyone brought in from their homes we will do a
nature walk around the room. I added a few pictures to our nature walk
because not all of the pictures you guys brought in were living things,
but that is all right because we did not go over what a living thing is
when we did this assignment. I have set up six stations: stations 1 and 2
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
have dogs, stations 3 and 4 have birds, station 5 has a human, and
station 6 has a plant. You will all be put into groups of 4. Each group
will start at a different station. Once we are finished every group will
have been to each station. Once you are at the stations you will have to
decide what pictures are living. After each group gets through all of the
stations, we will get back together in a group and go over what we
observed. Once we have a class discussion I will put each station
animal on the board. I will ask, “Who can tell me what both of station 1
and 2 are?” (Two types of dogs) “Who can tell me what both of station
3 and 4 are?” (two types of birds) “What is the picture of in station 5?”
“What is the picture of in station 6?” Once we talk about those stations
I will start a Venn diagram. There will be a diagram for stations 1,2 and
3,4. We will talk about the similarities and differences of the dogs as
well as the similarities and differences of the birds. Then we will talk
about how the human is very different from both of those types of
animals. After discussing the differences of the human and the animals
we will talk about the differences of animals and humans to a plant.
“First we are going to take the pictures that everyone brought in and
start a book with them. Our book will be about living things. Once we
put all of our pictures that we collect into our book I will bind it and we
will have it to look at for the rest of the year!”
5. Independent Practice
After discussing what a living thing is and the types of living things the
students will receive a worksheet that is front and back. On the front
there is 5 questions. Each question will have two different pictures. On
the back there will be a chart. One side has “On your own, you will
have to circle the correct picture that represents a living thing. Once
you finish the front side you will flip it over and do the back. Raise
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
your hand and I will bring you the rest of the worksheet. I will pass out
a sheet that has a lot of different picture on it. You will have to cut out
the pictures of all of the living things characteristics and needs. Then
you will have to glue the picture to the right section. There will be a
chart. One side of the chart is for a plants needs and characteristics and
the other side is for animal’s needs and characteristics. I will give you
an example of how to do this side. “One picture might be the sun. You
would cut that out. What side of the chart would the sun go on?”
“Another picture might be a bowl of animal food. What side of the
chart would the bowl go on?” “Now I am going to pass out the
worksheet and you can all start with the side of the worksheet that you
circle the correct answer. Make sure to write your name.”
Formative: Teacher questioning throughout the lesson
6. Assessment Methods
of
all objectives/skills:
7. Closure
Summative: The students will receive a worksheet that has pictures of
animals, plants, cars, furniture, etc. They will circle the picture that is a
living thing. Students will need to get 4 out of 5 correct. The other side of
the worksheet will have two sides. This side of the worksheet has a separate
paper that the students will have to cut out the pictures and glue them onto
the correct side of the chart. Students will need to get 6 out of 8 correct.
After all of the students worksheets are in the “turn in bin” we will
gather back on the carpet and review what we learned. “Who can tell
me what a living thing is?” “Can you give me some characteristics?”
“How about some needs?” “We are going to finish our KWL chart.
Let’s fill in the side that says what we learned. “Who can tell me one
thing that we have learned from this lesson?”
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
8. Assessment Results of
all objectives/skills:
Targeted Students Modifications/Accommodations
Student/Small Group Modifications/Accommodations
ELL: Partner with another student for the lesson to
help with further explanation and questions
For Low performers have precut pictures
high performers, early finishers may draw another
example of a living thing.
Materials/Technology:

Worksheets
(Front)
Name:
_______________________________________________________________________________________
1.
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
2.
3.
4.
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
5.
(Back)
Plants
Animals
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.





Glue
Scissors
smart board
book
pictures
Lesson Two Topic: (Alex) Learning all about nonliving things and their characteristics
Student Teaching edTPA Lesson Plan Template
Subject: Science/ Kindergarten/Lesson 2
Central Focus: N/A
Essential Standard/Common Core Objective:
K.L.1.2 Compare characteristics of living and
nonliving things in terms of their: Structure,
Growth, Changes, Movement, and Basic needs
Date submitted:
Date taught:
K.V .3.1 Use a variety of tools safely and
appropriately to create art.
Daily Lesson Objective: After reading and discussing nonliving things in the book, Do You Know Which Ones
Will Grow, students will be able to correctly cut out at least 5 nonliving pictures and glue them on their
worksheet to achieve mastery.
21st Century Skills:
Communication and Collaboration: Students
will be communicating and collaborating as a
Academic Language Demand (Language Function and
Vocabulary):
Identify: Students will be able to identify what a nonliving
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
class on what nonliving things they want to take
a picture of while taking a walk around the
school or outside.
thing is and glue it on their worksheet.
Vocab: alive, characteristics, environment, grow, dead,
living, nonliving, develop, energy, reproduce, respond
Prior Knowledge: Students will have prior knowledge using the SmartBoard. Students know how to use
scissors and glue appropriately. Students have knowledge of what a living thing is.
Activity
1. Focus and Review
2. Statement of
Objective
for Student
3. Teacher Input
Description of Activities and Setting
Gather students on the carpet. Ask: “What are some examples of living
things that you have learned about? Is a plant a living thing?? Are you a
living thing? How can you tell if something is living? Are living things
different from nonliving things?” Say: “Last class you all talked about
the characteristics of living things. Today we are going to talk about
nonliving things and how they are different from living things.”
Say: “Today we are going to learn about the characteristics of nonliving
thing by reading the book Do You Know Which Ones Will Grow. By the
end of this lesson you will be able to tell me the characteristics of
nonliving thing and be able to show me examples of non-livings things
with at least 5 pictures.
Say: “Last week you all learned that living things are made of cells, can
move, grow, respond to the environment around them, reproduce and
can die (dog, flower, seed, and log). Today we are going to learn about
the characteristics of nonliving things. Nonliving things are not alive
now and never were alive before. Nonliving things do not grow, move,
Time
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
change, reproduce, or die. Ask: “Who can tell me an example of a
nonliving thing?” Who can tell me an example of a nonliving thing they
see around the room? What makes is nonliving?” Say: Today we will
read the book Do You Know Which Ones Will Grow and discuss
throughout the book, which things are living and which things are
nonliving.” Stop on certain pages and ask questions. Ask: “Can a car
grow and become a truck? Why or why not? Can a car move on its
own? (Address misconception that a car moves but not on its own) Can
a stool grow and become a chair? Why or why not? Can a chair grow?
Can a chair move by itself? Say: “Nonliving things exist all over the
world. Do you think that students in schools over in China have desks
just like you all?”
4. Guided Practice
After reading the book students will take a walk around the school
(inside or out) and take pictures of nonliving things and discuss why
these things are nonliving with the teacher and parent volunteer. Ask:
“What do you all see around you that is nonliving? Does it have the
characteristic of a nonliving thing? Remember even though it may be
moving; is it moving on its own or is something moving it? The
teacher will take the pictures that were taken around the school or
outside and put them into a class book to be used throughout the unit as
a reference book of nonliving things.
5. Independent Practice
Say: “Now you all will get a chance to find nonliving things on your
own. Each of you will be given a worksheet with a circle on it and the
word nonliving written in the center of the circle. (Displayed on the
SMART board) There will be 10 pictures total on the bottom of the
sheet that are both living and nonliving. I want you to cut out the
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
pictures on the bottom that you think are nonliving and glue them in the
circle. Remember that you won’t use all of the pictures on the bottom of
the page. You will have to decide which picture is living or nonliving.”
Students will add their completed worksheet to their interactive science
notebooks.
Formative Assessment: Teacher questioning and observation throughout the
lesson.
6. Assessment Methods
of
all objectives/skills:
Summative Assessment: Collect students worksheets completed in independent
practice and determine level of mastery. To achieve mastery students must glue at
least 5 nonliving things onto their worksheet.
-Students have at least 5 nonliving pictures glued on to their worksheet to
achieve mastery.
-Students have at least 4 nonliving pictures glued on to their worksheet to
achieve mastery.
-Students have 3 or less nonliving pictures glued on to their worksheet achieve
no mastery
7. Closure
8. Assessment Results of
What are some characteristics of a nonliving thing? What is an example
of a nonliving thing? Think-pair-share with a partner one thing you
learned from today and an example of a nonliving thing. (Put on
SMART board what to do when finished so students can have visual
reminder)
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
all objectives/skills:
Targeted Students Modifications/Accommodations
Student/Small Group Modifications/Accommodations
ELL: Partner with another student for the lesson to
help with further explanation and questions.
For struggling students: Provide pre-cut pictures to be put
on their worksheet.
For those who finish early: Students may color in their
pictures on their worksheet. They can also draw one other
nonliving thing example.
Materials/Technology:




