Project Based Integrated Units of Study



Kindergarten Science Unit PlanComparing Living and Nonliving ThingsBy: Alex Vliet, Christie Hill, Kelsey Blanton, and Taylor GranelleIntroduction and Overview 1a. Statement of Topic:Our universal theme is comparing living and nonliving things. Throughout this kindergarten unit, we will teach students what living and nonliving things are and how to locate these within their environment. We will also have the students compare and contrast living things to nonliving things as well as compare and contrast themselves (as humans) to other living and nonliving things. Our main content area is science. We used the following science standard and clarifying objective: (Science) K.L.1 Compare characteristics of animals that make them alike and different from other animals and nonliving things. K.L.1.2 Compare characteristics of living and nonliving things in terms of their: Structure, Growth, Changes, Movement, and Basic Needs. We also integrated ELA, Social Studies, Art, Technology, and Mathematics throughout the lesson using the following standards and clarifying objectives:(ELA) RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (Social Studies) K.C.1 Understand how individuals are similar and different.K.C.1.1 Explain similarities in self and others.(Art) K.V.3 Create art using a variety of tools, media, and processes, safely and appropriately. K.V .3.1 Use a variety of tools safely and appropriately to create art. (Technology) K.TT.1 Use technology tools and skills to reinforce classroom concepts and activities. K.TT.1.3 Use technology tools to present data and information (multimedia, audio and visual recording, online collaboration tools, etc.). (Mathematics) CCSS.MATH.CONTENT.K.MD.B.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.1b. General Description: Our kindergarten unit is about comparing living and nonliving things. We have integrated the science standard (K.L.1 Compare characteristics of animals that make them alike and different from other animals and nonliving things.) and clarifying objective (K.L.1.2 Compare characteristics of living and nonliving things in terms of their: structure, growth, changes, movement, basic needs) with math, social studies, art, technology, and ELA. Each of the lessons within the unit build on the previous one by providing the students with lessons, activities, and questions that incorporate things they have previously learned within the unit. We begin the unit by inviting groups of students to plant a seed and a rock. ?They will observe each planted item throughout the unit and make notes of any changes in their interactive science notebooks. ?The teacher will probe the students’ prior knowledge by asking them questions regarding living and nonliving things throughout the planting activity. As a pre-assessment, the class with complete the sorting activity (found on Science Games for Kids) on the SmartBoard. ?The teacher will use this activity to determine how much the students already know about comparing living and nonliving things. ?Lesson one teaches the students all about living things. The science standard K.L.1.2 is integrated with the ELA standard RI.K.3. ?In the lesson, we talk about what a living thing is and the characteristics that make up a living thing. For an activity, the class will participate in a class nature walk and determine what pictures depict living things. ?Lesson two strictly explains all about nonliving things. Lesson two builds on lesson one because the students need to learn about both living and nonliving things before they are able to compare them. ?Students will use a variety of tools (scissors, glue, and pencils) safely and appropriately to cut out the pictures of nonliving things on the bottom of their worksheet and glue them in the circle labeled-- Nonliving Things. Lesson three is about the structure of living things. ?The science standard K.L.1.2 is integrated with the social studies standard K.C.1.1. Lesson three builds off of the first two lessons by having the students use their newly formed knowledge about living and nonliving things and apply it to the new content of a living thing’s structure. ?In this lesson, students will have to name the types of structures that occur in animals, humans, plants, and nonliving things. They will also need to compare themselves to other living and nonliving things. Lesson four is about the movement of living things. Students must correctly identify, count, and categorize items of living and nonliving things according to their movement on an activity sheet. Lesson five is about comparing living and nonliving things according to their basic needs. ?Using a variety of art tools safely and appropriately, the students will be able to draw two pictures of original living things as well as two pictures of each of the living things after they have grown. ?Lesson six explains to the students how to compare living and nonliving things according to their change. Students must correctly identify, count, and categorize living and nonliving things according to their change on an activity sheet. Lesson seven is about comparing living and nonliving things by growth. The students will use a variety of art tools to draw four living things and four basic needs of living things in their flipbook. ?Lessons three through seven highlight a different part of the science objective (structure, growth, movement, change and basic needs). ?Each of the lessons refers back to the class books the students created about living and nonliving things in lessons one and two. ?The final lesson, lesson eight, will tie everything together. During lesson eight, we will discuss everything that has been learned throughout the unit. Students will watch a video on the SmartBoard reviewing living and nonliving things and then will participate in a scavenger hunt around the room to find living and nonliving things. They will need to identify pictures of living and nonliving things and place them in a T-chart on their individual iPads.The unit will conclude by allowing the students to individually create a product that solves the following problem. ?Someone has moved to Charlotte, NC and is curious about what living and nonliving things exist in the environment. ?They make a trip to the Visitor Center in hopes of finding some useful information. ?It is the students’ job to inform this person about the living and nonliving things in Charlotte, NC. ?Students can use their interactive science notebooks as a resource for their project. ?Once everyone has created their format (PowerPoint, Flip Book, Brochure, Prezi, Booklet, etc.) for providing the person with information, regarding the living and nonliving things in Charlotte, NC, the teacher will create a classroom display of the projects in the local Visitor Center. ?The teacher will set a date after school for parents, friends, and the public to view the students’ finalized pieces. The teacher will arrange to leave the students’ projects at the Visitor Center for the public’s use and benefit. ?The whole unit will take about three to four weeks to complete. 1c. Role of Technology:Throughout our unit on living and nonliving things, we will use a variety of different technology tools to help better explain and present the information. Technology is used in the form of the SmartBoard and iPads. The technology resources are used in four out of the eight different lessons that make up our unit as well as in the initiating activity. The SmartBoard is a prominent source of technology that is used to display information and used as an interactive way to work together as a class to go over assignments. For example, in lesson one, the whole class will complete a KWL chart on the SmartBoard. The teacher also uses the SmartBoard in lessons five and eight to show a video. The videos review living and nonliving things. Each student will have his or her own iPad to work individually on the assignment in lesson eight. Students will categorize living and nonliving things on the iPad into two categories.Technology is a wonderful way to enhance, enrich, and extend learning in a unit. By showing the videos in a few lessons, we are adhering to the students who are visual learners. Technology also enhances the students’ learning by engaging them in digital activities. ?When the students are able to interact and learn through technology, they are more likely to find the activities exciting and meaningful. ?The SmartBoard can also be used to enrich their learning by displaying and reviewing worksheets and activities. ?Sorting on the SmartBoard helps kinesthetic learners to get up and move around. To extend learning in our unit, students will work individually on the iPads in lesson eight and will be able to go at their own pace to complete the assignment. This incorporation of iPads is also beneficial because you can restart the sorting game if they finish early and a new set of pictures show up to sort again for further understanding. It is a good way for students to become acquainted with new technology.Rationale2a. Real World Applications/Concerns:This unit relates to real world applications and concerns because living and nonliving things are found within the students’ environments. The students are living things; therefore, it is important for them to know what they need in order to survive and thrive. The unit also prepares the students to identify various things in the real world as living or nonliving based on their characteristics. This unit is important to teach to kindergarten students because they need to be able to compare living and nonliving things in their environment