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LESSON PLANName: Fadia Rubi Lancaster Date: 08 – 25 – 10 Age/Grade Level: 7 / Second gradeSubject: Science # of Students: 21 # of IEP Students: 0Major Content: Biological Science Unit Title: Unity and Diversity (Living and Nonliving Things) ACTIONS – We are learning about living things and nonliving things. We have read about “Classification of Living and Nonliving things”.Lesson Objectives – Students will understand the concept of living thing and nonliving thing.Students will classify things as living or nonliving, based on those criteria.Connections – SC-EP-3.4.2Students will understand that things in the environment are classified as living, nonliving and once living. Living things differ from nonliving things. Organisms are classified into group by using various characteristics (e.g. body coverings, body structures)Context – The major focus of this unit is for students to learn about the characteristics that distinguish living things from nonliving things. By examining video clips and still photographs of a variety of objects and organisms, students gather evidence and develop criteria to decide if something is living or nonliving. In an interactive hands on, inquiry based activities.Resources – PencilNotebookPicturesMagazinesGlueConstruction paperClear tapeDigital CameraComputerMarkerWhiteboardWorksheet about living/nonliving thingsProcedures – EngageSet expectations. (CHAMP) Students will gather on the carpet.The teacher will ask each student to name one living thing and one nonliving thing. The teacher will write all their contributions on the whiteboard, under the column headings “Living” and “Nonliving”.Teacher will tell the students that they will be studying living things, or organisms.Have students reflect on the list of organisms they generated and think about all the features that make organisms “alive”.Students will brainstorm answers to these questions: - What are some characteristics of living things? - What are some characteristics of nonliving things? - What makes living things different from nonliving things?Teacher will use pictures of some living things and nonliving things.ExploreThe teacher will let the student explore, take them outside of the school or playground; so they can observe living things and nonliving things on the soilBy tables they can regroup the living things and nonliving things that they found on the ground.After exploring outside and classifying by living things and nonliving things, they will count which group has more? Is it easy to find living things like nonliving things?ExplainThe teacher will explain to students the scientific definition of living (anything that is or has ever been alive) and nonliving (anything that is not now nor has ever been alive). Remember that the difference between nonliving and dead can be confusing to youngsters. The teacher will give an example of something that is dead but still classified as living, such as a log.Elaborate or ExpandWorking in pairs, students will cut pictures of living things and nonliving things in magazines and glue/label them in their science journal or have them draw and label pictures of what happened in this discovery lesson.In pairs they will make a list of each group.EvaluateHave students do a worksheet about living and nonliving things. DIFFERENTIATE THE INSTRUCTIONThe students (tier one) who finish first will go work on the computer the following website question/lanlt001.html.My students (tier two and three) will be working on the computer the following websitescience.resources/games/ourselves/living/living.htmIMPACT –Reflection/Analysis of Teaching and Learning –Most of the students were engaged with the lesson. One of my students had a problem following directions. He did not want to work with his group. I decided to work with this group to try to figure out what this student’s difficulty was. He doesn’t want to participate during the lesson. I chose to ignore the behavior at the moment but when we went outside he was engaged with the lesson. I will address this with him later. ................
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