The Book: Do You Know Which Ones Will Grow
Worksheet for independent practice:
Pencils
SmartBoard
Reflection on lesson:
Worksheet found here: http://www.teacherspayteachers.com/Product/Science-cut-paste-sort-REAL-pictures-center-LIVINGNONLIVING-ESL-GT-kindergarten-1177449
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
Lesson Three Topic: (Taylor) Comparing Living and Nonliving Things According to Their Structure
Student Teaching edTPA Lesson Plan Template
Subject: Kindergarten, Science and Social
Studies
Central Focus: N/A
Essential Standard/Common Core Objective:
K.L.1.2 Compare characteristics of living and
nonliving things in terms of their: Structure,
Growth, Changes, movement, and basic needs.
Date submitted: 10/8/2014
Date taught:
K.C.1.1 Explain similarities in self and others.
Daily Lesson Objective: After looking at images of animals and humans, students will draw at least
three similarities and two differences in their journals for each image that is being compared to achieve
mastery.
21st Century Skills:
Critical Thinking: students will interpret what a
living thing is along with their characteristics.
They will also understand what structure is and
that all living things do not have the same
structure.
Academic Language Demand (Language Function and
Vocabulary):
Identify: Students will be able to identify what a living thing
is.
Vocabulary: structure, living thing, compare, similarities,
differences
Prior Knowledge: Students will have to know what a living thing is. Students will have to know living things
characteristics. Students know the parts of the body. They can draw. Students have learned what a living and
nonliving things are. They know how to compare things. They also know what similarities and differences
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
mean.
Activity
1. Focus and Review
2. Statement of
Objective
for Student
3. Teacher Input
Description of Activities and Setting
“Who can tell me what a living thing is? What are some of the
characteristics of living things? Who can tell me what a nonliving thing
is? Do they have any needs? Do they have any characteristics? What
are some of their characteristics?” Today we are going to build on what
you already know.
Today we are going to build on what you already know about living
things. You already know what they are and the characteristics of them.
Now we are going to learn what their structures are. You will
understand how these structures make up living things and that without
them they would not be living. By the end of this less you will be able
to give similarities and differences of humans and yourself compared to
animals and other living things. You will also compare yourself to
nonliving things.
We are going to start off with a review. Let’s make a list of the
characteristics of living things. What is a living thing? What are some
of the characteristics of a living thing? Are they all the same? What can
be different about them? We are going to play a little game. I will pass
out white boards to each of you along with an expo marker. I am going
to show you one picture at a time. If you think the picture is of
something living I want you to write down the letter “y.” If you think it
is nonliving then I want you to write down the letter “n.” Now that I
Time
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
know everyone knows the difference between living and nonliving
things I am going to add a few more words to our list of characteristics:
mouth, eyes, ears, tongue, face, arms, hands, paws, claws, and feet.
Who can tell me what all of these are called? They are part of a living
thing, which we call their structure. Structure is what living things are
made of. We are going to read the book The Very Cranky Bear. After
we read the book we will discuss a few structures of each of the animals
that is in the story. Now that we read the book, I am going to put 3
different pictures up on the board. (Dog, Flower, Human) Who can tell
me what all three of these have in common? Who can tell me what is
different about all three of these? Now, I am going to add one more
picture on the board. Who can tell me what this is? Right! It is a
nonliving thing. What is the difference between the nonliving thing and
the picture of the plant and the picture of a couch? There are a lot of
things that are different. Is there anything that is the same?
4. Guided Practice
Now that we have discussed what structures are I am going to divide
everyone in to groups of 3. Each group will get two different pictures of
living things and one nonliving thing. One group might have a dog, a
car, and a bird. Another group might have a cat, a truck, and an
elephant. Along with the pictures each group will get a worksheet (one
for each group member) with different types of structures. I want you
to circle the pictures of structures on your worksheet that the two
images have. So if I have a dog, a car, and a bird I would circle a beak,
paws, tongue, feathers, fur, wings, legs, mouth, ears, teeth etc. Once
each group is done I want you all to go back to your seats.
5. Independent Practice
Students will now have a chance to compare structures of living things
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
to nonliving things on their own. Each student will receive a picture of
one animal and a nonliving picture. In their science journals they will
need to draw two lines down the page. One side will be labeled “me”
another side will be labeled animal, while the third section will be
labeled nonliving thing. “I want you to look at the pictures you got very
carefully. Think about all of the structures that you have and look for all
of the structures that this animal has. Once you figure out the different
structures I want you to draw three pictures of the structures that you
have that the animal does not have. Then for the animal section I want
you to draw three pictures of the structures that the animal has that you
do not have. And finally for the nonliving section I want you to draw a
picture of two things that the nonliving things have that the animal and
you do not have.
Formative Assessment: Teacher questioning throughout the lesson
6. Assessment Methods
of
all objectives/skills:
7. Closure
Summative Assessment: In their interactive science notebooks, they will draw
similarities and differences of animals, nonliving things, and humans. They must be
able to draw at least 3 similarities and 2 differences for each of the pictures.