by their structure, growth, changes, movement, and basic needs. ?For example, a student may want to start his/her own garden at home. First, the student would need to know if the things they plant are living or nonliving and if they will actually grow once they are planted. ?He/she would also want to know what the plant would produce once it has grown. ?In order for the plant to grow, he/she would need to know what the living thing needs. ?The various factors the student needs to know in order to create his/her own garden is taught within this unit. ?Global Awareness will be incorporated throughout this kindergarten unit. ?The teacher will highlight the importance of living and nonliving things being everywhere in the world. ?They are not just present in Charlotte, NC. ?One example of the incorporation of global awareness within the unit is found in lesson five when the students are comparing living and nonliving things by their basic needs. ?The students will work in groups to determine which of the Gummy Worms or the Night Crawler Worms are living and which are nonliving based on their basic needs. ?The teacher will ask, “Students, do you think you can find Gummy Worms in another part of the world? Why or why not? Do you think you can find Night Crawler Worms in other parts of the world? Why or why not?” ?If the students have a hard time answering these questions, the teacher can help the students discover the answer by searching the internet to find the information. With the teacher’s assistance, the students could even see if they could locate a website that ships Gummy Worms or Night Crawlers Worms from other areas in the world. ?Another example is shown in lesson seven-- Comparing Living and Nonliving Things by Growth. ?When the students are learning about growth in living things, the teacher will ask questions such as, “Do you think the kindergarteners in Asia grow like you do? ?Why or why not? ?Do you think the plants in Africa grow the way the plants in America grow? ?Why or why not?” ?Even though much of the kindergarten curriculum focuses on the students and their family and community, the teachers can always discuss various things that the students can relate to on a global scale. ?Culturally Responsive Teaching (CRT) strategies are integrated throughout the kindergarten unit. ?Student-Centered Instruction is incorporated when the students are asked to solve the following problem. ?Someone has moved to Charlotte, NC and is curious about what living and nonliving things exist in the environment. ?They make a trip to the Visitor Center in hopes of finding some useful information. ?It is your job to inform this person about the living and nonliving things in Charlotte, NC. ?This activity puts the students’ ideas and knowledge in the center of instruction by allowing them to creatively produce the final project and solve the problem. ?It also involves the community when their final projects are submitted to the Visitor Center where family, friends, and the public can come by to read and view the students’ projects. ?Learning within the Context of Culture is another CRT strategy that is incorporated into the unit. ?The teacher varies the teaching strategies throughout the unit as well as provides the students with various options for completing the Problem-Based assignment. ?They can use a PowerPoint, brochure, flip book, Prezi, picture book, etc. to display their information. ?2b. Needs of the Students:As a group, we have planned a unit on living and nonliving things for kindergarten. This unit meets the developmental and academic needs of the students throughout each lesson. The lessons in this unit require the students to be active and energetic through movement. ?One of the lessons will have the students go on a nature walk to pick out living and nonliving things in their environment. ?This will help meet the characteristics of physical development for students. The students will also be encouraged to read and/or write daily in the lessons to help develop the mental characteristics of students’ growth academically. The students will be challenged to take on responsibilities throughout the unit by participating in tasks through classroom management. ?Students will also be praised when they are correct in order to meet the students’ emotional development. Many of the lessons incorporate group work; therefore, the students’ social development is addressed. By integrating math, art, social studies, language arts, and technology into the science unit, this will help build the students’ academic development.2c. Daily Five Integration:The Daily Five will influence the teachings of this unit because we want students to become independent learners and build their stamina while doing the required tasks. The students will have time to read by themselves in order to learn how to “Read To Self”. The students will also participate in the “Write On Their Own” component during this unit on living and nonliving things. In addition, the students will be asked to “Share Read” by reading to someone. The teacher will read aloud to the students so that they can listen and hear how to read fluently. Students will also be working on “Word Work” to learn new words and practice familiar words. The books that are used during the lessons in this unit will also be available for students to read during each component of the Daily 5. Each of the Daily 5 sections will assist the students with increasing and deepening their understanding of living and nonliving things.Unit Plan Framework: Broad Goals and Alignment Main Content Area 3a. Competency Goals and Objectives and their Alignment to Broad Goals.K.L.1 (Science Essential Standard)K.L.1.2 (Science Clarifying Objective)K.L.1 (Science Essential Standard)K.L.1.2 (Science Clarifying Objective)3b. Broad GoalsWhat is a living thing? ?What is a nonliving thing?How can you compare living and nonliving things?3d. Lesson AlignmentLesson nameBehavioral Objective3c. Relevant Goals (3c): Place an X under the goal that corresponds with the lesson.Explain how one lessonaligns/flows to the next. (How does each lesson build on the previous one? How are the lessons tied together? How does the learning progress from one lesson to another?)1 Living ThingsAfter reading the book Living Things and discussing the characteristics of living things, students will be able to correctly identify at least 5 pictures of?living things by circling the correct ones and by cutting and gluing them on a worksheet. ?XLesson 1- This lesson introduces living things. The whole unit is on living and nonliving things so we decided to start with living things because it would be an easier thing to grasp since the students are living things. 2 Nonliving ThingsAfter reading and discussing nonliving things in the book, Do You Know Which Ones Will Grow, students will be able to correctly cut out at least 5 nonliving pictures and glue them on their worksheet to achieve mastery.XLesson 2- This lesson introduces nonliving things. Lesson 1 introduced living things. The first two lessons are very important for the success of the unit because students must be able to distinguish what living and nonliving things are before they are able to compare them.3 Structure of Living and Nonliving ThingsAfter looking at images of animals and humans, students will draw at least three similarities and two differences in their journals for each image that is being compared to achieve mastery.XXLesson 3- This lesson introduces the structure of living things. The standard we are using requires us to talk about the structure, growth, change, movement, and basic needs of living things. We decided to go with structure after nonliving things because now the students have an idea of both living and nonliving things. They can start to build off of lessons 1 and 2 while adding structure to the characteristics we came up with.4 Movement of living and nonliving thingsAfter reading and discussing the book Are You Living?, students will categorize living and nonliving according to their movement. Students must be able to correctly identify and count 10 for full mastery.XXLesson 4 introduces movement of living and nonliving things. Because lessons 1 and 2 introduce the students to living and nonliving things, this will be what students can base the similarities and differences on when thinking about movement of the two. ??5 Basic Needs of Living and Nonliving ThingsUsing a variety of art tools safely and appropriately, the students will identify and draw four living things and four basic needs of living things. ?A level 4 on the rubric is considered mastery. XXLessons 1 & 2- vital for understanding the basics about living and nonliving thingsLessons 3 & 4- introduce the ideas of comparing living and nonliving things by movement and structure (Both are easily observable)Lesson 5- builds on the previous lessons by introducing another way to compare living and nonliving things-- Basic needsThe lessons are tied together by reviewing each of the previous lessons topics in the focus and review section of the lessons.6 Change of Living and nonliving thingsAfter reading and discussing the book What’s Alive and the video “You Look Different”, students will categorize living and nonliving things according to how they change over time. Students must correctly identify and count 8 for full mastery.XXLesson 6 introduces change of living and nonliving things. Because lessons 1 and 2 introduce the students to living and nonliving things, this will be what students can base the similarities and differences on when thinking about changes of the two.Lessons 3, 4, and 5 are introducing the ideas of comparing structure, basic needs, and movement of living and nonliving things which will help the students see all the different ways living and nonliving things are the same and different. 