How does the attached lesson connect to ISTE Standard Five, which says—Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
How does the lesson connect to one or more of the four “pillars” (Decomposition, Pattern Matching, Abstraction, and Debugging) – focus on the computational thinking skills children are learning that provides a foundation for future learning as they progress through school.
Discuss how the lesson aids in the learning experience for the child, specifically connected to the integration of the science and non-science subject (math, literacy, social studies, and so forth). Please focus on connecting science and non-science concepts!
Explain how connecting outdoor experiences makes this unplugged activity meaningful to the child.
How does the attached lesson connect to ISTE Standard Five, which says—Students break problems into component parts, extract key information, and develop descriptive models to understand complex sys
UMF Unit-Wide Lesson Plan Template Name: Program: Course: Lesson Topic / Title: Living Things and Non-living Things Lesson Date: Fall 2021 Lesson Length: 75 minutes Grade/Age: Kindergarten-Grade 1 Learning Objectives & Content Standard Alignment – Selects, creates, and sequences learning experiences and performance tasks that support learners in reaching rigorous curriculum goals based on content standards. Learning Objective(s) Students should be able to differentiate between living and non-living things Students should be able to link basic scientific information about living and non-living things and connect that learned information to expand their knowledge and understand more complex concepts Students should also be able to concentrate on the major details ignoring the details that are not required to learn. Students should be able to distinguish between the most common living and non-living things, like human beings, plants, animals, and chair, table, door, and windows etc. Students should list five living things and five non-living things Students will point out five living and ten non-living things in their surroundings. Students would also be allowed to imagine the surroundings of their classroom and household to present a unique result Students will draw a living and a non-living thing of their choice and explain why they chose to draw these things to the teacher and other students Students will compare living and non-living things in an outdoor setting Instructional Decisions / Reasoning These learning objectives are in coherence with the existing Common Core State Standards for the Kindergartners The objectives promote the learning of basic science in relationship with other disciplines such as art, and social sciences. Most of these objectives are empirical and can be evaluated empirically The final 25 minutes will be dedicated to the questions of the students. This exercise would not only increase the knowledge of the students but also help them gain more confidence in public speaking Outdoor activities enhance the computational learning of the students The objectives align with some computational thinking concepts from Yadav. Content Standard(s) K-2.B.3.1.2: Rely on observation and understanding to tell the difference between living and non-living things K-2.B.3.1.2: Use live examples to classify all plants and animals as living things. Live examples expand the learning experience of kindergarten students. ISTE – 1.5.C: The students would start learning about the living and non-living things from the basic concepts of movement and then learn other distinguishing characteristics to include all plants in living things. Instructional Decisions / Reasoning Development of observational skills at the early stages of childhood is vital as the children can learn fast with their flexible minds Interactions with the live examples make the lesson interesting, informative, and memorable. It is the major portion of the lesson plan. After interacting with live examples, students will draw one living thing and non-living of their choice. This exercise can stimulate their creative side and also help in memorizing the concept with the help of their drawing. Teaching in a pattern would boost the computational thinking of the students. Assessment – Uses assessment flexibly to expand and deepen understanding of learner performance and determines best supports for continued learner growth. Assessment Pre-Assessment: Before going into the in-depth assessment of the students’ performance and learning outcome, the teacher will pre-assess the capability and interest of the students. The teacher will speak to the students if they already know something about living and non-living things. The teacher will use simple vocabulary to make sure that the students understand what they are going to learn in this lesson Midway assessment: After the clear explanation and demonstration of the living and non-living things, the teacher would verbally assess each student by asking about the living and non-living things. A scoring guide (Rubric) assessment: Each student will have to complete two exercises which will be graded according to the scoring guide. The first exercise will evaluate how many items in the list are correct (list of 5 living and five non-living things). The second exercise will evaluate the artistic side of the students with the level of accuracy (Drawing one living and one non-living thing). Other than the scoring guide, the teacher will make a self-assessment about the students when they are asked to point out as many living things and non-living things around them. The teacher would ponder on the time taken by the students and their eagerness. The teacher would take the students on a stroll in the school’s playground. The students would compare the living and non-living things. Each student will take pictures of their observations and make a chart of their findings Instructional Decisions / Reasoning Pre-assessment is essential for most of the lesson plans related to life science. Once the teacher has an idea about the students’ willingness and interest to learn, the midway assessment and rubric assessment would be carried out. The midway assessment ensures that the students have understood the basic concept of living and non-living things. Only after this assessment, the teacher can move forward to the rubric assessment. A rubric assessment of the two exercises will showcase the performance of the students in both exercises. These exercises play a pivotal role in measuring the knowledge and information gained by the young students of kindergarten. The teacher can make further teaching plans after grading the students. Pointing out, listing, and drawing will explain the understanding level of the students related to living and non-living things. It would also help