Student has their similarities for the animal and
human
 Student has their differences for the animal and
human
 Student has their differences of animals, humans, and
nonliving things.
Who can tell me what a living thing is? What are some of the
characteristics of a living thing? What is a nonliving thing? Who can
tell me what structure is? What are some types of structures? Do all
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
living things have the same structure?
8. Assessment Results of
all objectives/skills:
Targeted Students Modifications/Accommodations
Student/Small Group Modifications/Accommodations
ELL: Partner with another student for the lesson to
help with further explanation or questions.
Low performers: will have precut pictures in case they
have a hard time cutting the pictures out
High performers and early finishers: They will have to
draw another example
Materials/Technology:






pictures of living and nonliving things
Book: The Very Cranky Bear
science journals
white boards
expo markers
work sheet
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
Reflection on lesson:
Lesson Four Topic: (Christie) Compare Living and Nonliving Things According to Movement
Lesson Plan 4: Christie Hill
Subject: Kindergarten
Topic: Living and Nonliving things: Movement
Essential Standard/Common Core Objective:
K.L.1.2 Compare characteristics of living and nonliving
Central Focus: Science: Comparing living and
nonliving things according to movement.
Date submitted: October 8, 2014
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
things in terms of their: Structure, Growth, Changes,
Movement, Basic needs.
Date taught: N/A
CCSS.MATH.CONTENT.K.MD.B.3
Classify objects into given categories; count the
numbers of objects in each category and sort the
categories by count.1
Daily Behavioral Objective: After reading and discussing the book Are You Living, students will categorize
living and nonliving things according to how they move. Students must correctly identify and count 10 for full
mastery.
21st Century Skills:
Flexibility – Students will deal positively with praise,
setbacks and criticism.
Academic Language Demand (Language Function
and Vocabulary):
Creativity – Students will use a wide range of idea
creation techniques (such as brainstorming)
Language Function: Explain in writing
Information Literacy – Students will read a text and
analyze the movement of living and nonliving things.
Key Vocabulary
● Living
● Nonliving
● Movement
Prior Knowledge: Students should understand what makes an object living and nonliving. Students should
know the structure of a living and nonliving thing. Students should be able to identify similarities and
differences between living and nonliving things. Students should be able to categories items and count up to 10.
Students should be able to work together in groups and work alone. Students should know how to compare two
things.
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
Activity
1. Focus and Review
2. Statement of
Objective
for Student
Description of Activities and Setting
Time
Gather students on the carpet around you. Let them know that our
lesson today is going to be around a book that you will share. Using
the class’s Living Things book and Nonliving Things book, ask:
“Who remembers what a living thing is?” “Who remembers what a
nonliving thing is?” “How are living and nonliving things the same?”
“How are living and nonliving things different?” “What is the
structure of a living thing?” “What is the structure of a nonliving
thing?”
5 Min.
Say: “Today we will be learning about how living and nonliving
2 Min.
things move by reading a book, Are you Living?: A Song About
Living and Nonliving Things by Laura Purdie Salas. By the end of this
lesson, you will be able to categorize into group what is living and
what is nonliving by their movement.”
Pre-reading strategies: Show students the cover of the book, title and
author. Do a quick picture walk and ask students what they think the
book might be about. Say: “Let’s read to find out about living things!”
3. Teacher Input
During the reading strategies: Read the text aloud. Stop only
occasionally to check for understanding by asking questions.
After the reading strategies: Ask: “What is an example of a living
thing? How does it move?” What is an example if a nonliving thing?
How does it move?”
Say: “All living things can show movement by one way or another.
They can move internally, which means they can move something
10
Min.
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
from inside one part of their body to another part of their body. Just
like how your blood moves all throughout your body. And some living
things can move externally, which means they can move from one
place to another by walking, swimming, or flying. Plants can move
also, opening and closing its petals. Nonliving things can’t really
move by themselves. They need someone to move them. For example,
this book can’t move unless I move it.”
4. Guided Practice
Draw a large T-Chart on the board. One side will be living and the
other side will show nonliving things. Show the students the items
below. Go through each item with the students and ask where would
each item go, living or nonliving side. Ask the students why did they
put that item on the side they chose, then ask them how does it move.
Students will first talk with a partner and then share with the class.
After all items have been place in its category, ask the students how
are all the living and nonliving things the same? How are all the living
and nonliving things different. Ask the students to show the teacher
how an animal moves, name different animals, and then ask them how
a nonliving thing would move? Students should be up and moving
around.
10
Min.
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
5. Independent Practice
6. Assessment Methods
of all objectives/skills:
Have students return to their seats. In their science journals, have
students cut and glue the pictures into categories of living and
nonliving things. Ask students to number the items and put a final
count at the bottom of the page. To help students, tell them to think
about which one moves by itself and which ones need something to
move it.
Formative: Teacher questioning throughout the lesson to see if the
students can explain how a living and nonliving thing move.
Summative : Collect student activity sheets and determine mastery
10
Min.
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
with the following criteria
● Categorize 10 living and nonliving things by movement.
● Count and write the numbers of objects in each category.
7. Closure
Level 1
Level 2
Level 3 (Mastery)
The student
The student
The student
identifies 0-4 living
identifies 5-10 living identifies 10-12
and nonliving things and nonliving things living and nonliving
correctly.
correctly.
things correctly.
The student cannot
The student cannot
The student can fully
explain how a living fully explain how a
explain how a living
and nonliving thing
living and nonliving and nonliving thing
moves.
thing moves.
moves.
The student doesn’t
The students
The student correctly
correctly count the
correctly counts the
counts all the items
items and does not
items and do not
and writes the
write the correct
write the correct
correct number.
number.
number.
Have students turn to a partner and pair share their activity sheet
aloud. Identify two students to share with the whole group; one with
living thing and how it moves, and another with nonliving thing and
how it moves.
Ask: “What did you learn about living and nonliving things today?”
“How does a nonliving thing move?” “How does a living thing
move?” “Are all things that move living?”
5 Min.
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
Targeted Students