7 Growth of Living and Nonliving ThingsUsing a variety of art tools safely and appropriately, the students will draw two pictures of original living things as well as two pictures of each of the living thing after they have grown. ?A level 4 on the rubric is considered mastery. XXLessons 1 & 2- vital for understanding the basics about living and nonliving thingsLessons 3, 4, & 5- introduce the ideas of comparing living and nonliving things by movement, structure, and basic needs (All are either easily observable or tangible to the students)Lesson 6- introduces the idea of change within living and nonliving things. ?Growth is an example of change; therefore, lesson 7 progresses after lesson 6Lesson 7- builds on the previous lessons by introducing another way to compare living and nonliving things-- GrowthThe lessons are tied together by reviewing each of the previous lessons topics in the focus and review section of the lessons.8 Compare Living and Nonliving Things by their structure, movement, basic needs, change, and growth while using technology.After watching the video Living and Nonliving Things and completing the scavenger hunt students will be able to classify pictures on an IPad individually into two categories: living and nonliving things. Students will have to identity 15 out of 20 pictures correctly to achieve mastery.XXLesson 8- Students learning will build and they will now combine what they learned in previous lessons about comparing living and nonliving things by their structure, movement, basic needs, change, and growth and be able to put them all together. Students will also be using technology. Unit Plan Annotated Resource List1. What’s Alive By Kathleen Weldner Zoehfeld (K-2)Children will learn how to tell the difference between living and nonliving things through activities and comparison with their world around them and things they see every day. This could be read in a classroom read aloud. The teacher would read the book and then complete an activity. The students could draw things they see around there house both living and nonliving (what they learned from the book) and then bring them to class and classify them into the two categories-- living and non-living.2. Living Things by Alan Trussell-Cullen (Grade K-2) ISBN: ?0-7685-0559-3 This book addresses the properties, characteristics, and habitats of living things. Children will learn that all living things need air, water, and food for survival. This could be read as a read aloud to the whole class. Student could draw a living thing and all of the things it needs to survive.3. The Very Cranky Bear by Nick Bland (Grade K-2) This book is about four animal friends who just want to find a warm place to play during the winter. They find a cave to play in but little do they know there is a bear that is trying to sleep. (Hibernate) They all figure out that the bear is very cranky so they all try to make the bear look the way they do. Finally, the bear comes out and yells at them and says, “I just want to sleep.” The only animal that doesn’t try to change the way the bear looks is the sheep. Once the sheep hears what bear really wants to do, he shaves off some of his wool and stuffs it into a sheet to make the bear a pillow. The bear thanks the sheep and finally falls asleep. This book will be used for a classroom read aloud. We will discuss the different types of things living things need to do to survive. 4.The Very Hungry Caterpillar by Eric Carle (Kindergarten) This book tells the story of the journey a very hungry caterpillar. ?He eats various foods until he is so full that he goes to sleep and makes a cocoon. ?At the end of the story, the caterpillar hatches out of his cocoon as a beautiful butterfly. ?The book will be used during Lesson Seven-- Comparing Living and Nonliving Things by Growth. ?During the read aloud, the teacher highlights the caterpillar’s growth from a skinny to fat caterpillar. The book also can be used to connect lesson seven to the previous lessons about movement, basic needs, and change. ?5. Do You Know Which Ones Will Grow by Susan Shea (Kindergarten) This book is a good interactive book for students to read. This will be used in lesson two as a read aloud during teacher input. The book introduces living and nonliving things but allows the reader to decide which thing is living and which thing is nonliving. Each page has a tab they can pull over to see a picture. 6. Are You Living? By Laura Salas (Kindergarten) This book is good for students to remember the difference between living and nonliving things through songs. Students will sing songs about living and nonliving things with the tune of well-known songs. This songbook will be used at the beginning of a lesson to help students get excited about learning the lesson in the focus and review. 7. (Initiating Activity) is a great website for the unit on living and nonliving things for kindergarten students. There is an activity for the students that has them taking a picture of living things and then sorting them. There are also other activities on plants, animals, bones, and being healthy. This website supports the standards by having the students pick out the living things and sort them.8. is a website with a?video about Living and Nonliving things. It is about a little boy and his sister looking around their house inside and outside for living and nonliving things. The teacher can use this video to support his/her instruction.9. and are both videos created by the Make Me Genius website. ?Since the videos are very similar, the teacher can determine which one suits the needs of his/her students the best. ?These video websites are a great way to introduce the concept of what characteristics determine a living thing from a nonliving thing. ?They provide the students with a visual and descriptive representation of the differences in living and nonliving things.10. is a website where students can compare living and nonliving things. The students drag the picture into the correct category on the iPad. This will be used in independent practice to reinforce the Science standard-- comparing living and nonliving things. ?4. Daily Lesson PlansLesson One Topic: (Taylor) Learning all about living things and their characteristicsStudent Teaching edTPA Lesson Plan TemplateSubject: Kindergarten, Science and LiteracyCentral Focus: N/AEssential Standard/Common Core Objective:K.L.1.2 Compare characteristics of living and nonliving things in terms of their: Structure, Growth, Changes, movement, basic needsRI.K.3 With prompting and support, describe the connection between two individuals, ?events, ideas, or pieces of information in a text.Date submitted: 10/8/2014Date taught: N/ADaily Lesson Objective: After reading the book Living Things and discussing the characteristics of living things, students will be able to correctly identify at least 5 pictures of living things by circling the correct ones and by cutting and gluing them on a worksheet. 21st Century Skills:Critical Thinking: Students will have to interpret the different characteristics and needs of living things. They have to be able to distinguish between a living and nonliving munication and Collaboration: Students will be communicating and collaborating in groups at different stations. They will walk around the room and determine what pictures are living at teach station. Academic Language Demand (Language Function and Vocabulary):Apply/identify/classify: Students will be able to identify what a living thing is and apply what they learned to the worksheet. They will have to pick out what the living things are and classify what certain living things have and need.Vocabulary:DescribeSimilaritiesDifferencesCompareLiving ThingPlantAnimalHumanPrior Knowledge:This class has worked with KWL charts previous to this lesson. Students should know how to use the smart board, as well as be able to comprehend a story while listening to someone read it. Students should have been introduced and familiar with book/print concepts such as where to start reading on the page. Students should be able to point to the front of the book and the back of the book. Students know how to draw, draw circles. They have learned how to compare and what it means to compare. They also learned how to use scissors and glue.ActivityDescription of Activities and SettingTime1. Focus and Review “Today we are going to talk about what a living thing is. Can anyone tell me what it means to be living?” After I ask that question I will make a KWL chart on the smart board. We will add whatever they know about what a living thing is. Instead of having the section of “what we want to learn” we will only have what we know and what we learned. 