the teacher to determine their need for additional explaining. It is important to carry out such exercises in the modern world of technology. It is not possible to explain to the students about the living and non-living things merely by the basic movement concept. Outdoor activity of comparing living and non-living things can help the students to link all the ideas and information they learned Instructional Materials and Resources – Stays current in content knowledge and expands expertise in reviewing instructional materials from the perspectives of both the discipline and individual learner needs. Materials, Resources, and / or Technology White Board White Board Markers White Board Duster A4 Size Papers Markers Self-designed Worksheet A Kids magazine Models of animals, plants, and non-living things Outdoor space Instructional Decisions / Reasoning The purpose of this lesson plan is to educate the kindergarten students about living and non-living things in an outdoor setting. That is why all these materials are being used because they ensure that the students use all of their senses to learn about living and non-living things. Magazines, models, and live examples make the lesson even more interesting for the students. The students can relate the acquired knowledge and information to their surroundings. Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks by using a variety of instructional approaches, strategies, and technologies that make learning accessible to all learners and support learners in reaching rigorous curriculum goals. Teaching and Learning Sequence The teacher would start with the preliminary self-introduction and an easy set of rules that the students must follow during the lesson plan. The teacher would start the lesson by explaining the living things and non-living things. The teacher will present the most basic example of a human and a chair to demonstrate. The teacher will also raise some questions to make the students interested in the class. For instance, why are we living things? Why the book is not a living thing? Do all animals count as living things? Are plants living things too? The teacher would elaborate further about the plants and why they are living things with basic demonstrations and giving live examples of grass and other surrounding trees. Once the teacher is done explaining the major concepts of living and non-living things, the students will be asked to point out as many types of living and non-living things around them. The teacher would hand out the self-developed worksheet to the students. The worksheet has numbered list to be filled by the students. The teacher would hand out the drawing papers to students and ask them to draw one living and one non-living thing of their choice. The teacher would help each student individually to choose a thing if they are not feeling very confident about their choice. The teacher would take the students on a walk so they can distinguish and tell the difference between living and non-living things Procedures: The teacher would write ‘dog’ and ‘chair’ on the board. After explaining why the dog is a living thing, and the chair is a non-living thing. The teacher would generalize the concept by giving 7 8 other examples. Each student will name one living thing and a non-living thing on their turn. The cycle would continue until the students seem interested and the things in the surroundings are not counted. The teacher will hand out the worksheet to all the students. With each student getting done, the teacher will hand out a paper and a marker to each student for drawing a living and a non-living thing of their choice. Once the worksheets and drawings are done, the teacher will show the students some common living and non-living things using a magazine and picture cards. The teacher would ask the students to make two cues and walk side by side and point out the living and non-living things in their surroundings Instructional Decisions / Reasoning The sequence of this lesson plan is very important because it engages the students in a step-wise learning procedure. This lesson plan is designed by keeping in mind the curiosity, attention, and interest of the kindergarten students. It is easier for the students to grasp the concept that all animals are living things. But it takes a bit of effort to convey the information that all plants are also living things, even though they do not move from one place to another. This ability is present in almost every animal. The lesson ensures that the students engage with the lesson using all of their senses. Meeting students’ needs (differentiation, extensions, modifications, accommodations) This lesson plan is designed and created by considering all the technological and other needs of kindergarten students. Best and suitable practices for art integration Application of Token Economy and Reward System to maintain the decorum and discipline of the class One-on-one help to each student for the selection of a living and a non-living thing to draw The students with any disorder that slows down their performance will be given special attention and any equipment they require to carry out their class. Availability of wheelchair, hearing-aid, and other required equipment The teacher would encourage the students to help students that are finding it hard to grasp the concept of living and non-living things. Extension Activities: Activity for pointing out the living and non-living things in the surrounding. Each student will be given a chance to write a living or a non-living thing on the whiteboard. Invite a biologist to the classroom and talk to the students about the living and non-living things from the scientific prospect. Instructional Decisions / Reasoning Ensuring that all the needs and wants of the student related to learning are fulfilled through best practices for art integration, and the application of Token Economy and Reward System. Facilitate students with any physical or mental health issues. Encourage less interested students with enhanced interactions Providing extension activities to entertain the students while teaching them the concept of living and non-living things. Field Courses Only – Post lesson Reflection Compile an assessment report that explains the main hurdles of the students related to the lesson topic. Future lesson plans can be derived from this report. Teaching Standards and Rationale To encourage the students to learn practical knowledge of basic scientific concepts along with the enhancement in their academic performance. References Fun, K. (2021). Living and non-living things | Science lessons and worksheets for children. Kidsworldfun.com. Retrieved 29 November 2021, from https://www.kidsworldfun.com/learn-science/living-and-non-living-things.php. Revised 07/19/2018