Life+Cycles+&+Living+Processes

Author: Krysta Kucinski Grade/Level: Kindergarten Subject: Living/Nonliving Thing** s
 * Engage and Explore

__Objectives__: After listening to the children’s book, “What’s Alive?”, students are expected to brainstorm ideas of what it means to be living and nonliving. After the read aloud and brainstorming, students should work together at their tables to cut and paste magazine pictures of living and nonliving things onto a given chart. __Pre-assessment__: Students' knowledge of what it means to be a living or nonliving thing was previously assessed through the Quick Write, Draw. __Formative Assessment__: During the brainstorming activity, I will check for students' comprehension of the story, "What's Alive?". Students should be able to relay ideas about living and nonliving things that they learned from the story. While students are cutting, pasting, and sorting the magazine pictures onto the given chart, I will ask for their reasoning of why they are placing them in each category. Students should be able to accurately describe the characteristics of what makes the picture a living or nonliving thing. __Summative assessment__: Students' charts should be accurate with the pictures correctly categorized as either a living or nonliving thing. __Lesson Details__: //Hook//: "What's Alive?" Book //Procedure//: Students will be seated on the carpeted area, prepared to listen to the story, "What's Alive?". "What's Alive?" will be read aloud to class. A brainstorming chart will be presented. Students will be asked to remember the ideas mentioned in the story pertaining to what it means to be a living and nonliving. Students will raise their hands to share their thoughts about the characteristics of both living and nonliving things. The ideas will then be written on the brainstorming chart. After the chart is completed to my discretion, students will be given instructions about the next activity. Students will be told that they will be creating their own living and nonliving chart. They will create this chart with the magazine pages that will be placed on their tables. Students will cut and paste the pictures into the living and nonliving categories. (An example will be shown). Students will then be asked to return to their tables and begin working. I will circulate the classroom, asking students their reasoning of why they are placing the pictures under each category. This will help students to classify the pictures correctly. After about 25 minutes has elapsed, students will be asked to clean up their tables. (Throw away scraps, put away scissors and glue). The charts will be collected.

__Objectives__: Students will participate in a whole group discussion appropriately. After whole group discussion, students will be able to recognize what is alive and what types of things are not. Students will be able to list basic needs of living things and what would happen if living things did not get what they need. Through an illustration and words, students will be able to complete the sentence, "It is a living things because..."and "It is not a living thing because...". Students' illustrations and words will be discernible to the teacher and other students. __Pre-assessment__: Students have previously created a Quick Draw to illustrate their understanding of what is a living thing. __Formative Assessment:__ The teacher will moderate the ideas of the students regarding their favorite living thing and nonliving thing and be able to explain their reasoning of why it is a living thing and nonliving thing. __Summative Assessment__: Students' final products should be a realistic living thing and nonliving thing and should have written why they know it is a living thing and nonliving thing. __Lesson Details__: 1. Students will be brought to the carpet area for discussion. 2. The teacher will make a connection between the lesson the previous day and the current lesson. The teacher will ask students what they remember about living and nonliving things. Through the discussion of what is and what things are not alive, students should be able to recall what living things need and what would happen if living things did not get what they need. 3. Students will be given instructions about the lesson's activity. The instructions will be as follows: Students will be creating a class book of living things and a book of nonliving things. The title pages will state, "It is a living thing because...", and "It is a nonliving thing because...". They will each have a part in the book. They are to create a picture of their favorite living thing and their favorite nonliving thing. Above their illustration, students will complete the title pages' sentence. For example, students may complete the sentence "It is a living thing because...","it eats". 4. In groups, students will be told to get their coloring boxes from their cubbies and return to their KidWriting tables where they will begin the activity. White paper will be distributed after each student has returned. When students are finished with both living and nonliving pages, the teacher will collect them. 5. The teacher will later bind the pages and create the two class books to be read at a later time.
 * Explain**
 * Author: Krysta Kucinski**
 * Grade/Level: Kindergarten**
 * Subject: Living/Nonliving Things**

__Objectives__: Students will be able to recall information learned by participating in a review discussion of the previously learned ideas of living and nonliving things. Students will behave appropriately when the previously made class books, magazine picture charts, and brainstorming charts are presented and read. While playing "I Spy", students will use prior knowledge to make an educated decision of what is a living and nonliving thing.
 * Elaborate**
 * Author: Krysta Kucinski**
 * Grade/Level: Kindergarten **
 * Subject: Living/Nonliving Things**