2. Statement of Objective for StudentWe are going to read a book that tells us what a living thing is. After the book we will add to our list of what a living thing is. Then we are going to use the pictures that you all brought in of things around your house that you think are living things. By the end of the lesson you will understand what a living thing is as well as be able to tell someone what a living thing is.3. Teacher Input “Now that we have our lists of what we think living things are we are going to read the book called Living Things.” “After reading the book we are going to go back to the list and add or take out some things. The list will include: living things eat, they reproduce, they use energy, they grow, they adapt to their environment. “Living things are all over the world.” “Now that we know what a living thing is we can look through three pictures I brought in. We will look at the pictures and then go over our list that we made of what a living thing is. With each picture we will go over each item and check the ones that the picture represents. After we go over each picture and match it to the list we made I will mix up the cards and we will play a little game I made. I am going to pass out two cards for each person. One will have a thumbs up and one will have a thumbs down. If you think it is a living thing put up the card that has a thumbs up. If you do not think it is a living thing then you put up the card with the thumbs down on it.” 4. Guided Practice With the pictures everyone brought in from their homes we will do a nature walk around the room. I added a few pictures to our nature walk because not all of the pictures you guys brought in were living things, but that is all right because we did not go over what a living thing is when we did this assignment. I have set up six stations: stations 1 and 2 have dogs, stations 3 and 4 have birds, station 5 has a human, and station 6 has a plant. You will all be put into groups of 4. Each group will start at a different station. Once we are finished every group will have been to each station. Once you are at the stations you will have to decide what pictures are living. After each group gets through all of the stations, we will get back together in a group and go over what we observed. Once we have a class discussion I will put each station animal on the board. I will ask, “Who can tell me what both of station 1 and 2 are?” (Two types of dogs) “Who can tell me what both of station 3 and 4 are?” (two types of birds) “What is the picture of in station 5?” “What is the picture of in station 6?” Once we talk about those stations I will start a Venn diagram. There will be a diagram for stations 1,2 and 3,4. We will talk about the similarities and differences of the dogs as well as the similarities and differences of the birds. Then we will talk about how the human is very different from both of those types of animals. After discussing the differences of the human and the animals we will talk about the differences of animals and humans to a plant. “First we are going to take the pictures that everyone brought in and start a book with them. Our book will be about living things. Once we put all of our pictures that we collect into our book I will bind it and we will have it to look at for the rest of the year!”5. Independent Practice After discussing what a living thing is and the types of living things the students will receive a worksheet that is front and back. On the front there is 5 questions. Each question will have two different pictures. On the back there will be a chart. One side has “On your own, you will have to circle the correct picture that represents a living thing. Once you finish the front side you will flip it over and do the back. Raise your hand and I will bring you the rest of the worksheet. I will pass out a sheet that has a lot of different picture on it. You will have to cut out the pictures of all of the living things characteristics and needs. Then you will have to glue the picture to the right section. There will be a chart. One side of the chart is for a plants needs and characteristics and the other side is for animal’s needs and characteristics. I will give you an example of how to do this side. “One picture might be the sun. You would cut that out. What side of the chart would the sun go on?” “Another picture might be a bowl of animal food. What side of the chart would the bowl go on?” “Now I am going to pass out the worksheet and you can all start with the side of the worksheet that you circle the correct answer. Make sure to write your name.”6. Assessment Methods of all objectives/skills: Formative: Teacher questioning throughout the lessonSummative: The students will receive a worksheet that has pictures of animals, plants, cars, furniture, etc. They will circle the picture that is a living thing. Students will need to get 4 out of 5 correct. The other side of the worksheet will have two sides. This side of the worksheet has a separate paper that the students will have to cut out the pictures and glue them onto the correct side of the chart. Students will need to get 6 out of 8 correct. 7. ClosureAfter all of the students worksheets are in the “turn in bin” we will gather back on the carpet and review what we learned. “Who can tell me what a living thing is?” “Can you give me some characteristics?” “How about some needs?” “We are going to finish our KWL chart. Let’s fill in the side that says what we learned. “Who can tell me one thing that we have learned from this lesson?”8. Assessment Results of all objectives/skills: Targeted Students Modifications/AccommodationsELL: Partner with another student for the lesson to help with further explanation and questionsStudent/Small Group Modifications/AccommodationsFor Low performers have precut pictures high performers, early finishers may draw another example of a living thing.Materials/Technology: Worksheets (Front)Name: _______________________________________________________________________________________ 1.2. 3. 4. 5. (Back)PlantsAnimalsGlueScissorssmart boardbookpictures Lesson Two Topic: (Alex) Learning all about nonliving things and their characteristicsStudent Teaching edTPA Lesson Plan TemplateSubject: Science/ Kindergarten/Lesson 2Central Focus: N/A Essential Standard/Common Core Objective:K.L.1.2 Compare characteristics of living and nonliving things in terms of their: Structure, Growth, Changes, Movement, and Basic needsK.V .3.1 Use a variety of tools safely and appropriately to create art. Date submitted:Date taught: Daily Lesson Objective: After reading and discussing nonliving things in the book, Do You Know Which Ones Will Grow, students will be able to correctly cut out at least 5 nonliving pictures and glue them on their worksheet to achieve mastery. 21st Century Skills:Communication and Collaboration: Students will be communicating and collaborating as a class on what nonliving things they want to take a picture of while taking a walk around the school or outside. Academic Language Demand (Language Function and Vocabulary):Identify: Students will be able to identify what a nonliving thing is and glue it on their worksheet.Vocab: alive, characteristics, environment, grow, dead, living, nonliving, develop, energy, reproduce, respondPrior Knowledge: Students will have prior knowledge using the SmartBoard. Students know how to use scissors and glue appropriately. Students have knowledge of what a living thing is.ActivityDescription of Activities and SettingTime1. Focus and Review Gather students on the carpet. Ask: “What are some examples of living things that you have learned about? Is a plant a living thing?? Are you a living thing? How can you tell if something is living? Are living things different from nonliving things?” Say: “Last class you all talked about the characteristics of living things. Today we are going to talk about nonliving things and how they are different from living things.”2. Statement of Objective for StudentSay: “Today we are going to learn about the characteristics of nonliving thing by reading the book Do You Know Which Ones Will Grow. By the end of this lesson you will be able to tell me the characteristics of nonliving thing and be able to show me examples of non-livings things with at least 5 pictures. 3. Teacher Input Say: “Last week you all learned that living things are made of cells, can move, grow, respond to the environment around them, reproduce and can die (dog, flower, seed, and log). Today we are going to learn about the characteristics of nonliving things. Nonliving things are not alive now and never were alive before. Nonliving things do not grow, move, change, reproduce, or die. Ask: “Who can tell me an example of a nonliving thing?” Who can tell me an example of a nonliving thing they see around the room? What makes is nonliving?” Say: Today we will read the book Do You Know Which Ones Will Grow and discuss throughout the book, which things are living and which things are nonliving.” Stop on certain pages and ask questions. Ask: “Can a car grow and become a truck? Why or why not? Can a car move on its own? (Address misconception that a car moves but not on its own) Can a stool grow and become a chair? Why or why not? Can a chair grow? Can a chair move by itself? Say: “Nonliving things exist all over the world. Do you think that students in schools over in China have desks just like you all?”4. Guided Practice After reading the book students will take a walk around the school (inside or out) and take pictures of nonliving things and discuss why these things are nonliving with the teacher and parent volunteer. Ask: “What do you all see around you that is nonliving? Does it have the characteristic of a nonliving thing? Remember even though it may be moving; is it moving on its own or is something moving it? The teacher will take the pictures that were taken around the school or outside and put them into a class book to be used throughout the unit as a reference book of nonliving things. 