WGU 5E C180 LBM3 Task 1:
Elementary Science Methods.
WGU 5E Lesson Plan Template
General Information
Lesson Title: The Needs of Living Things
Subject(s): Science
Grade/Level/Setting: Kindergarten, General Education Classroom
Prerequisite Skills/Prior Knowledge:
Students will understand what is considered a living thing.
Students will understand that animals and plants are both living things.
Students will understand that some things are necessary for plants and animals to live.
Standards and Objective
State/National Academic Standard(s):
Missouri Learning Standards K.LS1.C.1 “Use observations to describe patterns of what plants
and animals (including humans) need to survive” (DESE).
Learning Objective:
Students will use picture cards, drawings, and worksheets to identify and sort the needs of plants
and animals (including humans). Students should be able to identify and mark the difference
between what living things want and what they need to survive. Students will identify what
categories of living things need to survive with an accuracy of eighty-five percent.
Materials Technology
Picture and Category Cards TV Board
Coloring Worksheet Student Tablets
Crayons
Large Paper
Language Demands
Specific ways academic language (vocabulary, functions, discourse, syntax) is used by students
to participate in learning tasks through reading, writing, listening, or speaking to demonstrate
their understanding.
Language Function:
Students will analyze and categorize picture cards to represent the needs of living things.
, Students will utilize group discussions to share question, observations, and explanations.
Students will make predictions about living and nonliving things.
Students will discuss and debate needs and wants of living things.
Vocabulary:
Needs, Wants, Survival, Living, Non-Living
Food/Nutrients, Sunlight, Shelter
Discourse or Syntax:
The teacher will start the discussions and then create opportunities for students to ask questions
and share their thoughts. All students will be encouraged to share and ask questions during the
lesson. Students will use picture cards to sort and show their thinking and then create their own
pictures to complete an assignment. After the picture card sorting the teacher will review with the
students and ask them to share what category they placed each card in. To share where a card
should be placed the student must explain their thinking. Students will be involved in multiple
group discussion during the lesson with the teacher and with members of their assigned groups.
Planned Language Supports:
The teacher will use scaffolding during the lesson. Students will have time to ask questions
during the discussion times and work times. While students are working on the needs of living
things drawings and the picture card sorting the teacher will ask students to explain their
thinking. The teacher will ask the students how they concluded that a living thing may need a
certain thing to stay alive. The teacher will also help students expand their thinking by
prompting students to identify additional needs of living things and consider if needs apply to
nonliving things.
Instructional Strategies and Learning Tasks
Activity Description/Teacher Student Actions
Engage: The teacher will lead a class Students will raise their hands to share
wide discussion. The teacher during the group discussion. Students will
will ask what the students think be encouraged to ask questions when they
makes something living or do not understand.
nonliving and then define both
The students will be active listeners when
terms.
the teacher is reviewing examples. Students
The teacher will go over multiple will raise their hands if they do not
examples of nonliving and living understand.
things and ask students to think
about what living things need.
Explore: Divide students into groups of Students will move to their designated
four and pass out picture cards. group space and listen to the teacher’s
Elementary Science Methods.
WGU 5E Lesson Plan Template
General Information
Lesson Title: The Needs of Living Things
Subject(s): Science
Grade/Level/Setting: Kindergarten, General Education Classroom
Prerequisite Skills/Prior Knowledge:
Students will understand what is considered a living thing.
Students will understand that animals and plants are both living things.
Students will understand that some things are necessary for plants and animals to live.
Standards and Objective
State/National Academic Standard(s):
Missouri Learning Standards K.LS1.C.1 “Use observations to describe patterns of what plants
and animals (including humans) need to survive” (DESE).
Learning Objective:
Students will use picture cards, drawings, and worksheets to identify and sort the needs of plants
and animals (including humans). Students should be able to identify and mark the difference
between what living things want and what they need to survive. Students will identify what
categories of living things need to survive with an accuracy of eighty-five percent.
Materials Technology
Picture and Category Cards TV Board
Coloring Worksheet Student Tablets
Crayons
Large Paper
Language Demands
Specific ways academic language (vocabulary, functions, discourse, syntax) is used by students
to participate in learning tasks through reading, writing, listening, or speaking to demonstrate
their understanding.
Language Function:
Students will analyze and categorize picture cards to represent the needs of living things.
, Students will utilize group discussions to share question, observations, and explanations.
Students will make predictions about living and nonliving things.
Students will discuss and debate needs and wants of living things.
Vocabulary:
Needs, Wants, Survival, Living, Non-Living
Food/Nutrients, Sunlight, Shelter
Discourse or Syntax:
The teacher will start the discussions and then create opportunities for students to ask questions
and share their thoughts. All students will be encouraged to share and ask questions during the
lesson. Students will use picture cards to sort and show their thinking and then create their own
pictures to complete an assignment. After the picture card sorting the teacher will review with the
students and ask them to share what category they placed each card in. To share where a card
should be placed the student must explain their thinking. Students will be involved in multiple
group discussion during the lesson with the teacher and with members of their assigned groups.
Planned Language Supports:
The teacher will use scaffolding during the lesson. Students will have time to ask questions
during the discussion times and work times. While students are working on the needs of living
things drawings and the picture card sorting the teacher will ask students to explain their
thinking. The teacher will ask the students how they concluded that a living thing may need a
certain thing to stay alive. The teacher will also help students expand their thinking by
prompting students to identify additional needs of living things and consider if needs apply to
nonliving things.
Instructional Strategies and Learning Tasks
Activity Description/Teacher Student Actions
Engage: The teacher will lead a class Students will raise their hands to share
wide discussion. The teacher during the group discussion. Students will
will ask what the students think be encouraged to ask questions when they
makes something living or do not understand.
nonliving and then define both
The students will be active listeners when
terms.
the teacher is reviewing examples. Students
The teacher will go over multiple will raise their hands if they do not
examples of nonliving and living understand.
things and ask students to think
about what living things need.
Explore: Divide students into groups of Students will move to their designated
four and pass out picture cards. group space and listen to the teacher’s