__Pre-assessment__: From the previous two lessons, students' understanding of living and nonliving things will have been assessed. __Formative Assessment:__ Students will participate fully in discussions and show a clear understanding of the topic and ideas. __Summative assessment__ : While playing the "I Spy" game, students will be accurately choosing living and nonliving things. __Lesson Details__: After students are seated at the carpeted area from the previous lesson, the teacher will remind students of the living and nonliving things lessons from the last two days. The teacher will present the projects made by the students: brainstorming chart, magazine picture charts, and the living and nonliving things class books. Each chart will be discussed, reminding students of their progression of understanding over the past two days. The class books will then be read. The teacher will explain the last activity. Weather permitting, students will go outside and play "I Spy a Living/Nonliving Thing". Students will be split into 5 predetermined groups. Outside, students will take turns within their group to play the game. The rules are the same as the classic "I Spy", in which a student thinks of an object and will say, "I spy with my little eye...". In this version, the students will say, "I spy with my little eye a living/nonliving thing". The student will give clues each time the group of students cannot guess the living/nonliving thing. A maximum of 3 clues/guesses will be given as to save time and allow for all students to participate. (If the weather does not permit, this game will be played inside at the KidWriting tables).

Christina Kindergarten Butterflies

[|life cycle of butterfly]

Emily Goodman The Five Senses Grade: Kindergarten

Driving Question: What are necessary organs the human uses in order for our five senses to work properly? To get my students hooked, I will ask them a question to get them to start thinking about the big idea of the lesson. Question: What are our five senses and what do they do? I believe this will be a good introduction because kids, especially kindergardeners, are eager to answer questions they know the answers to. I expect my students to know what the five senses are and what they do. I will have an activity planned that will help to get them thinking about their five senses. I will present one object, for example an orange, and ask them how each of the five senses relate to this one object. What does it look like? How does it taste? etc..

The exploration portion of my science lesson will focus on how each of our five senses work. I will start the exploration phase by presenting a teddy bear. I will ask my students: can this bear use his five senses? Why or why not? I will call on students to hear their input on whether or not the stuffed bear can use the five senses. Next, I will present a picture of a real grizzly bear. I will ask my students: can this bear use his five senses? Why or why not? What are the differences between the teddy bear and the grizzly bear? What are the differences in how they use their senses? Why do these two bears use their five senses differently? I will call on individual students to hear their responses. Then, I will introduce another figure, an American Girl Doll to review the same concept in a different form. How does Samantha the doll compare to us (humans)? She has eyes, but can she see? Why or why not?

The explanation and exploration are tied into each other. The explanation portion will be reasoning and analyzing the exploration activity I have prepared for the kindergardeners. I will observe their thinking processes and responses to the following questions: What are the differences between the teddy bear and the grizzly bear? What are the differences in how they use their senses? Why do these two bears use their five senses differently? How does Samantha the doll compare to us (humans)? She has eyes, but can she see? Why or why not? I will call on individual students to hear their responses. I will be watching to make sure all students are engaged in the lesson so I know all students are comprehending what is being taught.

I will present a box of "goodies" I will use during the elaborate lesson. The box will include things that will elaborate on the idea that we need our brain to use our five senses. Among these items will be: fake eye balls, candy lips, gloves, hand clappers, whistle lips, and a multiple pictures of human beings. (All of these items relate to the five senses) I will pick on students to pick random items out of the box and ask my students, "Can this item feel? Can this item hear? Etc... Why or why not?" Each student will get a chance to pick out of the goody box. After a student picks out of the box they will be dismissed to their seat.

Evaluate will work hand in hand with elaborate. The evaluation portion will focus on questions I ask and the answers my students give. I will be asking myself: Are they thinking about their answers? Are they making connections with what was just taught on the elaboration lesson planned? Have all students gotten a chance to participate?

Annie Byrne Unit on Dental Health Kindergarten

Driving Question: What are the effects of poor dental care and how can one prevent them? [|Dental Health Unit]

Lesson 1: Read Aloud, Types of Teeth, and Loosing Teeth

Lesson 2: Plaque, Cavities, and Inspector Hector Plaque Detector

Lesson 3: Fluoride, Brushing, Flossing 