5. Independent Practice Say: “Now you all will get a chance to find nonliving things on your own. Each of you will be given a worksheet with a circle on it and the word nonliving written in the center of the circle. (Displayed on the SMART board) There will be 10 pictures total on the bottom of the sheet that are both living and nonliving. I want you to cut out the pictures on the bottom that you think are nonliving and glue them in the circle. Remember that you won’t use all of the pictures on the bottom of the page. You will have to decide which picture is living or nonliving.” Students will add their completed worksheet to their interactive science notebooks.6. Assessment Methods of all objectives/skills: Formative Assessment: Teacher questioning and observation throughout the lesson. Summative Assessment: Collect students worksheets completed in independent practice and determine level of mastery. To achieve mastery students must glue at least 5 nonliving things onto their worksheet. -Students have at least 5 nonliving pictures glued on to their worksheet to achieve mastery. -Students have at least 4 nonliving pictures glued on to their worksheet to achieve mastery. -Students have 3 or less nonliving pictures glued on to their worksheet achieve no mastery 7. ClosureWhat are some characteristics of a nonliving thing? What is an example of a nonliving thing? Think-pair-share with a partner one thing you learned from today and an example of a nonliving thing. (Put on SMART board what to do when finished so students can have visual reminder)8. Assessment Results of all objectives/skills: Targeted Students Modifications/AccommodationsELL: Partner with another student for the lesson to help with further explanation and questions.Student/Small Group Modifications/AccommodationsFor struggling students: Provide pre-cut pictures to be put on their worksheet.For those who finish early: Students may color in their pictures on their worksheet. They can also draw one other nonliving thing example.Materials/Technology: The Book: Do You Know Which Ones Will GrowWorksheet for independent practice: PencilsSmartBoard Reflection on lesson: Worksheet found here: Three Topic: (Taylor) Comparing Living and Nonliving Things According to Their StructureStudent Teaching edTPA Lesson Plan TemplateSubject: Kindergarten, Science and Social StudiesCentral Focus: N/AEssential Standard/Common Core Objective:K.L.1.2 Compare characteristics of living and nonliving things in terms of their: Structure, Growth, Changes, movement, and basic needs.K.C.1.1 Explain similarities in self and others. Date submitted: 10/8/2014Date taught: Daily Lesson Objective: After looking at images of animals and humans, students will draw at least three similarities and two differences in their journals for each image that is being compared to achieve mastery.21st Century Skills:Critical Thinking: students will interpret what a living thing is along with their characteristics. They will also understand what structure is and that all living things do not have the same structure. Academic Language Demand (Language Function and Vocabulary):Identify: Students will be able to identify what a living thing is.Vocabulary: structure, living thing, compare, similarities, differencesPrior Knowledge: Students will have to know what a living thing is. Students will have to know living things characteristics. Students know the parts of the body. They can draw. Students have learned what a living and nonliving things are. They know how to compare things. They also know what similarities and differences mean.ActivityDescription of Activities and SettingTime1. Focus and Review “Who can tell me what a living thing is? What are some of the characteristics of living things? Who can tell me what a nonliving thing is? Do they have any needs? Do they have any characteristics? What are some of their characteristics?” Today we are going to build on what you already know. 2. Statement of Objective for StudentToday we are going to build on what you already know about living things. You already know what they are and the characteristics of them. Now we are going to learn what their structures are. You will understand how these structures make up living things and that without them they would not be living. By the end of this less you will be able to give similarities and differences of humans and yourself compared to animals and other living things. You will also compare yourself to nonliving things.3. Teacher Input We are going to start off with a review. Let’s make a list of the characteristics of living things. What is a living thing? What are some of the characteristics of a living thing? Are they all the same? What can be different about them? We are going to play a little game. I will pass out white boards to each of you along with an expo marker. I am going to show you one picture at a time. If you think the picture is of something living I want you to write down the letter “y.” If you think it is nonliving then I want you to write down the letter “n.” Now that I know everyone knows the difference between living and nonliving things I am going to add a few more words to our list of characteristics: mouth, eyes, ears, tongue, face, arms, hands, paws, claws, and feet. Who can tell me what all of these are called? They are part of a living thing, which we call their structure. Structure is what living things are made of. We are going to read the book The Very Cranky Bear. After we read the book we will discuss a few structures of each of the animals that is in the story. Now that we read the book, I am going to put 3 different pictures up on the board. (Dog, Flower, Human) Who can tell me what all three of these have in common? Who can tell me what is different about all three of these? Now, I am going to add one more picture on the board. Who can tell me what this is? Right! It is a nonliving thing. What is the difference between the nonliving thing and the picture of the plant and the picture of a couch? There are a lot of things that are different. Is there anything that is the same?4. Guided Practice Now that we have discussed what structures are I am going to divide everyone in to groups of 3. Each group will get two different pictures of living things and one nonliving thing. One group might have a dog, a car, and a bird. Another group might have a cat, a truck, and an elephant. Along with the pictures each group will get a worksheet (one for each group member) with different types of structures. I want you to circle the pictures of structures on your worksheet that the two images have. So if I have a dog, a car, and a bird I would circle a beak, paws, tongue, feathers, fur, wings, legs, mouth, ears, teeth etc. Once each group is done I want you all to go back to your seats. 5. Independent Practice Students will now have a chance to compare structures of living things to nonliving things on their own. Each student will receive a picture of one animal and a nonliving picture. In their science journals they will need to draw two lines down the page. One side will be labeled “me” another side will be labeled animal, while the third section will be labeled nonliving thing. “I want you to look at the pictures you got very carefully. Think about all of the structures that you have and look for all of the structures that this animal has. Once you figure out the different structures I want you to draw three pictures of the structures that you have that the animal does not have. Then for the animal section I want you to draw three pictures of the structures that the animal has that you do not have. And finally for the nonliving section I want you to draw a picture of two things that the nonliving things have that the animal and you do not have.6. Assessment Methods of all objectives/skills: Formative Assessment: Teacher questioning throughout the lessonSummative Assessment: In their interactive science notebooks, they will draw similarities and differences of animals, nonliving things, and humans. They must be able to draw at least 3 similarities and 2 differences for each of the pictures.Student has their similarities for the animal and humanStudent has their differences for the animal and humanStudent has their differences of animals, humans, and nonliving things.7. ClosureWho can tell me what a living thing is? What are some of the characteristics of a living thing? What is a nonliving thing? Who can tell me what structure is? What are some types of structures? Do all living things have the same structure? 8. Assessment Results of all objectives/skills: Targeted Students Modifications/AccommodationsELL: Partner with another student for the lesson to help with further explanation or questions.Student/Small Group Modifications/AccommodationsLow performers: will have precut pictures in case they have a hard time cutting the pictures out High performers and early finishers: They will have to draw another exampleMaterials/Technology: pictures of living and nonliving things Book: The Very Cranky Bearscience journalswhite boardsexpo markerswork sheet Reflection on lesson: Lesson Four Topic: (Christie) Compare Living and Nonliving Things According to MovementLesson Plan 4: Christie HillSubject: Kindergarten Topic: Living and Nonliving things: MovementCentral Focus: Science: Comparing living and nonliving things according to movement. Essential Standard/Common Core Objective:K.L.1.2 Compare characteristics of living and nonliving things in terms of their: Structure, Growth, Changes, Movement, Basic needs. CCSS.MATH.CONTENT.K.MD.B.3Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.1Date submitted: October 8, 2014Date taught: N/ADaily Behavioral Objective: After reading and discussing the book Are You Living, students will categorize living and nonliving things according to how they move. Students must correctly identify and count 10 for full mastery. 