TCNJ Lesson Plan

Earths Systems

Student Name: Kristen Gombas

Grade Level: Pre-K - K
Guiding and/or Essential Questions:
What are the earths systems?
How do humans rely on the earth?
Pre-lesson Assignments and/or Student Prior Knowledge (ex. background knowledge,
possible misconceptions, prior lesson content)
Students should be familiar with the earths systems: land, air, and water. They do not
need to know how they are interconnected, but should know that humans rely on the earth for
those things. Students should be able to list ways we use the earths systems.
Standards:
NGSS:
-

K-ESS3-1 Earth and Human Activity: Use a model to represent the relationship between
the needs of different plants and animals (including humans) and the places they live.

Common Core:
-

CCSS.ELA-LITERACY.RL.K.1: With prompting and support, ask and answer questions

about key details in a text.
CCSS.ELA-LITERACY.RL.K.7: With prompting and support, describe the relationship
between illustrations and the story in which they appear

NJ Preschool Standards:
-

5.3.3 Observe and describe how natural habitats provide for the basic needs of plants and
animals with respect to shelter, food, water, air, and light
5.4.1 Explore and describe characteristics of soil, rocks, water, and air
RL.PK.1 With prompting and support, ask and answer key elements in a familiar story or
poem.
RL.PK.7 With prompting and support, using a familiar storybook, tell how the
illustrations support the story

Learning Objectives and Assessments:

Learning Objectives

Assessment

Students will list the different systems that

make up the earth.

Students will recognize that all living things

rely on earths systems.

Students will name the earths systems which at

the land, water, atmosphere (air), and light
(sun).
Teacher will assess for correct identification of
systems by listening to student responses.
Students will list uses for the environment and
name creatures that live on earth.
Teacher will assess for accurate uses and
animals named.

Materials/Resources: (List materials, include any online or book references and resources)
- Our Big Home: An Earth Poem by Linda Glaser
- Mural Paper: Green, Blue, Light Blue
- Print-out of last 2 pages of the poem
- Craft materials (construction paper, markers, crayons, glue, scissors, etc.)
- Resources:
https://static1.squarespace.com/static/5658d073e4b0a63eb2c22d07/t/5682f582b204d563
5671258c/1451423106190/our_big_home.pdf
Plan for set-up/distribution/cleanup of materials:
The book and questions will be prepared before-hand. Pages will be marked for
discussion. The mural paper should be used to create a landscape: green for land, blue for sky,
and light blue for water. The last two parts of the poem will be typed up and attached to the
center of the mural. For preschool, pre-cut animal shapes may be made prior to lesson. All the art
materials should be organized and ready for use. Students will clean-up their materials when it is
time.
Step by Step plan (numbered):
Part 1: Read Aloud
1. The students will be told that they will be going outside for a read aloud. They will be
reminded of the class rules, such as stay with the class and listen to the teacher. The
students will be called to line-up. It will take place on a nice day, but jackets may be
needed.
2. On the walk to the outdoor classroom or other outdoor spot, students will be told to make
observations about nature. What do they notice? What do they feel?
3. Once students are seated facing the teacher, the students will be asked what they noticed
on the walk. The students will be encouraged to talk about the plants, the sky, the air.
4. The book will be introduced by reading the title and saying that well be learning about
the different parts of the earth that make it home to us.
5. After reading the water page, students will be asked to name more ways we rely on water.
6. On the sun page, the students will be asked to look at the picture. They will be asked
what they think the page is about and way. What are ways we use the sun? After reading
the words, the students will be told to close their eyes and feel the sun warm them up.
Then they will reach up toward the sun like they are growing plants.

7. After reading the dirt page, the students will be told to stick their fingers in the grass to
feel the dirt. What kind of plants to do we use?
8. When the wind page is read, the students will take a deep breath. They will feel for any
wind. Students will be asked how we rely on the air and wind.
9. After readying the sky page, students will lie on their backs and look at the sky. What are
some things they see?
10. When they book is completed, students will be asked what are the parts of earth all living
things need. They should explain why living things need the earth.
11. Students will return inside for the next activity. On the walk back, students will be told to
notice the systems: air, water, soil, sun and sky, and any living things.
Part 2: Activity
1. When the class gets back inside, students will meet on the rug. They will be asked what
they observed about the air, water, land, sun, or living things. The book will be used to
point out what students describe (If someone describes the sun, show the sun page and
make a connection). The students will be told they will be making a giant page like in the
book.
2. The mural paper will be taken out and shown the students. Attention will be given to the
sky/air, ground, and water. The poem attached to the center will be read again. Students
will be told to think of a living thing that needs the earth. It can swim, fly, walk, or even
be a plant. Using the craft supplies in the classroom, they will make their organism to
attach it to the mural.
3. Students will return to their seats and use the materials to construct their animal or plant.
I will walk around to make sure all students have an idea. Depending on the grade and
skill level, the animals may need to be pre-cut.
4. When all students are finished, they will clean-up. Then, they will gather on the rug with
their craft. Students will come up one-by-one and share what they have chosen to make.
Before attaching it to the mural, they must describe how that animal or plant uses the
earth (air to breath, water to drink, etc.). After every student has had a turn, they will be
asked what would happen if one part of earth disappeared. What if there was no water?
Students will respond. I will explain that we need all parts of the earth to survive.
Key Questions (that you will ask):
-

What do you notice about nature? What do you feel?

Why do we need water?
What is this page about? How do you know? Why do we need the sun?
What plants to we use?
What do you see in the sky?
What parts of the earth do all living things need? Why?
What do you observe about the sky/air/land?
What does that animal need to live?
What would happen if one part of the earth disappeared? What if there was no water?

Logistics:
Timing: 1 hour

Part 1: 25 minutes
Part 2: 35 minutes
Transitions:
Students will be told to line-up to go outside by calling on groups of students. After the
outdoor story lab, students will line-up and go inside. Once inside, they will put away jackets if
needed, then meet the teacher on the rug. When the crafting is completed, students will be
signaled to clean up with the clean-up song or other familiar sound. When the lesson is complete,
students will remain on the rug for further directions.
Classroom Management:
Before going outside, students are reminded of the rules. They must stick with the class
and listen to the teacher. Preschool students will be told to choose a partner for the walk outside.
During the read aloud, students will be given reminders for attention. If the class is too out of
control, the read aloud will be completed inside. During crafting, students will be reminded to
share. If some finish early, they will be encouraged to add more detail, or can make another one.
Differentiation
The walk outside should be accessible to all students. If there are any students that cannot
get to the outdoor classroom or field, the read aloud will be moved elsewhere. A spot with easy
access for that student should be chosen. If necessary, student partners for the walk outside can
be pre-determined to pair students who need more reminders and focusing with a responsible
peer. For students with fine motor needs, a cut out of an animal can be provided. This can be
done for the whole class if necessary. Outlines of animals can also be drawn on paper so students
can practice cutting themselves.