Submittedby:KarlieTroup____________________CWID__50138255______________________

GradeLevel:__1___MentorTeacher_JenniferPhilbrick_______
Subject/Topic:_Science(Elm)/LivingVs.Non-living__

Living and Nonliving

Rationale:Iwillidentifythedifferencebetween Materials/Equipment:
livingandnonlivingthings. AnchorChart


SmartBoard
TaskCards
Ipad

TEKSAchieved: Accommodations:
9a:sortandclassifylivingandnonlivingthingsbased 1. Autism:Iwillpairthischildwithapartnertohelp
uponwhethertheyhavebasicneedsandproduce himcompletetasks.
offspring 2. Autism-Iwillprovideonetoonesupport.
3. ESL:Iwillprovidestudentwithavocabularylist
thatshowswhatthewordmeanswithpictures.

BloomsTaxonomy: Differentiated ClassroomStrategies: Curriculum

Knowledge/Remember Learning: CooperativeGroups Integration:
Comprehension/Understand Auditory Hands-On Music
Application Visual/Spatial Technology Reading
Analysis Kinesthetic IndependentActivities Science
Verbal/Linguistic Simulation Writing
Musical Charts/Graphs/Maps
Intrapersonal ProblemSolving
Interpersonal Whole-group
Peertutoring
Pairing

Objectives:
TSWIcansortandclassifylivingandnonlivingthingsbydeterminingwhetherornotthethings
havebasicneedsandproduceoffspring.

LessonPlan:

Introduction(AnticipatorySet/Focus/Motivation):


TointroducethelessonIwillshowavideoforthestudentsthatintroducesthedifference
betweenlivingandnonlivingthings.

Wewillhaveadiscussionaboutwhattheysawinthevideo.

InformationGiving
Togetstudentsmotivatedonthistopic,asaclasswewillcreateananchorchart.
Wewillbrainstormthefollowing:
Whatarecharacteristicsoflivingthings?(basicneedslikefood,water,air,shelter,and
produceoffspring)
Whatmakeslivingthingsdifferentfromnonlivingthings?

Anticipatequestionsaboutgrowth.Forexample,icicles"grow,"yettheyaren'talive.Explain
thatalllivingthingsgrowsometimeintheirlives,butthatsomenonlivingthingsseemtoget
biggertoo.Forthisreason,growthcannotbyitselfbeusedtoclassifysomethingasliving.

Iwillshowtheclassthepostersthattheycanuseasareferencetodetermineifsomething
isliving/nonliving.Theseprovidequestionstohelpstudentsfigureoutwhichcategorythe
"thing"fitsin.

GuidedPractice:AsAclasswewilldoaliving/nonlivingsort.Iwillaskstudentstocome
tothesmartboardandtotelliftheobjectisliving/nonlivingandwhy.
(probably won't get to because of time) can be an extension instead if we finish early

IndependentPractice:
Toreinforcethetopicoflivingvsnonliving,studentswilldoa"livingvs.nonlivingscoot."
Therewillbe24taskcardssittingonthecarpet.Eachcardwillhaveeitheralivingora
non-livingthingonit.Studentswillwritedownanddeterminewhichcategoryitfitsin.

Studentswillbeabletoselfchecktheiranswersforeachquestion.EachcardhasaQR
code.TheQRcode,whenscannedshowsthecorrectanswer.

Studentswillbegroupedfortechnologyuse.EachtablegroupwillreceiveoneiPadinwhich
theywillusetochecktheiranswers.

Assessment/Evaluation:
Studentswillbeevaluatedbytheliving/nonlivingscoothandoutthattheyturnin.

Closure/CulminatingActivity:
Toendthelessonstudentswilldrawapictureorlistonenonlivingthingandoneliving
thing.

Enrichment/Extension:
If students finish early they may write about a living or nonliving object of their choice. They may or may
not need to find books to do more research.