21st Century Skills:Flexibility – Students will deal positively with praise, setbacks and criticism. Creativity – Students will use a wide range of idea creation techniques (such as brainstorming)Information Literacy – Students will read a text and analyze the movement of living and nonliving things. Academic Language Demand (Language Function and Vocabulary):Language Function: Explain in writingKey VocabularyLivingNonlivingMovementPrior Knowledge: Students should understand what makes an object living and nonliving. Students should know the structure of a living and nonliving thing. Students should be able to identify similarities and differences between living and nonliving things. Students should be able to categories items and count up to 10. Students should be able to work together in groups and work alone. Students should know how to compare two things. ActivityDescription of Activities and SettingTime1. Focus and Review Gather students on the carpet around you. Let them know that our lesson today is going to be around a book that you will share. Using the class’s Living Things book and Nonliving Things book, ask: “Who remembers what a living thing is?” “Who remembers what a nonliving thing is?” “How are living and nonliving things the same?” “How are living and nonliving things different?” “What is the structure of a living thing?” “What is the structure of a nonliving thing?”5 Min.2. Statement of Objective for StudentSay: “Today we will be learning about how living and nonliving things move by reading a book, Are you Living?: A Song About Living and Nonliving Things by Laura Purdie Salas. By the end of this lesson, you will be able to categorize into group what is living and what is nonliving by their movement.”2 Min.3. Teacher Input Pre-reading strategies: Show students the cover of the book, title and author. Do a quick picture walk and ask students what they think the book might be about. Say: “Let’s read to find out about living things!”During the reading strategies: Read the text aloud. Stop only occasionally to check for understanding by asking questions.After the reading strategies: Ask: “What is an example of a living thing? How does it move?” What is an example if a nonliving thing? How does it move?”Say: “All living things can show movement by one way or another. They can move internally, which means they can move something from inside one part of their body to another part of their body. Just like how your blood moves all throughout your body. And some living things can move externally, which means they can move from one place to another by walking, swimming, or flying. Plants can move also, opening and closing its petals. Nonliving things can’t really move by themselves. They need someone to move them. For example, this book can’t move unless I move it.” 10 Min.4. Guided Practice Draw a large T-Chart on the board. One side will be living and the other side will show nonliving things. Show the students the items below. Go through each item with the students and ask where would each item go, living or nonliving side. Ask the students why did they put that item on the side they chose, then ask them how does it move. Students will first talk with a partner and then share with the class. After all items have been place in its category, ask the students how are all the living and nonliving things the same? How are all the living and nonliving things different. Ask the students to show the teacher how an animal moves, name different animals, and then ask them how a nonliving thing would move? Students should be up and moving around. 10 Min. 5. Independent Practice Have students return to their seats. In their science journals, have students cut and glue the pictures into categories of living and nonliving things. Ask students to number the items and put a final count at the bottom of the page. To help students, tell them to think about which one moves by itself and which ones need something to move it. 10 Min.6. Assessment Methods of all objectives/skills: Formative: Teacher questioning throughout the lesson to see if the students can explain how a living and nonliving thing move.Summative : Collect student activity sheets and determine mastery with the following criteriaCategorize 10 living and nonliving things by movement.Count and write the numbers of objects in each category.Level 1Level 2Level 3 (Mastery) The student identifies 0-4 living and nonliving things correctly. The student cannot explain how a living and nonliving thing moves. The student doesn’t correctly count the items and does not write the correct number.The student identifies 5-10 living and nonliving things correctly. The student cannot fully explain how a living and nonliving thing moves.The students correctly counts the items and do not write the correct number.The student identifies 10-12 living and nonliving things correctly. The student can fully explain how a living and nonliving thing moves. The student correctly counts all the items and writes the correct number. 7. ClosureHave students turn to a partner and pair share their activity sheet aloud. Identify two students to share with the whole group; one with living thing and how it moves, and another with nonliving thing and how it moves.Ask: “What did you learn about living and nonliving things today?” “How does a nonliving thing move?” “How does a living thing move?” “Are all things that move living?”5 Min.Targeted Students Modifications/AccommodationsELL students – partner them with each other to allow them to assist one another with translation needs.Student/Small Group Modifications/AccommodationsFor struggling writers: pull a small group and create a written statement together (guided writing opportunity) For those who finish early: give them activity sheet number twoMaterials/Technology: Are You Living book, Whiteboard/Smart board and markers, activity sheets, Science journals, and pencilsLiving and Nonliving ThingsDirections: Cut and paste the living and nonliving items.Number each item.Living and Nonliving ThingsDirections: Cut and paste the living and nonliving items. Number each item. Lesson Five Topic: (Kelsey) Compare Living and Nonliving Things According to Their Basic Needs Student Teaching edTPA Lesson Plan TemplateKelsey BlantonSubject: Kindergarten Topic: Comparing Living and Nonliving Things according to their Basic NeedsCentral Focus: N/AEssential Standard/Common Core Objective:Science Essential Standard/Objective:(Essential Standard) K.L.1 Compare characteristics of animals that make them alike and different from other animals and nonliving things.(Clarifying Objective) K.L.1.2 Compare characteristics of living and nonliving things in terms of their: Structure, Growth, Changes, Movement, and Basic needsArt Essential Standard/Objective: (Essential Standard) K.V.3 Create art using a variety of tools, media, and processes, safely and appropriately.(Clarifying Objective) K.V.3.1 Use a variety of tools safely and appropriately to create art.Date submitted: 10/8/2014Date taught: TBADaily Behavioral Objective: Using a variety of art tools safely and appropriately, the students will identify and draw four living things and four basic needs of living things. A level 4 on the rubric is considered mastery. (See rubric in Assessment Methods of all Objectives/Skills section.) ?21st Century Skills:Collaborate and communicate with others- Students will collaborate and communicate with group members when completing their Worm Worksheet.Self-Direction/Independence- Students will direct themselves independently to complete their flip books. Academic Language Demand (Language Function and Vocabulary):Language Function: Compare living and nonliving things by their basic needsKey Vocabulary:Living ThingNonliving ThingBasic needs (Food, Water, Air, Shelter) Prior Knowledge: The students should be familiar with comparing different things. They should have learned all about living and nonliving things. They should have also learned about comparing living and nonliving things by movement and structure. They should have some basic understanding of Gummy Worms and Night Crawler Worms. The students should be familiar with working in groups to complete assignments. They should have some exposure to using various art tools safely and appropriately (crayons, colored pencils, markers, paint, etc.).ActivityDescription of Activities and SettingTime1. Focus and Review Gather students on the carpet. Review the class’s Living Things book and Nonliving Things book. While reading through the books, highlight the living and nonliving things’ movement and structure. Ask: “What is a living thing?” “What is a nonliving thing?” “What structure does the [nonliving thing found on page] have in common with the [nonliving thing found on another page]?” “How does the [living thing found on page] move?” 5-10 minutes2. Statement of Objective for StudentSay: “Today we will learn all about the basic needs of living and nonliving things. By the end of the lesson, you will be able to compare living and nonliving things by their basic needs.”1 minute3. Teacher Input While students are situated at the carpet, play the video about the basic needs of living and nonliving things. ()After the students have watched the video, explain how nonliving things do not require any basic needs in order to exist in the world. Explain that living things do require basic needs Say: “The four basic needs of living things include: food (to grow/get energy), water (to hydrate organism), air (breathe), and shelter (to protect from danger, rain and sun)”. Write each of the four basic needs on chart paper and provide a quick picture of each beside the needs (use various art tools safely and appropriately when creating the pictures). Ask: “Do [insert nonliving thing example] need food? Water? Air? Shelter? Why or why not?” “Do [insert living thing example] need food? Water? Air? Shelter? Why or why not?” When asking these questions, ask students to say their answers to a neighbor. 