STAGE 1: PLANNING ⦽

YOUR TARGET: Standard, Goals & Outcomes

Teacher:__Janina Schrecengost_Grade/Subject: Science

⦽ (Indicates aligned with CAL TPA Cycle 2)

TARGET: Unpack Your Standard
Part 1: My Standards, Goals and Outcomes
Academic Standards: STATE YOUR STANDARD ⦽
K-LS1-1 Use observations to describe patterns of what plants and animals (including
humans) need to survive.

*Highlight the main idea/knowledge (what) *Underline the skills/verbs (how)

Big Questions Knowledge (Concepts to be Skills (what you will

(Questions to frame
student learning)
What is the meaning of the
word ‘alive’?
What do you know about
living things?
What do you know about
non-living things?
understood and applied) explicitly teach)
Living things grow, take in Differences between living and
nutrients and reproduce non-living items
Non-living things don’t do
those three things
There are many living and
non-living things all around us

What makes living things

different from non-living
things?

Student Learning Goal: STATE YOUR GOAL FOR THE STUDENTS TO SHARE ⦽

Students will analyze different pictures to classify them using observations to classify them as
either living or non-living.
Student Social-emotional Goal (LEARNER):
Student will show excitement and curiosity about new things in the classroom (e.g. new science
materials)

Barriers to learning (LEARNER): (level of literacy; language proficiency levels; funds

of knowledge; attention span)

3 students are ELL so may have trouble understanding the vocabulary. Pictures will be
used as a visual for these students.
 Common Misconceptions (LEARNER & TARGET): (Subject-matter specific; Related to
academic standard; Knowledge gaps; Student confusion; multiple meanings; cultural
differences; misunderstand)
Some students may use their imagination and associate living attributes to non-living things.

Part 2: My Class

My Classroom Composite: (TEACHER & LEARNER) Whole group (Broad needs of

students; observable patterns & trends; language and literacy subgroups;
digital/technology fluency; emotional regulation)
Your class is comprised of 23 students 13 boys and 10 girls. Three of your students are
extremely bright and school is easy for them. The majority of your students speak good
English (6) have passed the CELDT test and 3 are still ELL learners. Two students are on
an IEP, one is at grade level but has a diagnosis of Autism (mild). the other student has
ADHD and learning disabilities.

Technology ⦽

What technologies will you use?

Teacher: Kahoots! Quiz -creating
Student: Kahoots! Quiz -evaluating

What vocabulary words demand Living

attention & are related to our big Non-living
idea? Nutrients
Reproduce
Dead
Food

Academic Language* Compare

Support
Provide
Analyze
Identify

Sentence Frames: Emerging: I can sort living and non-living

Lessoneer things.
 Expanding: Living things are alive and are all
around us.

Bridging: After discussing the differences

between living and non-living things, one key
difference between the two is that living things
grow.

(TEACHER, LEARNER, TARGET, ASSESSMENT, INSTRUCTION, MANAGEMENT),

ENGAGEMENT Describe how the teacher will capture students’ interest.

(multiple means of What kind of questions* should the students ask themselves after
engagement) the engagement?
Show students a pet rock you have. Tell them his/her name and
that you have a little bed for him/her in a box. As students, “What
do you think I should feed my pet rock? Or “Does my pet rock
need food to survive?” This will hopefully lead to the idea that the
rock is not actually alive; it is just a pretend pet. This will then
lead into telling students about the lesson and they will be
exploring living and non-living things by classifying pictures into
non-living or living.

EXPLORATION List “big idea” conceptual questions the teacher will use to
(multiple means of encourage and/or focus students’ exploration
action) 1. Place two hula-hoops on the floor next to each other.
2. Label one “living” and the other with “non-living”
3. Give each student in your class a picture of one of the living or
non-living things you have on flash cards.
4. Have each student place their picture inside what they believe
is the correct hula-hoop.
5. Gather students in a circle around the two hula-hoops
6. Ask students if any of the pictures need to be switched to a
different location. If so have them explain what needs to be
switched and why.

