Intern Name: Kloe Jones

Lesson Title (Subject/Topic): Is it living?

Grade: Kindergarten
Length of Lesson: 45 min
Date Taught: 3/12/19
LESSON PLAN TEMPLATE
In this lesson…
Overview students will be able to identify whether an object is living or not

K.6: The student will investigate and understand the differences between living
organisms and nonliving objects. Key concepts include:
Standards of a) all things can be classified as living or nonliving; and
Learning b) living organisms have certain characteristics that distinguish them from
non living objects including growth, movement, response to the
environment, having offspring, and the need for food, air, and water.
Is this object living or nonliving?
Essential Questions What makes something living?

Students will be able to…

Objectives determine if an object is living or not and what makes something living.

Learning Target I can determine if an object is living or nonliving.

Necessary Prior -how to cut & clue
-determining what certain objects are
Knowledge
rock, plant, scissors, glue, crayons
Materials
Put a rock and plant in front of all the students and ask which one is living and
Introduction/Hook which one is nonliving. After the students respond, tell them the correct answer
and notice their reactions.
1. I first, read the students the “I can” statement so they knew what they
should be able to do by the end of the lesson.
2. I then explained what we would be doing: determining if objects were
living or non living.
3. I then showed the students a rock and a plant and asked them which
Instructional object they thought was living and which object was non living.
4. After receiving all of their answers, I brought up the powerpoint and
Activities & went into depth on which object was living and nonliving and why.
Strategies 5. As the powerpoint ended, I told all the students to go back to their seats
and explained to them what they would be doing with the cut & paste
activity.
6. For the activity, the students would cut out the objects at the bottom then
place them into the living/ nonliving categories.
7. After they are done, they would raise their hand and let me check it.
Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
 8. Once their work is correct, they would then glue and color the objects
then turn it in.

Key Vocabulary or living, alive, breathing, oxygen, food/ water

Concepts
cut & paste activity where students put certain objects in living/ nonliving
Assessments categories
As the students are doing the cut & paste activity, I will go around individually
Closure Activity and ask the students how they are doing and help them if their work is incorrect.
Read the instructions more directly to students with ESL (English as a second
Accommodations language) and SLI (speech and language impairment).
Resources none

Reflection on a Lesson Plan Taught

Virginia Teachers for Tomorrow
Intern Name: Kloe Jones
Lesson Title (Subject/Topic): Is it living?
Date of Lesson Taught: 3/12/19
Cooperating Teacher & School: Houlihan Linkhorn Park Elementary
Grade: Kindergarten
Time of Day: 11 am

1. What steps did you go through to create this lesson? With whom did you talk, discuss, or edit your lesson?

I talked with Ms. Houlihan a few days before just to make sure she hasn't taught a similar lesson and that
the students would understand it. I sent her my worksheet to see if there was anything she would like to
add and then she gave me the go ahead.

2. How did the SOLs and Objectives help focus your instruction?

Having the standards of learning next to me as I was creating this lesson allowed me to narrow my focus
and make sure the lesson follows their curriculum.

3. What parts of the instructional plan worked as you anticipated?

Everything worked great and the students were very interested. Having the powerpoint allowed for the
students to learn more in depth about the difference and kept them more engaged.

4. What, if any, adjustments needed to be made once you began?

I should have started off on the rug because the students couldn't see the board as well as they need to.
Having to move everyone just added unnecessary time to the lesson.
Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
5. How well did you anticipate the materials needed?

I had the materials down and I didn’t need anything else during the lesson.

6. How effective was the assessment you chose to use? (If no assessment was used, what will the future
assessment be and how will you gauge its effectiveness?)

My assessment was the cut & paste activity after the powerpoint and presentation were presented. This
assessment worked great because it showed whether or not the students understood the lesson.

7. To what degree do you feel that this lesson was a success? What evidence do you have for the success of
the lesson? (Hint: Student learning is the key to a lesson’s success!)

This lesson was such a success and all of the students loved it. They loved a difference from their teacher
teaching to me teaching.

8. How did the time spent preparing for your lesson contribute to its success?

The time I spent on this lesson truly showed and it allowed the lesson to run smoothly without any error.

9. If you could do this lesson again with the same students, would you do anything differently? If so, what?

I think that this lesson could have been really cool if I planned it well ahead and made adjustments to bring a real life
animal to really engage the students and have them be more interested.

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)