1. Topic-
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| Living vs Nonliving Things |
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2. Content-
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Important characteristics of living things such as reproduction,
energy, growth, and respiration will be focused on. Additionally,
the idea that living things respond and adapt to their environment
will be a focus as well. For reproduction, most living things have
the capacity to reproduce, growth involves cell division and cell
enlargement, and respiration is characterized by the transport of
oxygen. Nonliving things typically are devoid of the characteristics
that make something living.
-Understanding the differences between living things and non living
things.
-Developing characteristics of living things
-Developing characteristics of non-living things.
Key Vocab
-Living things
-non living things
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3. Goals: Aims/Outcomes-
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1.Students will be able to classify living and nonliving things.
2. Help students understand the meaning behind living and non-living
things.
3.Students will know the main characteristics of living things and
be able to explain why processes such as respiration and reproduction
serve as indicators that something is alive.
4. Students will be able to explain why a living thing is different
from a nonliving thing. |
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4. Objectives-
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3.S.1.2.1 Make observations, collect data and evaluate it. (573.02.a)
3.S.1.6.1 Identify questions that can be answered by conducting scientific
tests. (574.01.a)
3.S.1.6.7 Communicate the results of tests to others. (574.01.g)
3.S.1.6.4 Use data to construct a reasonable explanation. (574.01.d) |
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5. Materials and Aids-
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Smartboard
Worksheets
Quiz
- Rectangular Cardboard Piece
- Blue Paint
- Finger Paint/Craft Paint
- Living and Non-Living Worksheet Printable
- Glue
- Cardboard (for cutout star)
- Sparkly Stars
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6. Procedures/Methods-
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A. Introduction-
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1.Lesson will be introduced by asking students to name some living
things.
2. Then students will name things or items that are nonliving.
3.Then students will be asked to name differences between the living
and nonliving things identified.
Modified Version
1.Have students discuss in groups the following: What is living?
What is non-living?
2. Read over the handout aloud as a class.
3. Ask your students how they can identify what is living and what
is non-living. Use the following questions as a guide:
- How do we know whether something is living or non-living?
- What is the difference between something that is natural and something
that is man-made?
3.Have students answer the questions after completing the reading
on living and non-living things. Once everyone has answered the
questions have students exchange papers and grade them. Go over
each answer and encourage students to ask questions.
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B. Development-
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1.On the Smartboard there will be a display of different living
and nonliving things. Students will be asked as a class to identify
those things that are living and nonliving. For instance grass will
be used as well as a desk.
2.After characteristics of each living and nonliving thing is listed
on the Smartboard, students will be asked what is the main difference
between things that are alive and things that are not.
3. Terms denoting living things such as respiration, reproduction,
and growth will be gone over in greater detail.
A game of knowledge that children at this age love to play is the
"Magic Wand"� game. Paint a rectangular piece of cardboard
blue and glue some sparkle stars on it. Cut out a large cardboard
star and paint it with craft paint or finger paint and glue it to
one end.
Once the wand is finished, have each child take turns to touch things
that are living and non-living and try to change them into the opposite.
It is impossible to do. This will help in showing the difference
when they use their imagination and then understand reality.
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C. Practice-
1.Students will be asked probing questions by the teacher for further
understanding. For instance,do all living things move? Do all living
things eat? Do all living things require energy? If something grows
does that mean 100 percent of the time it is alive?
3. Teacher will provide examples to further comprehension such as
although Plants are alive they do not eat but require energy. |
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D. Independent Practice-
1.Students will work on a worksheet independently where they have
to determine the items that are living and the ones that are not.
They also will be required to define key processes of life such as
respiration, growth, and reproduction.
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E. Accommodations (Differentiated Instruction)-
Have a discussion on why the students could not change the objects
that were living to non-living and the non-living things to living.
Emphasize that even a magic wand cannot change what is living and
what is not living.
A curriculum enhancement and modification ladder will be use to differentiate
based on student ability. Students who not as capable will only have
to list 3 items that are living and 3 items that are not and explain
why. Students less capable will only have to write 1 item that is
living and 1 that is not. For English Language Learners they will
only have to underline items that are living and circle items that
are nonliving. For the quiz at the end of the lesson those students
that need more time will be allowed to work longer.
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F. Checking for understanding-
The worksheet will be gone over as a class with the teacher providing
questioning when appropriate regarding the students' conclusions and
corrections when necessary.
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G. Closure-
Teacher will give a quick review of what differentiates living things
from nonliving things.
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7. Evaluation-
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Students will have a mini-quiz to complete at the end of the lesson.
The quiz will present two items one living and one that is nonliving
and students will have to compare and explain what makes them different.
Key terms discussed in the lesson must be used.
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8. Teacher Reflection-
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| Teacher will use a self assessment guide of questions to check for
efficacy of lesson plan. Questions asked will include did the activities
help the students achieve the unit goals and did the evaluations provide
students with important feedback? |
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