Name: Madison Knox

Grade Level: Kindergarten

Group Size: Whole group lesson; small group activity

Subject/Lesson Topic: Living v Nonliving

Objectives: TLW classify organisms/objects found in the ocean as living or

nonliving.

Standards/GLEs:
LS-E-A2: Classify objects as living (biotic) or nonliving (abiotic).
SI-E-A7: Identify and use appropriate procedures and equipment when
conduction investigations.
K.MD.B.3: Classify objects into given categories; count the number of
objects in each category and sort the categories by count.

Contextual Factors: In the classroom, only mini-lessons are taught whole

group, while the activity supporting the lesson is done through centers. We
will continue this theme through incorporating science into the daily whole-
group routine. The only factor that should be taken into consideration during
this lesson is the students lack of ability to stay still for too long. The lesson
will be short, sweet, and to the point so that students can move on to the
activity

Teacher Materials/Resources: anchor chart explaining living and non-

living organisms, bucket of ocean objects, dry erase board, marker, recording
sheets students will use during station, net,

Student Materials/Resources: recording sheet, pencil, apron, goggles,

magnifying glasses, pre-made tub of ocean items, net to catch items, lots of
paper towels,

Family/Community Connection or Extension: Ask students if they have

ever been to the beach and saw or swam in the ocean, has seen an ocean on
TV, or remembers something about the ocean from reading a book or seeing
a movie in introduction.

Lesson Procedure and Activities:

Introduction: Ask students if they have ever been to the beach and saw or
swam in the ocean, has seen an ocean on TV, or remembers something
about the ocean from reading a book or seeing a movie. Ask students what
we can find in the ocean. Tell students that the people who study the ocean
are oceanographers.

Activities:
 1. Discuss oceanographer, and then ask students what types of
things an oceanographer might find while studying the ocean.
Allow students to respond and make a list using dry erase
board of responses. Tell students they are rock stars.
2. Now since you all know the different types of organisms and
objects we might find in the ocean, I want to talk about if they
are living or nonliving.
3. Introduce the anchor chart displaying what it means to be
living or nonliving.
4. Talk about the things that we need to live- water, food, shelter,
and air.
5. Talk about us in comparison to an object in the classroom (like
a pencil). Does the pencil need any of the same things as us to
still be a pencil on this desk? No, so it is nonliving. (Use same
comparison using 2 things on the list students gave).
6. Ask students if various objects are living or nonliving, asking
them why they think so.
7. Re-enforce: Have students tell you what living objects must
need in order to classify it as living: water, food, shelter, and
air.
8. Introduce station activity. Show steps: recording, graphing,
etc.

Closure: Have students prepare for stations. Hang up anchor chart near
Make & Do station.

Differentiation: the differentiation for this lesson will occur during each
individual center; those who need help using the net will be assisted, those
who need help classifying will be assisted, etc. For those students who are
able to quickly identify the living and nonliving objects, I will have them write
on their recording sheet what makes the item living or nonliving (ex: fish-
needs food, plastic- does not need food, water, air, shelter, it just exists)

Formative Assessment/Evaluation: the recording sheets students use to

list the living and nonliving objects they found will be used to determine if
students can distinguish between living and nonliving objects, as well as
organizing their findings on a graph
Name: _________________________

Living (biotic) Non-living

(abiotic)
 GRAPH YOUR DATA

Living
Nonliving