Modifications/Accommo
dations
Student/Small Group Modifications/Accommodations
● For struggling writers: pull a small group and create a written
statement together (guided writing opportunity)
● For those who finish early: give them activity sheet number
two
● ELL students –
partner them with
each other to
allow them to
assist one another
with translation
needs.
Materials/Technology: Are You Living book, Whiteboard/Smart board and markers, activity
sheets, Science journals, and pencils
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
Living and Nonliving Things
Directions: Cut and paste the living and nonliving items.
Number each item.
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
Living and Nonliving Things
Directions: Cut and paste the living and nonliving items.
Number each item.
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
Lesson Five Topic: (Kelsey) Compare Living and Nonliving Things According to Their Basic Needs
Student Teaching edTPA Lesson Plan Template
Kelsey Blanton
Subject: Kindergarten Topic: Comparing
Living and Nonliving Things according to their
Basic Needs
Central Focus: N/A
Essential Standard/Common Core Objective:
Science Essential Standard/Objective:
(Essential Standard) K.L.1 Compare
characteristics of animals that make them alike
and different from other animals and nonliving
things.
(Clarifying Objective) K.L.1.2 Compare
characteristics of living and nonliving things in
terms of their: Structure, Growth, Changes,
Movement, and Basic needs
Art Essential Standard/Objective:
(Essential Standard) K.V.3 Create art using a
variety of tools, media, and processes, safely
and appropriately.
(Clarifying Objective) K.V.3.1 Use a variety of
Date submitted: 10/8/2014 Date taught: TBA
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
tools safely and appropriately to create art.
Daily Behavioral Objective: Using a variety of art tools safely and appropriately, the students will identify and
draw four living things and four basic needs of living things. A level 4 on the rubric is considered mastery.
(See rubric in Assessment Methods of all Objectives/Skills section.)
21st Century Skills:
Academic Language Demand (Language Function and
Vocabulary):
Collaborate and communicate with othersStudents will collaborate and communicate with Language Function: Compare living and nonliving things by
group members when completing their Worm
their basic needs
Worksheet.
Key Vocabulary:
Self-Direction/Independence- Students will
 Living Thing
direct themselves independently to complete
 Nonliving Thing
their flip books.
 Basic needs (Food, Water, Air, Shelter)
Prior Knowledge: The students should be familiar with comparing different things. They should have learned
all about living and nonliving things. They should have also learned about comparing living and nonliving
things by movement and structure. They should have some basic understanding of Gummy Worms and Night
Crawler Worms. The students should be familiar with working in groups to complete assignments. They
should have some exposure to using various art tools safely and appropriately (crayons, colored pencils,
markers, paint, etc.).
Activity
1. Focus and Review
Description of Activities and Setting
Gather students on the carpet. Review the class’s Living Things book
and Nonliving Things book. While reading through the books,
Time
5-10
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
2. Statement of
Objective
for Student
3. Teacher Input
4. Guided Practice
highlight the living and nonliving things’ movement and structure.
Ask: “What is a living thing?” “What is a nonliving thing?” “What
structure does the [nonliving thing found on page] have in common
with the [nonliving thing found on another page]?” “How does the
[living thing found on page] move?”
minutes
Say: “Today we will learn all about the basic needs of living and
nonliving things. By the end of the lesson, you will be able to compare
living and nonliving things by their basic needs.”
1 minute
While students are situated at the carpet, play the video about the basic
needs of living and nonliving things.
(http://www.youtube.com/watch?v=7oYTNFNvqO0)
10-15
minutes
After the students have watched the video, explain how nonliving
things do not require any basic needs in order to exist in the world.
Explain that living things do require basic needs Say: “The four basic
needs of living things include: food (to grow/get energy), water (to
hydrate organism), air (breathe), and shelter (to protect from danger,
rain and sun)”. Write each of the four basic needs on chart paper and
provide a quick picture of each beside the needs (use various art tools
safely and appropriately when creating the pictures). Ask: “Do [insert
nonliving thing example] need food? Water? Air? Shelter? Why or why
not?” “Do [insert living thing example] need food? Water? Air?
Shelter? Why or why not?” When asking these questions, ask students
to say their answers to a neighbor.
Have students return to their seats by calling them by table group. At
10-15
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
5. Independent Practice
each table group, provide the students with a bag of Gummy Worms
and a box with Night Crawler Worms and dirt. Ask students to observe
each type of worm and write or draw in their interactive science
notebooks about the worms’ movement and structure. Give each
student a Worm Worksheet and ask them to answer the questions using
their observations and prior knowledge. While students are completing
the worksheet, circulate the room and assist groups/students as needed.
If students are unable to answer a question by observation, prompt the
students’ thinking by asking other questions. Also ask: “Students, do
you think you can find gummy worms in another part of the world?
Why or why not?” “Do you think you can find Night Crawler Worms
in other parts of the world? Why or why not?” Emphasize the fact that
living things require basic needs all around the world. Students should
staple their Worm Worksheet into their interactive science notebooks
once it has been completed. Discuss the students’ answers as a class
and clarify any misunderstandings. Ask students to put their “thumbs
up” if nonliving things have basic needs to survive or “thumbs down” if
nonliving things do not have any basic needs to survive. Note which
students put their “thumbs up”. Provide clarification if many students’
miss this question.
minutes
In order for students to independently demonstrate their understanding
of comparing living and nonliving things by their basic needs, they will
complete a flip book about the four basic things living things need in
order to survive. Provide each student with a ready-made flip book that
contains four pages (Each page says: A _____ is a living thing because
it needs ____.). Instruct students to complete each page by filling in
the blanks and drawing a picture that matches the sentence using a
10-15
minutes
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
variety of art tools safely and appropriately. Assist with spelling for the
students who need it.
Formative Assessment: The teacher will formatively assess the students while they
are working in groups to complete their Worm Worksheets during Guided Practice.
He/she will also gage the students’ understanding by asking the students to put their
“thumbs up” if nonliving things have basic needs to survive or “thumbs down” if
nonliving things do not have basic needs to survive.
Summative Assessment: The teacher will summatively assess each student using
the flip books that are completed during the Independent Practice Part of the lesson.
The teacher will use the following rubric to determine whether or not the students
have achieved mastery.
6. Assessment Methods
of
Level 1
Level 2
Level 3



