Living Systems - Ram Pages

Living Systems 2nd Grade

Science Living Systems 2.5 Maris Mulroney, Margaret Olander, & Shelbea Tush

8 Days

Virginia SOL science 2.5 for second graders focuses on living systems, specifically living versus nonliving, habitats, and fossils. The students should learn what makes something living and what makes it nonliving. They will learn that living organisms are independent with their living and nonliving surroundings. This SOL also includes the importance of habitats, habitat change, and different types of habitats. The students will learn that habitats must include food, water, shelter, and space for the living inhabitants to survive. Lastly, the students will learn about fossils and how fossils can be used to determine the climate and environmental changes in that time.

In the first grade, the students will have learned about living versus nonliving in science 1.5, so they should be able to distinguish between the two. They also learn the basic needs of an animal, air, food, water, shelter, and space. They will be able to take what they learn in the second grade into the third grade when they learn in science 3.4 more about physical and behavioral adaptations. This knowledge can also be applied to science 3.5 and 3.6, which discuss aquatic and terrestrial food chains and ecosystems.

Unit Plan Lesson 1 Margaret Olander, Maris Mulroney, Shelbea Tush

Purpose: Review students' previous knowledge of living and nonliving things. Make sure the students know what makes something living or nonliving and be able to provide numerous examples for each.

2.5 The students will investigate and understand that living things are part of a system. Key concepts include Living organisms are independent with their living and nonliving surroundings; An animal's habitat includes adequate food, water, shelter or cover, and space; Habitats change over time due to many influences; and Fossils provide information about living systems that were on Earth years ago.

Movement Principles and Concepts 2.2 The student will apply the basic movement concepts to change performance of locomotor, non- locomotor, and manipulative skills.

a) Use the concept of relationships (e.g., over, under, around, in front of, behind, and through) in dynamic movement situations. b) Use the)c oncepts of spatial awareness (e.g., location, directions, levels , and effort (time, force,flow in static and dynamic movement situations.

Fine Arts Visual Communication and Production 2.8 The student will use observational drawing in preparation for creating works of art. 2.9 The student will create works of art from observation.

Objectives: Using observations and prior knowledge, students will sort living and nonliving things, be able to name two characteristics for each, and correctly categorize a picture from the grab bag as either living or nonliving.

Introduction Nature Walk Worksheet Students will be told that they are going to go outside and try to look for several examples of living and nonliving things. A short review of living and nonliving things should be done with the class before going outside by verbally asking the students what they remember about living and nonliving things.

 The class as a whole will take a ten minute "nature walk" around the outside of the school.

Students will have a worksheet that has four boxes that they will take on the walk with them. Two living and two non living examples need to be written in the boxes. - Worksheet is attached.

Once we have returned to the classroom, students will be able to share their living and nonliving examples.

After returning inside, draw a chart with two columns on the smartboard categorized as "Living" or "Nonliving" and call on students individually to give an example, which category it should go in, and why. Students need to be able to correctly answer all three parts of the question. Call on classmates to help if a student gets stuck on any part of their answer. Development Goldfish snack vs. real goldfish activity and the corresponding sheet. A real goldfish will be brought into the classroom. Students should spend about 20 minutes visually observing, writing/noting/drawing the difference between the living goldfish and the goldfish snack on the back of the goldfish worksheet. Students will manipulate the goldfish snack to describe why it is non living - As a class, we will fill in the front of the worksheet. Students will have the opportunity to volunteer to tell about their findings. Students will turn in their worksheets when they are complete Differentiation

Tell the students to use the front of the worksheet as opposed to the back - it will be easier because it prompts questions

Allow students to work in pairs. Ask them to think of a few more examples of living vs. nonliving.

Allow them to help students who may be struggling. Summary

Flip book After completing the goldfish activity, students will create flipbooks

about living and nonliving things that they will be able to keep as their notes. The flipbook will have two flaps: one for the living category and one

for the non living category. The teacher will have the pieces of paper already folded and cut to

reduce the amount of time it will take. As a class we will come up with with a list of characteristics first and

then examples for living and nonliving things. The examples that the teacher wants the class to specifically remember and write down will be written on the board.

Living Characteristics: Depend on other living things to survive Require an appropriate habitat to live Need food, water, and air to grow and survive Move Breathe Reproduce

Living Examples (Will vary)

Nonliving Characteristics DO NOT need food, water, or air because they do not grow or change

Nonliving Examples (Will Vary)

Then students will then have the rest of the period to decorate the covers of their flip books.

Differentiation: Have typed copies of the notes to have the students glue into their flip books while still allowing them to decorate the covers. Allow students to add more examples of living things and nonliving things in their flip books.

At the end of the lesson a grab bag will be provided for the students. There will be enough pictures in the bag that each student will be able to pick their own picture. The students will have to state whether their picture is of a living or nonliving thing and one two characteristics defending their answer.

Materials Pencils Markers/colored pencils/crayons Nature Walk Worksheet (Teachers Pay Teachers)

 Goldfish worksheet (Teachers Pay Teachers) Goldfish (living) Goldfish snack Precut/folded paper for flip books Scissors & Glue Sticks for differentiation options

Evaluation Part A: Review examples from nature walk as a class. Informal assessment to check for understanding Observe the students while they work independently or in small groups on the goldfish assignment, making sure to stop and ask students about certain things they are observing. Students should be able to fill out the goldfish worksheet with complete accuracy. Informal assessment as we come up with characteristics and examples of living and nonliving things for our flipbook

Evaluation Part B: ? Did the students meet the objective? ? How do you know? ? Did your lesson accommodate/address the needs of all your learners? ? What were the strengths of the lesson? ? What were the weaknesses? ? How would you change the lesson if you could teach it again?

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