CharacteristicsofLivingThings-1

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Oct 30, 2023

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Characteristics of Living vs Nonliving Things Lesson Plan By: Tamara Peeples- Mbengue For ELE Science - Papadonis

Life Science Standard MA.2. Life Science 2.1. Characteristics of Living Things: Recognize that animals (including humans) and plants live things that grow, reproduce, and need food, air, and water.

Lesson Objective: By the end of this lesson, students will recognize that animals (including humans) and plants are living things that grow, reproduce, and need food, air, water, and some living things need shelter from the environment.

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Total Estimated Run Time: 50 min Steps 1 & 2: Key Question & T-chart 5-7 min for the activity & 3 min for transitions and settle 10 Steps 3 & 4: Identifying living things Worksheet #1 (working in pairs at tables) 2 min for transitions and settle & 7 min for the instructions /activity 9 Step 5: Watch the video 2 minutes to transition and settle & 3 min for video 5 Step 6: Handout clipboards and complete Worksheet # 2 3 minutes to distribute and 5 minutes to complete the worksheet minutes 8 Step 7: Complete chart activity 5 minutes 5 Steps 8 & 9: Return to tabes Compare the worksheets and find any discrepancies between their choices in their worksheets 2 minutes for transition and 5 minutes to check 7 Steps 10-11: 7 Minutes total 5 minutes for discussion and 2 miniatures for exit ticket 7

Modifications For ELL’s & Students With Moderate Disabilities: The entire class should have access to these differentiated reference sheets. The specific sheet issued should be based on the student’s level of support needed. * Rationale: First graders are quite perceptive and allowing these resources to be at everyone's disposal will likely increase its usage by those it was intended to support during this lesson with minimal resistance.

Materials Needed A T - chart 2 Pages of Chart Paper labeled Living Things & Nonliving Things Living Things Reference Sheet Clipboards pencils Living Things Worksheets #1 & #2 Video on living things Exit ticket / Bonus Question Sheet

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1. Whole Group On The Rug - Knowledge Check/Introduction Sample Script: Good morning scientists, we are going to discuss a very important topic today that you will all need to master as you move through the world of science. Our key question today is written on the board, can I have a volunteer read it for the class …. What does it mean to be a living thing ?

2. Ask the students to give examples of things that they believe are living or non living. The teacher fills in a T- chart with their answers. * If any students give a “why” for their answer it should be recorded on this chart as well N.B. All of the characteristics of living things should be listed in this chart and the chart should remain in a centralized visible place for student reference Living Nonliving

3. Ask students to complete this worksheet in pairs at their tables by circling all of the things they believe are alive. *The teacher should be moving about the classroom assessing whether or not students re grasping the concept on order to target the clarifications needed after step 5 is completed Step. 4 Have students return to the rug and get resettled (leaving their charts at their desks to limit distractions) * This exercise contains both pictures and key vocabulary words to differentiate for students that may have special education curriculum modifications or for English language learners

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5. Have students watch the video that explains what distinguishes living from nonliving things

6. Hand out this second sheet of living and nonliving things on clip boards with pencils attached and complete the activity as a whole group while at the rug. * Be sure to state the specific characteristics of the living and or nonliving things as each answer is generated Sample question: Teacher: Is a house living or nonliving ? Students: Nonliving …… Teacher: That’s correct it’s not living because it does not require, food, water, air and it does not grow or reproduce. Repeating the characteristics will reinforce the key vocabulary concepts for students with individualized educational and ELL vocabulary comprehension needs

7. Again ask students to define what it means to be alive and or not alive and write down their responses on 2 distinct pieces of chart paper. (students should remain on the rug) Use living things as one heder and a non-living thing as the other * Students should be able to cite grow, reproduce, food/energy, water and air as well as examples of the characteristics of living things like kittens become cats (as an example of their age appropriate understanding of the growth characteristic) Living Things Non-Living Things * These separate charts are added for differentiation purposes. When complete they should be posted opposite sides of the chalkboard. Having them separated will limit the amount of information a student has to take in while trying to make their determinations about what things are living vs nonliving during the next steps.

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8. Ask the students to return to their tables & compare their initial chart answers with the chart they have completed as a class. 9. Ask the students to determine if all of their answers are the same of if there are any changes needed. 10. Then have a whole class discussion on any of the changes needed so all students will get reinforcement on the key characteristics of living things.

Step 11. Assessment/ Knowledge Check : Sample Exit Ticket & Bonus Bears and their habitats were not specifically mentioned in this lesson. This will serve as the challenge for higher level thinkers.

Resources Used As Sources To Be Cited: https://www.generationgenius.com/wp-content/uploads/2019/06/Living-vs-Non-Liv ing-Lesson-Plan-GG.pdf http://sites.isdschools.org/grade1_remote_learning_resources/useruploads/04_06/1 st.Science.April6.Blackburn.pdf http://www.alabamawildlife.org/uploadedFiles/File/OC_Field_Journal-Basic_Nee ds_of_Living_Things_Lesson_Plans_K.pdf

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