all objectives/skills:


The student
identified one
living thing.
The student
identified one
basic need of
living things.
The student
used none of
the art tools
safely and
appropriately.


The student
identified two
living things.
The student
identified two
basic needs of
living things.
The student
used one of the
art tools safely
and
appropriately.


Level 4
(Mastery)
The student
 The student
identified three
identified
living things.
four living
things.
The student
identified three  The student
basic needs of
identified
living things.
four basic
needs of
The student
living things.
used two of the
art tools safely  The student
and
used more
appropriately.
than two of
the art tools
safely and
appropriately
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
.
7. Closure
Have students turn-and-talk to a partner and share their flip books with
one another. Allow time for students to read their books to their
partner. Give students the opportunity to ask any questions they still
have about comparing living and nonliving things by their basic needs.
5-7
minutes
8. Assessment Results of To be completed after the lesson is taught.
all objectives/skills:
Targeted Students
Modifications/Accommodations
ELLs- Provide visual cues through pictures for
students who are unable to read English words. In
groups, allow ELLs to work together to complete
their worksheets. Provide assistance with spelling
as needed.
Student/Small Group Modifications/Accommodations
Low Performing Students: Provide examples and clear
directions before students complete tasks. Provide
assistance with spelling as needed.
High Performing Students/Early Finishers: Allow students
to read their flip books to the teacher.
Materials/Technology: Class’s Living Things Book and Nonliving Things Book; Device to play the video clip
(http://www.youtube.com/watch?v=7oYTNFNvqO0); Chart Paper; Various Art Tools (crayons, markers,
colored pencils, paint, etc.); A bag of Gummy Worms (one per table group); A box with dirt and Night Crawler
Worms (one per table group); Students’ Interactive Science Notebooks; Worm Worksheet (one per student);
flip book (one per student)
Reflection on lesson: To be completed after the lesson is taught.
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
Name:_________________
Worms
Questions:
Does it require food to
survive?
Does it require water to
survive?
Does it require air to
survive?
Does it require shelter to
survive?
Is it a living thing?
Is it a nonliving thing?
Night Crawler Worm
Yes
No
Gummy Worm
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
Yes
No
No
Yes
Yes
No
No
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
Lesson Six Topic: (Christie) Compare Living and Nonliving Things According to Their Change
Lesson Plan 6: Christie Hill
Subject: Kindergarten
Central Focus: Science: Comparing living and
Topic: Living and Nonliving things: Change
nonliving things by their change
Essential Standard/Common Core Objective:
K.L.1.2 Compare characteristics of living and
nonliving things in terms of their: Structure, Growth,
Changes, Movement, and Basic needs
Date submitted: October 8, 2014
CCSS.MATH.CONTENT.K.MD.B.3 Classify
Date taught: N/A
objects into given categories; count the numbers of
objects in each category and sort the categories by
count.
Daily Behavioral Objective: After reading and discussing the book What’s Alive and the video You Look
Different, students will categorize living and nonliving things according to their movement. Students must
correctly identify and count 25 for full mastery.
21st Century Skills:
Academic Language Demand (Language Function
Flexibility – Students will deal positively with
and Vocabulary):
praise, setbacks and criticism.
Language Function: Explain in writing
Creativity – Students will use a wide range of idea
Key Vocabulary
creation techniques (such as brainstorming)
● Living
Information Literacy – Students will read a text and
● Nonliving
analyze the movement of living and nonliving things.
● Change
Prior Knowledge: Students should understand what makes an object living and nonliving. Students should
know the structure, movement, and basic needs of a living and nonliving thing. Students should be able to
identify similarities and differences between living and nonliving things. Students should be able to categories
items and count up to 10. Students should be able to work together in groups and work alone. Students should
know how to compare two things.
Activity
Description of Activities and Setting
Time
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
1. Focus and Review
2. Statement of
Objective for Student
Gather students on the carpet around you. Let them know that our
lesson today is going to be around a book that you will share. Using the
class books about Living and Nonliving things, ask: “Who remembers
what a living thing is?” “Who remembers what a nonliving thing is?”
“How are living and nonliving things the same?” “How are living and
nonliving things different?” “What is the structure of a living thing?”
“What is the structure of a nonliving thing?”
Say: “Today we will be learning about how living and nonliving things
change by reading a book. Are you What’s Alive? By Kathleen Weldner
and watching a Sid the science kid video, You look different. By the end
of this lesson, you will be able to categorize into group what is living
and what is nonliving by their change.”
Pre-reading strategies: Show students the cover of the book, title and
author. Do a quick picture walk and ask students what they think the
book might be about. Say: “Let’s read to find out about living and
nonliving things!”
During the reading strategies: Read the text aloud. Stop only
occasionally to check for understanding by asking questions.
3. Teacher Input
After the reading strategies: Ask: “What is an example of a living
thing? How does it change?” What is an example if a nonliving thing?
How does it change?”
Next, show the Sid video.
Show students an ice cube. Say: “This is a nonliving thing, it does not
need food, it doesn’t move on its own. Yet, if I leave this ice cube out in
the sun, it will melt. This is one example of how a nonliving thing can
change.”
Show the students pictures of a chameleon. Say: “This is a living thing,
5 Min
10 Min
10 Min
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
it needs food, water, and it moves on its own. This animal can change
colors to match its surrounding. This is an example of how a living thing
can change.”
Draw a large T-Chart on the board. One side will be living and the other
side will show nonliving things. Show the students the items below. Go
through each item with the students and ask where would each item go,
living or nonliving side. Ask the students why did they put that item on
the side they chose, then ask them how does it change. Students will
first talk with a partner and then share with the class. After all items
have been place in its category, ask the students how are all the living
and nonliving things the same? How are all the living and nonliving
things different.
4. Guided Practice
10 Min
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
5. Independent Practice
Draw a picture of something living as a baby (plant, animal), and as an
adult. Draw a picture of something nonliving as one way then again
after it changed.
Formative: Teacher questioning throughout the lesson to see if the
students can explain how a living and nonliving thing change.
10 Min
Summative : Collect student activity sheets and determine mastery with
the following criteria
● Categorize 8 living and nonliving things by change.
● Count/Write the numbers of objects in each category.
6. Assessment Methods
of all objectives/skills:
7. Closure
Level 1
Level 2
Level 3 (Mastery)
The student
The student
The student
identifies 0-5 living
identifies 6-8 living
identifies 8-10 living
and nonliving things and nonliving things and nonliving things
correctly.
correctly.
correctly.
The student cannot
The student cannot
The student can fully
explain how a living fully explain how a
explain how a living
and nonliving thing
living and nonliving and nonliving thing
change.
thing change.
change.
The student doesn’t
The students
The student correctly
correctly count the
correctly counts the
counts all the items
items and does not
items and do not
and writes the
write the correct
write the correct
correct number.
number.
number.
Have students turn to a partner and pair share their activity sheet aloud.
Identify two students to share with the whole group; one with living
thing and how it changes, and another with nonliving thing and how it
changes.
Ask: “What did you learn about living and nonliving things today?”
“How does a nonliving thing change?” “How does a living thing
change?”
5 Min
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
Targeted Students
Student/Small Group Modifications/Accommodations
Modifications/Accommo
● For struggling writers: pull a small group and create a written
dations
statement together (guided writing opportunity)
● ELL students –
● For those who finish early: give them activity sheet number two
partner them with
each other to
allow them to
assist one another
with translation
needs.
Materials/Technology:
Book Are you What’s Alive? By Kathleen Weldner. Sid the science kid video, You look different.
Ice cube, pictures of a chameleon, and whiteboard/Smart board and markers, activity sheets, Science
journals, and pencils
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
Add up all the items, put the number in the category.
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
Lesson Seven Topic: (Kelsey) Comparing Living and Nonliving Things by Their Growth
Student Teaching edTPA Lesson Plan Template
Kelsey Blanton
Subject: Kindergarten Topic: Comparing
Living and Nonliving Things by Growth
Central Focus: N/A
Essential Standard/Common Core Objective:
Science Essential Standard/Objective:
(Essential Standard) K.L.1 Compare
characteristics of animals that make them alike
and different from other animals and nonliving
things.
(Clarifying Objective) K.L.1.2 Compare
characteristics of living and nonliving things in
terms of their: Structure, Growth, Changes,
Movement, and Basic needs
Art Essential Standard/Objective:
(Essential Standard) K.V.3 Create art using a
variety of tools, media, and processes, safely
and appropriately.
(Clarifying Objective) K.V.3.1 Use a variety of
tools safely and appropriately to create art.
Date submitted: 10/8/0214
Date taught: TBA
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
Daily Behavioral Objective: Using a variety of art tools safely and appropriately, the students will draw two
pictures of original living things as well as two pictures of each of the living things after they have grown. A
level 4 on the rubric is considered master. (See rubric in Assessment Methods of all Objectives/Skills section.)
21st Century Skills:
Make Judgments and Decisions- Students will
judge whether or not the rock or seed grew into
a living thing. They will make the decision on
which is considered living and which is
considered nonliving.
Self-Direction/Independence- Students will
direct themselves independently to complete
their How Do Living Things Grow? Worksheet.
Academic Language Demand (Language Function and
Vocabulary):
Language Function: Compare living and nonliving things by
growth
Key Vocabulary:



