Clarissa Davis

Science Standards Lesson

K-LS1-1. Use observations to describe patterns of what plants, animals and humans need
to survive.
Adapted from my science lesson created for preschool/kindergarten

Teacher: Clarissa Davis Date:

Activity Name: Is It Living Domain Focus: Science
Informative
Students are able to increase their ability to
observe and discuss common properties,
differences, and comparison among objects and
materials
Students will be able to collect, describe, and
Goals/Objective record information through a variety of means,
s including discussion, drawing, maps and charts.
Student will be able to expand their knowledge of
and abilities to observe, describe, and discuss the
natural world, material, living things, and natural
positions.

A large picture chart that can be written on of

various items like a dog, car, tree, rock, flower,
Materials stuffed animal, etc.
2 markers - each a different color

Location Large group area

See if the students know what a living item is by asking

What is a living thing? When they answer ask them
Lesson why they think their ideas are living? explain to them
Introduction what living means and then then give a few examples that
you do not have listed on your picture list.

Show the students your picture list. Designate a specific

marker for living and the other for not living. Have
each student come up and place a mark on an item with
Main Activity the color marker they think it might be. Ex sue thinks the
dog is living so she marks it with a red mark, john thinks
the flower is not living so he marks it with a blue mark.

Closure Once all the pictures are marked, review the list and
reveal the true answer. If one is wrong, explain why
someone MAY have thought that was the answer instead
of saying nope your wrong! Ex John thought the flower
 Clarissa Davis
Science Standards Lesson
K-LS1-1. Use observations to describe patterns of what plants, animals and humans need
to survive.
Adapted from my science lesson created for preschool/kindergarten
was not living because you cannot see it eat anything
because it gets its food from the ground thru the roots.
Ask the students what else do you think is living? /not
living? Why do you think that?

As you give the students their name tags to go to the next

Transition activity, ask them if the picture on their tag is something
living, or nonliving.

What is a living thing? Why do you think it is a living

Questions thing? What else do you think is a living thing?

1. Instead of pictures, hold up real items like a rock or

a flower.
2. Take the lesson outside if you are able to and
Individualizatio
instead of having 1 big chart, turn it into a game
n with little charts for each student and have them
1. specific children circle items pictured they may see on the
2. simplifications
playground or walk that they think is living or non-
3. extensions
living
3. Divide this into small groups with fewer pictures or
items for a shorter lesson
4.
1. Students will be able to give examples of why they
think an item is living or non-living thru discussion
with the teacher and group. This can be determined
by observation and listening.
2. Student will be able to recognize an item in picture
or real life form and identify it as living or non-
living. This can be determined by observation,
Assessment conversation and listening.
3. Students will be able to identify other items not
talked about during the lesson as living or non-
living. Students will be able to demonstrate this
thru dramatic play, art, blocks and other centers
throughout the day. This can be determined by
observation.