Science lesson plan · Kindergarten (Reception and Year 1 in England) · 30 minutes
Living and non-living things
Animals and habitats
CCSS NGSS.K-LS1-1England: KS1 Y2 Living things and their habitats
Objective and success criteria
Students will: Living and non-living things.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: no earlier skill in the map; start from what students know.
Leads to: What animals need to survive; Animal groups: mammals, birds, fish, reptiles, amphibians; Alive, once alive, or never alive?
Materials: Animal picture cards, Habitat maps, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).
Warm-up · 4 min
- Quick retrieval: three short questions students should already manage. Answers on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Is it living or never alive: puddle? (living / never alive) → never alivePrompt: Does it grow and need food?
- Which of these has never been alive? (mushroom / teddy bear / grass / earthworm) → teddy bearPrompt: Living things grow, feed and have young.
- Living things: which statement is true? (Trees are not alive because they do not move around. / Clouds are alive because they move and grow. / Only animals are living things. / A rock is not alive.) → A rock is not alive.Prompt: Living things grow, feed and have young.
Hook · 3 min
- Show a picture of an unusual animal and ask where it might live and how it survives there.
- Share the objective: Living and non-living things. Read the success criteria together.
I do: model it · 7 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Is it living or never alive: plastic cup?
- Step 1: Non-living things do not grow, feed, breathe or have young.
- Step 2: So the answer is: never alive
- Answer: never alive
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 6 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Is it living or never alive: cat? (living / never alive) → livingPrompt: Does it grow and need food?
- Which of these has never been alive? (sunflower / toy car / child / mushroom) → toy carPrompt: Living things grow, feed and have young.
You do: independent practice · 7 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 6 questions are on the student sheet below, with answers in the key.
Exit ticket · 3 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Is it living or never alive: goldfish? (living / never alive) → livingPrompt: Does it grow and need food?
- Which of these is living? (cloud / sunflower / metal spoon / rock) → sunflowerPrompt: Living things grow, feed and have young.
Watch out for
- Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
- Remembering facts without the reason: ask "why?" and "what is the evidence?"
Support and stretch
Support
- Use concrete materials: animal picture cards.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: What animals need to survive; Animal groups: mammals, birds, fish, reptiles, amphibians; Alive, once alive, or never alive?.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/science/kindergarten.
Free lesson plan from eurekami.com/lesson-plan-builder