Living Thing
Nonliving Thing
Growth
Prior Knowledge: The students should be familiar with comparing different things. The students should have
learned all about living and nonliving things. They should have also learned about comparing living and
nonliving things by movement, structure, basic needs, and change. The students should have already planted
their seeds and rocks. They should have also charted the changes and growth of their seeds and rocks in their
interactive science notebook. They should have some exposure to using various art tools safely and
appropriately (crayons, colored pencils, markers, paint, etc.).
Activity
1. Focus and Review
Description of Activities and Setting
Gather students on the carpet. Review the class’s Living Things book
and Nonliving Things book. While reading through the books,
highlight the living and nonliving things’ structure, movement, basic
Time
5-10
minutes
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
needs, and change. Ask: “What is a living thing?” “What is a nonliving
thing?” “What four basic needs do all living things need in order to
survive in their environment?” “What changes occur in living things?
What changes occur in nonliving things?”
2. Statement of
Objective for Student
3. Teacher Input
Say: Today we will learn how to compare living and nonliving things
by growth.”
1 minute
While students are situated at the carpet, explain how nonliving things
do not grow. Explain that living things are the only things that grow
over time. Read The Hungry Caterpillar by Eric Carle aloud to the
class. While reading, discuss the growth of the caterpillar and
eventually the growth of the living thing from caterpillar to butterfly.
Review and discuss previous lesson’s content (structure, movement,
basic needs, and change) while reading the book. After reading,
provide the students with various examples of how living things grow
(and how growth is an example of change; provide students with the
same examples from the previous lesson that involve growth and
change) and how nonliving things do not grow. (Ex: Little boy visits
grandparents each summer and realizes their pet dog (living) gets
bigger but the dog’s favorite ball (nonliving) does not. A person
(living) grows but the t-shirt (nonliving) the person wears does not.)
5-10
minutes
Give the students examples of various living and nonliving things. Ask
the students if the various things grow and have them respond using
their student response cards (Side A: Grows; Side B: Does not Grow).
Also ask: “Do you think the kindergartners in Asia grow like you do?
Why or why not? Do you think the plants in Africa grow like the plants
in America grow? Why or why not?” Emphasize the fact that living
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
things grow around the world.
5-10
minutes
4. Guided Practice
Have students return to their seats by calling them by table group. Put
each group’s planted seed and rock cups on their tables. Using the
information they have documented in their interactive science
notebooks, have the students determine which cup contains a living
thing and which cup contains a nonliving thing. Each group must
justify their answers using their interactive science notebooks as well as
their new developed knowledge regarding growth. All of the students’
conclusions should also be written in their interactive science
notebooks. As a class, discuss each group’s answers and provide
clarification if needed. Ask students to put their “thumbs up” if
nonliving things grow or their “thumbs down” if nonliving things do
not grow. Note which students put their “thumbs up”. Provide
clarification if many students’ miss this question.
10-15
minutes
5. Independent Practice
In order for students to independently demonstrate their understanding
of comparing living and nonliving things by their basic needs, they will
complete the How Do Living Things Grow? Worksheet. Provide each
student with a worksheet. Instruct students to identify two living things
that grow by drawing a picture of the original living thing and a picture
of the living thing after it has grown. (Ex: A seed that has just been
planted is the original living thing picture and a flower that has grown
is the after growth picture.) Provide the students with access to various
art tools that will be used safely and appropriately.
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
Formative Assessment: The teacher will formatively assess the students while they
are working in groups to determine if the rock or seed grew into a living thing
during Guided Practice. He/she will also gage the students’ understanding by
asking the students to put their “thumbs up” if nonliving things grow or “thumbs
down” if nonliving things do not grow.
6. Assessment Methods
of
all objectives/skills:
7. Closure
Summative Assessment: The teacher will summatively assess each student using
How Do Living Things Grow? Worksheet during Independent Practice Part of the
lesson. The teacher will use the following rubric to determine whether or not the
students have achieved mastery.
Level 1
Level 2
Level 3 (Mastery)
 The student did not
 The student identified  The student identified
identify any original
one original living
two original living
living thing.
thing.
things.
 The student did not
 The student identified  The student identified
identify any living
one living thing after
two living things
things after growth.
growth.
after growth.
 The student used
 The student used one  The student used
none of the art tools
of the art tools safely
more than one art
safely and
and appropriately.
tool safely and
appropriately.
appropriately.
Have students turn-and-talk to a partner and share their How Do Living 5-7
Things Grow? Worksheets with one another. Give students the
minutes
opportunity to ask any questions they still have about comparing living
and nonliving things by growth.
8. Assessment Results of To be completed after the lesson is taught.
all objectives/skills:
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
Targeted Students
Modifications/Accommodations
ELLs: Provide many examples of how living
things do grow and how nonliving things do not
grow. Provide visual cues through planted seeds
and rocks. Provide assistance with spelling as
needed.
Student/Small Group Modifications/Accommodations
Low Performing Students: Provide examples and clear
directions before students complete tasks. Provide
assistance with spelling as needed.
High Performing Students/Early Finishers: Allow
students to share their two examples of living things
growing to the teacher.
Materials/Technology: Class’s Living Things Book and Nonliving Things Book; The Hungry Caterpillar by
Eric Carle; Student Response Cards (one per students); Each group’s planted rock and seed cups; Students’
Interactive Science Notebooks; How Do Living Things Grow? Worksheet (one per student); Various Art Tools
(crayons, markers, colored pencils, paint, etc.)
Reflection on lesson: To be completed after the lesson is taught.
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
Lesson Eight Topic: (Alex) Compare Living and Nonliving Things by their structure, movement, basic needs, change, and growth
using technology.
Student Teaching edTPA Lesson Plan Template
Subject: Science/Kindergarten/ Lesson 8
Central Focus: N/A
Essential Standard/Common Core Objective:
K.L.1.2 Compare characteristics of living and
nonliving things in terms of their: Structure,
Growth, Changes, Movement, and Basic needs.
Date submitted: 10/8/14
Date taught:
K.TT.1.3 Use technology tools to present data
and information (multimedia, audio and visual
recording, online collaboration tools, etc.).
Daily Lesson Objective: After watching the video Living and Nonliving Things and completing the scavenger
hunt students will be able to classify pictures on an IPad individually into two categories: living and nonliving
things. Students will have to identity 15 out of 20 pictures correctly to achieve mastery.
21st Century Skills:
Communication and Collaboration: Students
will be able to communicate with the class and
collaborate to identity if the picture during the
scavenger hunt is a living or nonliving thing.
Academic Language Demand (Language Function and
Vocabulary):
Vocab: alive, characteristics, environment, grow, dead,
living, nonliving, develop, energy, reproduce, respond
Identify: Student will be able to identify living and nonliving
things based off of their characteristics.
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
Prior Knowledge: Student will need to have previous knowledge of the IPad. Students will know the
characteristics of what a living thing is and what a nonliving thing is. Students will know how to compare living
and nonliving things based on their Growth, Changes, Movement, and Basic needs. Students know what the
words similar and different mean.
Activity
Description of Activities and Setting
1. Focus and
Review
Gather students on the carpet. Say” We have been learning about living and nonliving things for
the past few weeks right?” Ask: “What are the characteristics of a living thing? What
characteristics of a nonliving thing? Who can tell me by raising their hand an example of a living
thing? Who can give an example of a nonliving thing?
2. Statement of
Objective for
Student
Say: “Today we will be learning how to compare characteristics of living and nonliving things.
We will first watch a video on living and nonliving things and then go on a scavenger hunt around
the room. By the end of the lesson you will be able to compare living and nonliving things based
on their structure, growth, change movement, and basic needs.
3. Teacher
Input
Say: “Today we are going to compare the differences between a living and nonliving thing. We
will watch this video
http://schoolmediainteractive.com/view/object/video/7ABC07018B522E94840BA8ABAC521D31
Stop the video, only occasionally, to check for understanding. Ask: “Zack looked outside, inside,
up and down for living things. Are living things everywhere? Can the world be divided into two
categories, living and nonliving? Do all living things need food so they can grow? Yes, they all
need food. Do you all need food to grow and change? If Zach’s toy top is moving is it living? No,
because it wasn’t moving on its own, he had to move it. Is a table a living or nonliving thing? Why
or why not?
Time
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
-After watching the video and discussing with the class the students will now go on a class
scavenger hunt. Say “Now, as a class, we will be starting a scavenger hunt around the room.”
Show them the paper they will be filling out (in materials section of lesson). Say: “There are 10
pictures around the room. They are labeled 1 through 10 so you will be able to find them. We are
all going to start the scavenger hunt together. Let’s begin!” Ask: “What number should we start at
