Houston Baptist University

Sheltered Lesson Plan/SIOP Model

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Subject: Science

Grade Level: Kindergarten

Unit: Needs and Wants

Time Estimate: 45 minutes

Topic: Living and Nonliving Things

TEKS: 112.11 9A: differentiate between living and nonliving things based upon whether
they have basic needs and produce offspring
ELPS:
74.4.2C: learn new language structures, expressions, and basic and academic vocabulary
heard during classroom instruction and interactions
74.4.3D: speak using grade-level content area vocabulary in context to internalize new
English words and build academic language proficiency
Goal(s):
TLW understand the difference between living and nonliving things.
Content Objective(s):
a) TLW observe the video of Sesame Streets Cookie Monster talk about living and
nonliving things.
b) TLW discuss as a group the meaning of living and nonliving things and what
living things need.
c) TLW associate the words living and nonliving to real objects by placing the
correct vocabulary card on the objects as individuals in the group.
d) TLW find living and nonliving things on a scavenger hunt in small groups and
sort them.
Key Vocabulary Words Living, Nonliving, Needs
Language Objective(s)
a) TLW speak using the words living and nonliving to differentiate between things.
b) TLW use the word needs to explain what living things require to stay alive.
Materials/Resources/Technology needs:
a) Video: Cookie Monster video - https://www.youtube.com/watch?
v=giWqEPNLtBo
b) An assortment of real objects both living and nonliving
c) Multiple vocabulary cards with the words living and nonliving on them
d) Multiple scavenger hunt lists with living and nonliving things listed on it
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Instructional Procedures

Focusing Event:
The teacher will ask everyone if they know who Cookie Monster is! Tell them they are
going to watch a video about Cookie Monster and a rock.
Teaching/ Learning Procedures:
1. After the video, the teacher will write the definition of living and nonliving down for
the students and discuss and clarify the meaning with them.
2. TTW discuss and clarify with the students the definition of needs and what living
things need based on what they watched on the video.
3. TTW ask questions such as, Can you think of any other needs living things have?
Can you name some living and nonliving things?
4. TTW ask the students the names of all the realia she has set out.
5. After the teacher is confident the students recognize all of the realia, TTW have
individual students come up and put labels of living and nonliving on the objects.
6. Divide the students into small groups and tell them they are going to have a scavenger
hunt. Explain what that is.
7. After they have the scavenger hunt, have them sort their objects into living and
nonliving groups.
Formative Check (ongoing or specific):
Observe students responses and understanding level.
Reteach (alternative used as needed):
Have students work in pairs to sort pictures of living and nonliving things.
Closure:
TTW have each student name a living or nonliving things.
Assessment/Summative Evaluation:
Beginning ELLs: Note students knowledge of living and nonliving things by how they
sort objects after scavenger hunt.
Intermediate ELLs: Have students explain what makes something living as they are
sorting.
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Modifications/Notes:
If necessary for beginning ELLs, have them point to living and nonliving things or draw
pictures instead of answering discussion questions.