EXPLANATION Have a few students share why they chose to place their picture
(multiple means of where they did. Explain that to tell if something is living or non-
expression) living we have to ask ourselves three questions…
 1. Does it grow? Does it get bigger over time?
2. Does it need nutrients? That means taking in things like food
and water?
3. Does it reproduce? That means making more of it.
Go through these questions and make a conclusion with a few of
the items your class selects from inside the hoops.

ELABORATION Go on a nature walk around the school and have students identify
(Multiple means of living and non-living things with their new understanding.
expression) Students could bring a clip board and paper to record their
observations through pictures or words by splitting the paper
into the two columns of living and non-living.

EVALUATION Students can play the online Kahoot! Quiz game created by the
teachers. A paper quiz or exit ticket questions can also be used.
(Multiple Means of
Representation
( modeling & practice)

(*Questions of Inquiry: Open-ended)

STAGE 2: TEACHING
DAILY AGENDA: WHAT WILL YOU USE TO MANAGE DAILY INSTRUCTION

WHAT IS YOUR LEARNING MAP SEQUENCE FOR DAY 1?

Introduce pet rock- discuss
Sort living and non-living pictures into correct hula-hoop

WHAT MATERIALS WILL YOU USE?

Pet rock
2 Hula Hoops
2 Large labels (living things and non-living things)
Set of pictures of living and non-living things
Clipboard with paper
Pencil
Nature area like a garden, park, backyard, etc.

HOW WILL YOU ASSESS STUDENT LEARNING? ⦽

Informal assessment: Teacher observation
Student self assessment: Students will be assessing all pictures in the hula-hoops to
determine if they are in the correct location.
Formal assessment:
Kahoots! quiz

Accommodations/Adaptations/Intervention (Teacher, Learner, Instruction,

Management)
You have 3 ELL students and 2 students on an IEP, one of those students is
academically on level but has a diagnosis of autism (mild). the other student has
ADHD and learning disabilities.

ELL students are provided with the visuals of the living or non-living item. Using the
hula-hoops sorting activity will allow those students who may be struggling match
to a like item.

STAGE 3: ASSESSING/REFLECTING
WHAT EVIDENCE OF STUDENT LEARNING HAVE YOU COLLECTED? Does it align
to the learning goals?

I will collected evidence of student learning through informal observation and also
through a Kahoots! Quiz.

HOW WILL YOU ANALYZE THIS EVIDENCE?

Evidence will be analyzed during the nature walk to see if students can transfer
what they learned in the classroom to the real world.

WHAT INSTRUCTIONAL DECISIONS CAN YOU MAKE AS A RESULT OF YOUR

ANALYSIS OF THE EVIDENCE?

I will be able to determine that students have or have not met the goal of
distinguishing between living and non-living things understanding what
constitutes as a living thing.

STAGE 4: APPLYING
 My Personal Reflection:

What new information did I get about my students in relation to their

learning preferences?
I will be able to determine that students like/dislike hands on activities like the
hula hoops activity and the games like Kahoots! Using technology.

How will I use this information to plan my future instruction? Do the lessons
built upon one another to develop student’s higher order thinking skills? ⦽

In the future I will always include multiple means of learning such as auditory,
kinesthetic and visual. Higher order thinking is engaged when students recognize
all living things have same requirements for survival and that all organisms
interact within their shared environment as part of the life cycle in order to
survive.

How effective were my practices? What will I keep, what will I improve and
what will I discard?

What new understanding do I have about my own teaching practices?

I am able to teach to all students taking into consideration different ways of
learning. It just takes though and careful planning.

What have I learned about myself as a teacher?

As a professional learner where do I need to continue to grow and strive for?

Never stop growing and learning. Strive towards staying current in new methods
of teaching and relevant in the classroom in today’s ever cahnging world of
education.