Lesson Plan Guide

Teacher Candidate: Grade and Topic: Mentor Teacher: Whitney Alexander Kindergarten Science Forbess Date: April 26, 2014 1 hour 1 day

Length of Lesson: School:

Memphis

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA: This lesson plan is part of a unit plan on interdependence. This lesson is helps students investigate different objects and determine whether or not these objects are living or non living. LESSON OBJECTIVE: Given a worksheet with pictures of different objects, TLW circle which objects they believe are living and put Xs on the objects they believe are non-living with a score of two out of three on the rubric.
Given a video link, TLW watch and observe what living and non-living things are with a score of two out of three on the rubric.

Given a computer or word processing software, TLW create a chart that accurately gives two examples of living things and two examples of non-living things with a score of two out of three on the rubric.

STANDARDS ADDRESSED:
GLE 0007.2.1 Recognize that some things are living and some are not. GLE 0007.3.1 Recognize that living things require water, food, and air.

MATERIALS:
Computer Microsoft Software Worksheet Pencil Webite: http://makemegenius.com/science-videos/grade_2/Living-and-Nonliving-Things-forKindergarten--Preschoolers

Technology Integration:

Microsoft Word will be used to create a chart, add images of two examples of living things and two examples of non-living things and type out a rationale for why the object is or is not living. After completing this assignment, students will save their work and upload it to a shared drop-box within their classroom.

BACKGROUND and RATIONALE: TLW will demonstrate that they clearly understand the differences between living and non-living objects. Academic language is not addressed in IDT 3600. This lesson is a continuation of TN Science Standard GLE 0007.2.1 and GLE 0007.3.1 We will refer back to this lesson as we continue to discuss living things and non-living things in our world. PROCEDURES AND TIMELINE: Introduction: 1. Begin by discussing what living things and non-living things are and give the students examples of specific types of objects and whether or not they are living. 2. Give students an opportunity to practice with deciding which objects are and are not living by letting them have time to work on their worksheets. 3. Give the students a few moments to think about this topic and then ask them to raise their hands and provide their own examples of living and non-living things. 4. Follow this with a brief discussion and let the students know that deciding exactly which objects are living and non-living may be a bit difficult, but to encourage them to not get frustrated and to just ask for help if they need it. 5. However for the next hour, students will be using images and their thinking skills to make determining living from non-living objects a little simpler.

Procedures Prior to the computer (15 Minutes): Teacher Procedures 1. After the introduction, distribute the worksheets to the students and ask them to try and complete the worksheet given the small amount of knowledge they just gained. Student Procedures: 1. Students think about each object and decide whether it is living or non-living. 2. Students should think seriously about which objects belong in which category and they will circle or put an X over each image

depending on which category they believe that it belongs in.

At the computer (45 Minutes): Teacher Procedures: 1. Have Students open Microsoft Word. 2. Teach students how to navigate Microsoft word in order to create a chart and locate the clip art section. 3. Monitor and assist students as needed.

Student Procedures: 1. Open Microsoft Word. 2. Create a new document. 3. Insert a four-column two-row table. 4. Add the following column names: Living Objects/Things, Reasons why it is living, Non-Living Objects/Things, Reasons why it is non-living. 5. Go to the video given by the teacher and watch the video. 6. Write down any notes that you may feel important. 7. Come up with your own examples of living and non-living things. 8. Use key words to locate an image for the your first example. 9. Use pull-down menu to copy the image. 10. Go to picture cell in the word document. 11. Paste the Picture in your first column. 12. In the second column, briefly explain why this example is a living object. 13. Save your work.

14. Repeat items 8-13 for the remaining two columns. 15. When all work is finished, correct any grammatical or spelling errors. 16. Upload to shared dropbox. 17. Print a copy.

After the Computer (30 Minutes): Teacher Procedures: 1. Ask if any students have questions. 2. Explain to the students that they will now share one of their examples with the class. 3. Call on each student in order for them to share an example and if any example is repeated, give the students one of your own examples that has not been used yet or may be a little tricky for students to understand. Student Procedures: 1. Share one example of your choosing with the class.

Closure: After every student shares their example with the class, the teacher explains once more why this topic is important in our world, collects printed copies, and asks if anyone has any further questions.

ASSESSMENT EVIDENCE:

Criteria
Example image accurately represents a living or non-living object and is in the

1
None of the images are in the correct column.

2
Two or more images are in the correct columns.

3
All four of the images are in the correct columns. Students understood which images were living

correct column. Reasoning accurately explains why the object belongs in the specific category.
Reason does not accurately describe why the object is living or non-living. It was obvious that the student did not understand the topic at all. Reasoning is sort of understood and it was apparent that student had some understanding of the topic.

and which were nonliving. Reasoning is 100% correct and it is very apparent that the student understood exactly what a living and non-living thing is and could explain why each object belongs in each category.

MODIFICATIONS:
I understand that some modifications would have to be made for students that did not understand the lesson or the concept of it, but modifications are not covered in this course.

Student Sample:

Living Objects:

Reasons Non Living Objects: Reason why it is s Why living: it is nonliving:

Sharks need to breath and eat to live. Tables do not eat or drink and they do not breathe.

Shark
Doctors are people. People need food and water every day to live and they breathe oxygen.

Table
Shoes do not need to breathe oxygen to live. They also do not eat or drink.

Doctor

Shoe

Circle the objects that are living and put an X on the objects that are non living.

Chair Kitten

Grass

House

Rock

Tree
Puppy

Water Coral The Moon

Flower

Children