10-15 minutes4. Guided Practice Have students return to their seats by calling them by table group. At each table group, provide the students with a bag of Gummy Worms and a box with Night Crawler Worms and dirt. Ask students to observe each type of worm and write or draw in their interactive science notebooks about the worms’ movement and structure. Give each student a Worm Worksheet and ask them to answer the questions using their observations and prior knowledge. While students are completing the worksheet, circulate the room and assist groups/students as needed. If students are unable to answer a question by observation, prompt the students’ thinking by asking other questions. Also ask: “Students, do you think you can find gummy worms in another part of the world? Why or why not?” “Do you think you can find Night Crawler Worms in other parts of the world? Why or why not?” Emphasize the fact that living things require basic needs all around the world. Students should staple their Worm Worksheet into their interactive science notebooks once it has been completed. Discuss the students’ answers as a class and clarify any misunderstandings. Ask students to put their “thumbs up” if nonliving things have basic needs to survive or “thumbs down” if nonliving things do not have any basic needs to survive. Note which students put their “thumbs up”. Provide clarification if many students’ miss this question. 10-15 minutes5. Independent Practice In order for students to independently demonstrate their understanding of comparing living and nonliving things by their basic needs, they will complete a flip book about the four basic things living things need in order to survive. Provide each student with a ready-made flip book that contains four pages (Each page says: A _____ is a living thing because it needs ____.). Instruct students to complete each page by filling in the blanks and drawing a picture that matches the sentence using a variety of art tools safely and appropriately. Assist with spelling for the students who need it. 10-15 minutes6. Assessment Methods of all objectives/skills: Formative Assessment: The teacher will formatively assess the students while they are working in groups to complete their Worm Worksheets during Guided Practice. He/she will also gage the students’ understanding by asking the students to put their “thumbs up” if nonliving things have basic needs to survive or “thumbs down” if nonliving things do not have basic needs to survive. Summative Assessment: The teacher will summatively assess each student using the flip books that are completed during the Independent Practice Part of the lesson. The teacher will use the following rubric to determine whether or not the students have achieved mastery. Level 1Level 2Level 3Level 4 (Mastery)The student identified one living thing.The student identified one basic need of living things.The student used none of the art tools safely and appropriately.The student identified two living things.The student identified two basic needs of living things.The student used one of the art tools safely and appropriately. The student identified three living things.The student identified three basic needs of living things.The student used two of the art tools safely and appropriately. The student identified four living things. The student identified four basic needs of living things.The student used more than two of the art tools safely and appropriately. 7. ClosureHave students turn-and-talk to a partner and share their flip books with one another. Allow time for students to read their books to their partner. Give students the opportunity to ask any questions they still have about comparing living and nonliving things by their basic needs. 5-7 minutes8. Assessment Results of all objectives/skills: To be completed after the lesson is taught.Targeted Students Modifications/AccommodationsELLs- Provide visual cues through pictures for students who are unable to read English words. In groups, allow ELLs to work together to complete their worksheets. Provide assistance with spelling as needed. Student/Small Group Modifications/AccommodationsLow Performing Students: Provide examples and clear directions before students complete tasks. Provide assistance with spelling as needed. High Performing Students/Early Finishers: Allow students to read their flip books to the teacher. Materials/Technology: Class’s Living Things Book and Nonliving Things Book; Device to play the video clip (); Chart Paper; Various Art Tools (crayons, markers, colored pencils, paint, etc.); A bag of Gummy Worms (one per table group); A box with dirt and Night Crawler Worms (one per table group); Students’ Interactive Science Notebooks; Worm Worksheet (one per student); flip book (one per student)Reflection on lesson: To be completed after the lesson is taught.Name:_________________WormsQuestions:Night Crawler WormGummy WormDoes it require food to survive?Yes NoYes NoDoes it require water to survive?Yes NoYes NoDoes it require air to survive?Yes NoYes NoDoes it require shelter to survive?Yes NoYes NoIs it a living thing?Yes NoYes NoIs it a nonliving thing?Yes NoYes NoLesson Six Topic: (Christie) Compare Living and Nonliving Things According to Their ChangeLesson Plan 6: Christie HillSubject: Kindergarten Topic: Living and Nonliving things: ChangeCentral Focus: Science: Comparing living and nonliving things by their changeEssential Standard/Common Core Objective:K.L.1.2 Compare characteristics of living and nonliving things in terms of their: Structure, Growth, Changes, Movement, and Basic needsCCSS.MATH.CONTENT.K.MD.B.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.Date submitted: October 8, 2014Date taught: N/ADaily Behavioral Objective: After reading and discussing the book What’s Alive and the video You Look Different, students will categorize living and nonliving things according to their movement. Students must correctly identify and count 25 for full mastery. 21st Century Skills:Flexibility – Students will deal positively with praise, setbacks and criticism. Creativity – Students will use a wide range of idea creation techniques (such as brainstorming)Information Literacy – Students will read a text and analyze the movement of living and nonliving things. Academic Language Demand (Language Function and Vocabulary):Language Function: Explain in writingKey VocabularyLivingNonlivingChangePrior Knowledge: Students should understand what makes an object living and nonliving. Students should know the structure, movement, and basic needs of a living and nonliving thing. Students should be able to identify similarities and differences between living and nonliving things. Students should be able to categories items and count up to 10. Students should be able to work together in groups and work alone. Students should know how to compare two things.ActivityDescription of Activities and SettingTime1. Focus and Review Gather students on the carpet around you. Let them know that our lesson today is going to be around a book that you will share. Using the class books about Living and Nonliving things, ask: “Who remembers what a living thing is?” “Who remembers what a nonliving thing is?” “How are living and nonliving things the same?” “How are living and nonliving things different?” “What is the structure of a living thing?” “What is the structure of a nonliving thing?”5 Min2. Statement of Objective for StudentSay: “Today we will be learning about how living and nonliving things change by reading a book. Are you What’s Alive? By Kathleen Weldner and watching a Sid the science kid video, You look different. By the end of this lesson, you will be able to categorize into group what is living and what is nonliving by their change.”10 Min3. Teacher Input Pre-reading strategies: Show students the cover of the book, title and author. Do a quick picture walk and ask students what they think the book might be about. Say: “Let’s read to find out about living and nonliving things!”During the reading strategies: Read the text aloud. Stop only occasionally to check for understanding by asking questions.After the reading strategies: Ask: “What is an example of a living thing? How does it change?” What is an example if a nonliving thing? How does it change?”Next, show the Sid video.Show students an ice cube. Say: “This is a nonliving thing, it does not need food, it doesn’t move on its own. Yet, if I leave this ice cube out in the sun, it will melt. This is one example of how a nonliving thing can change.” Show the students pictures of a chameleon. Say: “This is a living thing, it needs food, water, and it moves on its own. This animal can change colors to match its surrounding. This is an example of how a living thing can change.” 10 Min4. Guided Practice Draw a large T-Chart on the board. One side will be living and the other side will show nonliving things. Show the students the items below. Go through each item with the students and ask where would each item go, living or nonliving side. Ask the students why did they put that item on the side they chose, then ask them how does it change. Students will first talk with a partner and then share with the class. After all items have been place in its category, ask the students how are all the living and nonliving things the same? How are all the living and nonliving things different. 