first? Yes number one! Does anyone see where picture number one is? Ahh We found it. It is a
picture of a book. Ask: “Class is a book a living thing?” Students will give a thumbs up if they
think it is a living thing and a thumbs down if it is not a living thing. Ask: “How do we know?
Does it grow? Does it move? Does is need food and water to live? Circle nonliving on the page
and write what the picture is. Continue the scavenger hunt for two more pictures. Ask question
and discuss why the item in the picture is living or nonliving. As a class, you will be finding a
total number of 3 items on the scavenger hunt. Students will add their completed worksheet in
their interactive science notebooks.
4. Guided
Practice
Gather students back on the carpet. Say: “We just completed a part of the scavenger hunt. Now it
is your turn to finish it with a partner.” Students will turn to the person sitting next to them on the
carpet and that will be their partner. Teacher will hand out a worksheet to each student even
though they will be working with a partner. Say: “I have circled a number on each sheet with a
purple pen. That is the number that you and your partner will start on. You will each have two
minutes at each picture to decide if it is living or nonliving. At the end of the two minutes I will
shake the maracas and you will find the next number. You all have 7 left to finish.”
5. Independent
Practice
Gather students back on the carpet. Say: “We will now be working individually on your IPads.
Each of you has an IPad at your seat. The page you are using is already pulled up. There are ten
pictures on the page you must drag the pictures into the correct category of living or nonliving
thing.” Each student will be working on an IPad to sort living and nonliving things into two
categories. Call students by row to return to their tables where the IPads are waiting at their
assigned seat.
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
Formative: Teacher questioning throughout the lesson.
6. Assessment
Methods of
Summative: Students will work with an IPad individually to classify living and nonliving things into two
categories. Student must correctly categorize 15 of the 20 pictures into the correct columns: living and
nonliving.
all
objectives/skills:
-Students have at least 15 of the 20 pictures on the correct side of the T-chart to achieve mastery.
-Students have at least 12-14 of the 20 pictures on the correct side of the T-chart to achieve mastery.
-Students have 11 or less do not achieve mastery.
7. Closure
Students will think-pair-share with their table of one new thing they learned in the lesson that they
didn’t know until today. Class will also have a closing classroom discussion. Ask: What is a living
thing? What is a nonliving thing? How do we know? What are the characteristics?
8. Assessment
Results of all
objectives/skills:
Targeted Students Modifications/Accommodations
Student/Small Group Modifications/Accommodations
ELL: Partner with another student for the lesson to
help with further explanation and questions.
For struggling students: Partner with another student of higher level
for the scavenger hunt.
For those who finish early: May sort another group of pictures on the
IPad.
Materials/Technology:
-Pictures for scavenger hunt
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
-Class set of IPads
-Pencils
-SmartBoard
-iPad Game: http://www.firstschoolyears.com/science/resources/games/ourselves/living/living.htm
-Video: http://schoolmediainteractive.com/view/object/video/7ABC07018B522E94840BA8ABAC521D31
Reflection on lesson:
Worksheet found here: http://www.teacherspayteachers.com/Product/Living-and-Non-Living-Scavenger-Hunt-1081470
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
5.
Content Analysis
5a. Integration of Curriculum Chart – Include NCSCOS competency goal and objective numbers or Common Core standard and
objective number to show where each content area was taught in your unit.
Subject/
Lessons
Science
Social Lang. Math Technology Music Drama Healthy Vis/Art
Studies Arts
Living
Core
Subjects
Lesson/Living Things
X
Lesson/Nonliving Things
X
Lesson/Comparing Living and Nonliving
Things by their structure
X
Lesson/Comparing Living and Nonliving
Things by movement
X
Lesson/Comparing Living and Nonliving
Things by their Basic Needs
X
Lesson/Comparing Living and Nonliving
Things by change
X
Lesson/Comparing Living and Nonliving
Things by Growth
X
Lesson/Comparing Living and Nonliving
Things
X
X
X
X
X
X
X
X
X
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
5b. Meeting Learners’ Needs- Multiple Intelligences/Learning Styles Chart – Address where each MI was addressed in your unit. Give
the part of the lesson (i/e., Teacher Input, Guided Practice, Explore, Elaborate, etc.) and a brief phrase to describe the activity.
(Example: Explain – labeling rocks)
Gardner’s
Intelligences
Verbal
Linguistic
Visual
Spatial
Learning
Style
Auditory
Visual
Lesson 1/
Living
Things
Teacher
InputListing
characteristi
cs of living
things
Focus and
ReviewKWL Chart
Teacher
InputListening to
the book
Living
Things
Teacher
InputLabeling
Math
Logical
InterPersonal
Music
Rhythm
IntraPersonal
Body
Kinesthetic
Naturalist
Tactile
Teacher
InputClassifying
what is
living
Teacher
Input/Guide
d PracticeSorting
living things
by
characteristi
cs
Focus and
Review/Tea
cher Input/
Guided
practiceDiscussing
what living
things are
Guided
PracticeObserving
pictures at
stations
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
living things
Lesson
2/Nonliving
Things
Teacher
Input-Listen
to the book
Do You
Know Which
Ones Will
Grow.
Teacher
InputDiscussing
what
nonliving
things are
Guided
PracticeReporting
what
nonliving
things they
see around
the school
Lesson 3/
Comparing
living and
nonliving
things based
on their
structure
Focus and
ReviewListing
characteristi
c of living
things
Teacher
InputListening to
Guided
PracticeWalking
around the
school with
the teacher
and parent
volunteer to
take pictures
of living and
nonliving
things
Independent
PracticeSorting
pictures into
categories
Independent
PracticeDrawing
pictures of
similarities
and
differences
Teacher
InputGuided
Practice/Ind
ependent
Practice/Co
mparing and
contrasting
structures
Teacher
InputGuided
Practice/Dis
cussing
structures of
living things
with the
class and in
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
The Very
Cranky Bear
groups
Lesson 4/
Comparing
living and
nonliving
things based
on their
movement
Lesson 5/
Comparing
Living and
Nonliving
Things by
Basic Needs
Lesson 6/
Comparing
living and
nonliving
things based
Independent
practiceStudents
will classify
and count
objects in
Guided
PracticeStudents
will discuss
with a
partner how
things move
in
Guided
PracticeStudents
will be show
how living
and
nonliving
things move
during
Teacher
InputVisual Aids/
Video to
help teach
students the
basic needs
of living
and
nonliving
things
Independent
PracticeCreative
Expression/
SelfAssessments
of the
pictures and
statements
made in flip
book
Independent
PracticeStudents
will classify
and count
Guided
PracticeStudents
will discuss
with a
Teacher
InputStudents
will be
listening to a
Guided
PracticeObserving
Gummy
Worms &
Night
Crawler
Worms
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
on their
change
Lesson 7/
Comparing
Living and
Nonliving
Things by
Growth
Lesson 8/
Comparing
living and
nonliving
things using
technology
objects in
Teacher
Inputteacher
reads The
Very Hungry
Caterpillar
while the
students
listen
partner how
things
change in
song on
change
during
Initiating
Activities /
Guided
PracticeLogging the
planted seed
and rock
growth
Teacher
InputWatching a
video,
Living
Things
Independent
PracticeComparing
living and
nonliving
things on a
T-chart on
the iPads
Guided
Practiceobserve and
identify the
rock and
seed as
either living
or nonliving
Guided
PracticeScavenger
hunt in the
classroom
Independent
PracticeSorting
living and
nonliving
things on the
IPad
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
6.
Unit Assessment
Problem-Based Learning- The students will be presented the following problem. Someone has moved to Charlotte, NC and is curious
about what living and nonliving things exist in the environment. They make a trip to the Visitor Center in hopes of finding some
useful information. It is your job to inform this person about the living and nonliving things in Charlotte, NC.
The students will use their interactive science notebooks as a resource for the project. Once everyone has individually created their
format for providing the person with information regarding the living and nonliving things in Charlotte, NC, the teacher will create a
classroom display of the projects in the local Visitor Center. The teacher will set a date after school for parents, friends, and the public
to view the students’ finalized pieces. The teacher will arrange to leave the students’ projects at the visitor center for the public’s use
and benefit.
We chose the Problem-Based Learning approach for this assignment because we felt the students would enjoy solving a problem as
well as creating a product that is useful for others in the community. This PBL activity is a great way for the students to apply what
they have learned about living and nonliving things to their real life.
Level 1
Level 2
Level 3 (Full Mastery)
-The student identifies 0-2 living things
correctly.
-The student identifies 0-2 nonliving
things correctly.
-The student makes no comparisons
between a living and nonliving thing
(using movement, growth, change, basic
needs, or structure).
-The student includes living and nonliving
things that are not found in Charlotte, NC.
-The student’s final product is in an
unorganized format.
-The student identifies 3-4 living things
correctly.
-The student identifies 3-4 nonliving
things correctly.
-The student makes one comparison
between a living and nonliving thing
(using movement, growth, change, basic
needs, or structure).
-The student includes some living and
nonliving things that are found in
Charlotte, NC. However, some are not
found in Charlotte, NC.
-The student’s final product is in an
-The student identifies at least 5 living and
nonliving things correctly.
-The student identifies at least 5 nonliving
things correctly.
-The student makes two or more
comparisons between living and nonliving
things (using movement, growth, change,
basic needs, or structure).
-The student includes living and nonliving
things that are all found in Charlotte, NC.
-The student’s final product is in an
organized format with appropriate structure.
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
organized format. However, it lacks
some basic structure.
Within each lesson, the teacher assesses the students formatively and summatively. Various activities, worksheets, and assignments
are collected by the teacher and added to the students’ interactive science notebooks. Some of these things include:

In lesson one, the teacher will collect the worksheet completed in the independent practice section on identifying living things.

In lesson two, the teacher will collect the worksheet completed in the independent practice section on identifying nonliving
things.

In lesson three, the teacher will collect the science journal and check for understanding and mastery of the students’ drawings
of similarities and differences of living things and nonliving things such as: humans, plants, animals, and nonliving things.

In lesson four, the teacher will collect the worksheet completed in the independent practice section on identifying and
comparing living and nonliving things according to how it moves.

In lesson five, the teacher will collect the students’ completed flipbooks about the four basic needs living things require to
survive.

In lesson six, the teacher will collect the worksheet completed in independent practice on identifying and comparing living and
nonliving things according to how it changes.

In lesson seven, the teacher will collect the students’ completed How do Living Things Grow? Worksheet.

In lesson eight, the teacher will observe and record what living and nonliving things the students categorized on their iPad.
Besides the PBL assignment, the teacher can summatively assess the students in another form, such as:

What is a living thing? (Students can draw a picture, find a living thing in their classroom, etc.)

What is a nonliving? (Students can draw a picture, find a living thing in their classroom, etc.)
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.

Compare living and nonliving things by structure. (Students can draw pictures, find different structures in the classroom,
compare the structures they possess to a nonliving thing, etc.)

Compare living and nonliving things by movement. (students can draw pictures, act out the movement of living and nonliving
things, etc.)

Compare living and nonliving things by basic needs. (Students can draw pictures, find different basic needs in the classroom,
compare the basic needs they have to a nonliving thing, etc.)

Compare living and nonliving things by change. (Students can draw pictures, find differences in changes that occur in the
classroom/outside of school, etc.)

Compare living and nonliving things by their growth. (Students can draw pictures, find differences in growth in the
classroom/outside of the school, etc.)
Kindergarten Science Unit Plan
Comparing Living and Nonliving Things
Alex V., Christie H., Kelsey B., Taylor G.
8a. Work Cited
Living & Non-Living Cut & Paste (Phonics Focus). (n.d.). Retrieved October 5, 2014,
from http://www.teacherspayteachers.com/Product/Living-Non-Living-Cut-Paste-Phonics-Focus- 1158735
Reed, L. (2013, April 11). Living and Nonliving Sort for Younger Students. Retrieved October 2, 2014,
from http://www.teacherspayteachers.com/Product/Living-and-NonLiving-Sort-forYounger-Students-656235
Sarns, K. (2011, December 9). LIVING THINGS AND NON LIVING THING. Retrieved October 1, 2014,
from http://sarawathy11.blogspot.com/
Science â Living/Non living Sort. (2008, April 30). Retrieved October 5, 2014,
from http://talibiddeenjr.wordpress.com/2008/04/30/science-livingnon-living-sort/
Teacher, C. (2012, January 6). Living and Non-Living Things (PDF). Retrieved October 3, 2014,
from http://www.teacherspayteachers.com/Product/Living-and-Non-Living-Things-PDF-189761
TeachersPayTeachers.com - An Open Marketplace for Original Lesson Plans and Other Teaching Resources. (2013, January 1).
Retrieved October 15, 2014.