6. Assessment Methods of all objectives/skills: Formative: Teacher questioning throughout the lesson Summative: The students will receive a worksheet that has pictures of animals, plants, cars, furniture, etc. They will circle the picture that is a living thing. Students will need to get 4 out of 5 correct. The other side of the worksheet will have two sides. This side of the worksheet has a separate paper that the students will have to cut out the pictures and glue them onto the correct side of the chart. Students will need to get 6 out of 8 correct. 7. Closure After all of the students worksheets are in the “turn in bin” we will gather back on the carpet and review what we learned. “Who can tell me what a living thing is?” “Can you give me some characteristics?” “How about some needs?” “We are going to finish our KWL chart. Let’s fill in the side that says what we learned. “Who can tell me one thing that we have learned from this lesson?” 8. Assessment Results of all objectives/skills: Targeted Students Modifications/Accommodations ELL: Partner with another student for the lesson to help with further explanation and questions Student/Small Group Modifications/Accommodations For Low performers have precut pictures high performers, early finishers may draw another example of a living thing. Materials/Technology: Worksheets
change, reproduce, or die. Ask: “Who can tell me an example of a nonliving thing?” Who can tell me an example of a nonliving thing they see around the room? What makes is nonliving?” Say: Today we will read the book Do You Know Which Ones Will Grow and discuss throughout the book, which things are living and which things are nonliving.” Stop on certain pages and ask questions. Ask: “Can a car grow and become a truck? Why or why not? Can a car move on its own? (Address misconception that a car moves but not on its own) Can a stool grow and become a chair? Why or why not? Can a chair grow? Can a chair move by itself? Say: “Nonliving things exist all over the world. Do you think that students in schools over in China have desks just like you all?” 4. Guided Practice After reading the book students will take a walk around the school (inside or out) and take pictures of nonliving things and discuss why these things are nonliving with the teacher and parent volunteer. Ask: “What do you all see around you that is nonliving? Does it have the characteristic of a nonliving thing? Remember even though it may be moving; is it moving on its own or is something moving it? The teacher will take the pictures that were taken around the school or outside and put them into a class book to be used throughout the unit as a reference book of nonliving things. 5. Independent Practice Say: “Now you all will get a chance to find nonliving things on your own. Each of you will be given a worksheet with a circle on it and the word nonliving written in the center of the circle. (Displayed on the SMART board) There will be 10 pictures total on the bottom of the sheet that are both living and nonliving. I want you to cut out the
Things by their Basic Needs Lesson/Comparing Living and Nonliving Things by change X X Lesson/Comparing Living and Nonliving Things by Growth X X Lesson/Comparing Living and Nonliving Things X X 5b. Meeting Learners’ Needs- Multiple Intelligences/Learning Styles Chart – Address where each MI was addressed in your unit. Give the part of the lesson (i/e., Teacher Input, Guided Practice, Explore, Elaborate, etc.) and a brief phrase to describe the activity. (Example: Explain – labeling rocks) Gardner’s Intelligences Verbal Linguistic Visual Spatial Math Logical Inter- Personal Music Rhythm Intra- Personal Body Kinesthetic Naturalist Learning Style Auditory Visual Tactile Lesson 1/ Living Things Teacher of living things Focus and Chart Teacher Input- Classifying what is living Teacher Practice- Sorting living things Focus and Input/ Guided practice- Discussing what living things are Guided pictures at stations Review- Listing Observing
Teacher to the book Living Things Teacher living things by Lesson 2/Nonliving Things Teacher Input-Listen to the book Do You Know Which Ones Will Grow. Guided Practice- Reporting what nonliving things they see around the school Teacher Input- Discussing what nonliving things are Guided around the school with the teacher and parent volunteer to take pictures of living and nonliving things Independent pictures into categories Listening
Lesson 3/ Comparing living and nonliving things based on their structure Focus and of living things Teacher Input- to The Very Cranky Bear Independent Practice- Drawing pictures of similarities and differences Teacher Input- Guided and contrasting structures Teacher structures of living things with the class and in groups Lesson 4/ Comparing living and nonliving things based on their movement Independent practice- Students will classify and count objects in Guided Practice- Students will discuss with a partner how things move in Guided Practice- Students will be show how living and nonliving things move during Lesson 5/ Comparing Living and Nonliving Things by Basic Needs Teacher Input- Visual Aids/ Video to help teach students the basic needs Independent Practice- Creative Expression/ of the Guided Practice- Gummy Worms & Night Crawler
of living and nonliving things pictures and statements made in flip book Worms Lesson 6/ Comparing living and nonliving things based on their change Independent Practice- Students will classify and count objects in Guided Practice- Students will discuss with a partner how things change in Teacher Input- Students will be listening to a song on change during Lesson 7/ Comparing Living and Nonliving Things by Growth Teacher Input- teacher reads The Very Hungry Caterpillar while the students listen Initiating Activities / Guided Practice- Logging the planted seed and rock growth Guided Practice- observe and identify the rock and seed as either living or nonliving Lesson 8/ Comparing living and nonliving things using Teacher a video, Living Independent Practice- Comparing living and nonliving things on a Guided hunt in the classroom