SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas
Essential Questions

PA/Common
Core/Standards

DETAILS
Maranda Paola
Science: Living and Nonliving Things
3rd Grade
October 30, 2016/30 min
Living and nonliving things share similarities and differences.
What are living things?
What are nonliving things?
How are living and nonliving things the same, and how are they
different?
Academic Standards for Science and Technology and Engineering Education
3.1.3.A1.Describe characteristics of living things that help to identify and
classify them.
3.1.3.A2.Describe the basic needs of living things and their dependence on
light, food, air, water, and shelter.

Objective
Bloom's Taxonomy
Webb's Depth of
Knowledge (DOK)
Formative &
Summative
Assessment Evidence

ISTE Standards for

Students
Framework for 21st
Century Learning

3.1.3.A5.Identify the structures in plants that are responsible for food

production, support, water transport, reproduction, growth, and protection.
While making a chart of living and nonliving things, the students will
be able to classify whether or not something is living or nonliving
with 100% accuracy.

Formative assessment Checklist of students who can correctly identify living and nonliving
things into two groups
Documenting question and answer sessions with the students to gauge
who understands the topic and who does not
Documentation of student responses when asked why they placed an
item in a particular category
Activity sheet- where students list as many living and nonliving
things as they can think of
Closure: Give students and exit slip, and have them write one thing
they learned about living things and one thing they learned about
nonliving things
Think Creatively
Use a wide range of idea creation techniques (such as brainstorming)
Work Creatively with others
Develop, implement and communicate new ideas to others effectively
Demonstrate originality and inventiveness in work and understand the
real world limits to adopting new ideas
Solve Problems
Solve different kinds of non-familiar problems in both conventional
and innovative ways
Communicate Clearly

CK

Accommodations,
Modifications

Articulate thoughts and ideas effectively using oral, written and

nonverbal communication skills in a variety of forms and contexts
Listen effectively to decipher meaning, including knowledge, values,
attitudes and intentions
Use communication for a range of purposes (e.g. to inform, instruct,
motivate and persuade)
Utilize multiple media and technologies, and know how to judge their
effectiveness a priori as well as assess their impact
Communicate effectively in diverse environments (including multilingual)
Collaborate with Others
Demonstrate ability to work effectively and respectfully with diverse
teams
Exercise flexibility and willingness to be helpful in making necessary
compromises to accomplish a common goal
Assume shared responsibility for collaborative work, and value the
individual contributions made by each team member
Student with a visual impairment Write largely on the board
Handouts will be written in only black ink, and with a large font
Allow student to use slant board for all handouts
The student will be able to use a magnifying glass in order to enhance
photos and objects
Classroom is arranged so that student can easily move around the
room
Lights in the back of the room where the student sits stays in dim
lighting

SUPERVISING
TEACHERS
SIGNATURE
Seton Hill University Lesson Plan Template Step-by-Step Procedures
RATIONALE for the
Learning Plan
Introduction
Activating Prior Knowledge
Have the students tell me anything they know about living and
nonliving things. Make a list on the board of their responses.
Hook/Lead-In/Anticipatory Set
Have the students discuss with small groups some of their favorite
toys, foods, people, and some of their favorite animals.
Explicit Instructions Big Idea Statement
Living and nonliving things share similarities and differences.
Essential Questions Statement
How are living and nonliving things the same, and how are they
different?
Objective Statement
While making a chart of living and nonliving things, the students will
be able to classify whether or not something is living or nonliving with

CK

Lesson Procedure

Reading Materials
Technology
Equipment
Supplies

Evaluation of the
Learning/Mastery of
the Concept

100% accuracy.
Key Vocabulary
Living
Nonliving
Reproduce
Adapt
Change
PreAssessment of Students
Ask the students to write down on a notecard what makes something
alive or not alive.
Modeling of the Concept
Read the story Classification of Living and Non-living things by:
Elizabeth Rose
Show the video:
http://schoolmediainteractive.com/view/object/video/7ABC07018B522
E94840BA8ABAC521D31?done=set_device
Guiding the Practice
Display a set of random objects, and pictures of objects in the front of
the room. Lay down two hula hoops in the front of the room. One
labeled living and the other labeled nonliving. Play a song for the
children and tell them that they have 3 minutes to sort the objects into a
category of living and nonliving. Once the students are done give them
a few minutes to gather their thoughts and then discuss why they put
the items where they did.
Providing the Independent Practice
Have the students go back to their seat, and make a list of as many
living and nonliving things as they can think of.
Transition
Sing the songIt is living!
It is living!
I know why!
I know why!
It eats and breathes and grows,
It eats and breathes and grows,
It's alive!
It's alive!
Book: Classification of Living and Non-living things by: Elizabeth
Rose
Video:http://schoolmediainteractive.com/view/object/video/7ABC0701
8B522E94840BA8ABAC521D31?done=set_device
Hula Hoops
Photos/objects of living and nonliving things
Formal Evaluation
Activity sheet- where students list as many living and nonliving things
as they can think of
Closure: Give students and exit slip, and have them write one thing
they learned about living things and one thing they learned about

Closure

Teacher
Self-reflection

nonliving things
Informal Evaluation
Documenting question and answer sessions with the students to gauge
who understands the topic and who does not
Checklist of students who can correctly identify living and nonliving
things into two groups
Documentation of student responses when asked why they placed an
item in a particular category
Summary & Review of the Learning
Give students and exit slip, and have them write one thing they learned
about living things and one thing they learned about nonliving things.
Homework/Assignments
None