10 Min5. Independent Practice Draw a picture of something living as a baby (plant, animal), and as an adult. Draw a picture of something nonliving as one way then again after it changed.10 Min6. Assessment Methods of all objectives/skills: Formative: Teacher questioning throughout the lesson to see if the students can explain how a living and nonliving thing change.Summative : Collect student activity sheets and determine mastery with the following criteriaCategorize 8 living and nonliving things by change.Count/Write the numbers of objects in each category.Level 1Level 2Level 3 (Mastery) The student identifies 0-5 living and nonliving things correctly. The student cannot explain how a living and nonliving thing change. The student doesn’t correctly count the items and does not write the correct number.The student identifies 6-8 living and nonliving things correctly. The student cannot fully explain how a living and nonliving thing change.The students correctly counts the items and do not write the correct number.The student identifies 8-10 living and nonliving things correctly. The student can fully explain how a living and nonliving thing change. The student correctly counts all the items and writes the correct number. 7. ClosureHave students turn to a partner and pair share their activity sheet aloud. Identify two students to share with the whole group; one with living thing and how it changes, and another with nonliving thing and how it changes.Ask: “What did you learn about living and nonliving things today?” “How does a nonliving thing change?” “How does a living thing change?”5 MinTargeted Students Modifications/AccommodationsELL students – partner them with each other to allow them to assist one another with translation needs.Student/Small Group Modifications/AccommodationsFor struggling writers: pull a small group and create a written statement together (guided writing opportunity) For those who finish early: give them activity sheet number twoMaterials/Technology: Book Are you What’s Alive? By Kathleen Weldner. Sid the science kid video, You look different. Ice cube, pictures of a chameleon, and whiteboard/Smart board and markers, activity sheets, Science journals, and pencilsAdd up all the items, put the number in the category.Lesson Seven Topic: (Kelsey) Comparing Living and Nonliving Things by Their GrowthStudent Teaching edTPA Lesson Plan TemplateKelsey BlantonSubject: Kindergarten Topic: Comparing Living and Nonliving Things by GrowthCentral Focus: N/AEssential Standard/Common Core Objective:Science Essential Standard/Objective:(Essential Standard) K.L.1 Compare characteristics of animals that make them alike and different from other animals and nonliving things.(Clarifying Objective) K.L.1.2 Compare characteristics of living and nonliving things in terms of their: Structure, Growth, Changes, Movement, and Basic needsArt Essential Standard/Objective: (Essential Standard) K.V.3 Create art using a variety of tools, media, and processes, safely and appropriately.(Clarifying Objective) K.V.3.1 Use a variety of tools safely and appropriately to create art.Date submitted: 10/8/0214Date taught: TBADaily Behavioral Objective: Using a variety of art tools safely and appropriately, the students will draw two pictures of original living things as well as two pictures of each of the living things after they have grown. A level 4 on the rubric is considered master. (See rubric in Assessment Methods of all Objectives/Skills section.)21st Century Skills:Make Judgments and Decisions- Students will judge whether or not the rock or seed grew into a living thing. They will make the decision on which is considered living and which is considered nonliving.Self-Direction/Independence- Students will direct themselves independently to complete their How Do Living Things Grow? Worksheet. Academic Language Demand (Language Function and Vocabulary):Language Function: Compare living and nonliving things by growthKey Vocabulary:Living ThingNonliving ThingGrowthPrior Knowledge: The students should be familiar with comparing different things. The students should have learned all about living and nonliving things. They should have also learned about comparing living and nonliving things by movement, structure, basic needs, and change. The students should have already planted their seeds and rocks. They should have also charted the changes and growth of their seeds and rocks in their interactive science notebook. They should have some exposure to using various art tools safely and appropriately (crayons, colored pencils, markers, paint, etc.).ActivityDescription of Activities and SettingTime1. Focus and Review Gather students on the carpet. Review the class’s Living Things book and Nonliving Things book. While reading through the books, highlight the living and nonliving things’ structure, movement, basic needs, and change. Ask: “What is a living thing?” “What is a nonliving thing?” “What four basic needs do all living things need in order to survive in their environment?” “What changes occur in living things? What changes occur in nonliving things?”5-10 minutes2. Statement of Objective for StudentSay: Today we will learn how to compare living and nonliving things by growth.”1 minute3. Teacher Input While students are situated at the carpet, explain how nonliving things do not grow. Explain that living things are the only things that grow over time. Read The Hungry Caterpillar by Eric Carle aloud to the class. While reading, discuss the growth of the caterpillar and eventually the growth of the living thing from caterpillar to butterfly. Review and discuss previous lesson’s content (structure, movement, basic needs, and change) while reading the book. After reading, provide the students with various examples of how living things grow (and how growth is an example of change; provide students with the same examples from the previous lesson that involve growth and change) and how nonliving things do not grow. (Ex: Little boy visits grandparents each summer and realizes their pet dog (living) gets bigger but the dog’s favorite ball (nonliving) does not. A person (living) grows but the t-shirt (nonliving) the person wears does not.) Give the students examples of various living and nonliving things. Ask the students if the various things grow and have them respond using their student response cards (Side A: Grows; Side B: Does not Grow). Also ask: “Do you think the kindergartners in Asia grow like you do? Why or why not? Do you think the plants in Africa grow like the plants in America grow? Why or why not?” Emphasize the fact that living things grow around the world. 5-10 minutes4. Guided Practice Have students return to their seats by calling them by table group. Put each group’s planted seed and rock cups on their tables. Using the information they have documented in their interactive science notebooks, have the students determine which cup contains a living thing and which cup contains a nonliving thing. Each group must justify their answers using their interactive science notebooks as well as their new developed knowledge regarding growth. All of the students’ conclusions should also be written in their interactive science notebooks. As a class, discuss each group’s answers and provide clarification if needed. Ask students to put their “thumbs up” if nonliving things grow or their “thumbs down” if nonliving things do not grow. Note which students put their “thumbs up”. Provide clarification if many students’ miss this question. 5-10 minutes5. Independent Practice In order for students to independently demonstrate their understanding of comparing living and nonliving things by their basic needs, they will complete the How Do Living Things Grow? Worksheet. Provide each student with a worksheet. Instruct students to identify two living things that grow by drawing a picture of the original living thing and a picture of the living thing after it has grown. (Ex: A seed that has just been planted is the original living thing picture and a flower that has grown is the after growth picture.) Provide the students with access to various art tools that will be used safely and appropriately. 10-15 minutes6. Assessment Methods of all objectives/skills: Formative Assessment: The teacher will formatively assess the students while they are working in groups to determine if the rock or seed grew into a living thing during Guided Practice. He/she will also gage the students’ understanding by asking the students to put their “thumbs up” if nonliving things grow or “thumbs down” if nonliving things do not grow. Summative Assessment: The teacher will summatively assess each student using How Do Living Things Grow? Worksheet during Independent Practice Part of the lesson. The teacher will use the following rubric to determine whether or not the students have achieved mastery. Level 1Level 2Level 3 (Mastery)The student did not identify any original living thing.The student did not identify any living things after growth.The student used none of the art tools safely and appropriately. The student identified one original living thing.The student identified one living thing after growth.The student used one of the art tools safely and appropriately.The student identified two original living things.The student identified two living things after growth.The student used more than one art tool safely and appropriately. 7. ClosureHave students turn-and-talk to a partner and share their How Do Living Things Grow? Worksheets with one another. Give students the opportunity to ask any questions they still have about comparing living and nonliving things by growth. 5-7 minutes8. Assessment Results of all objectives/skills: To be completed after the lesson is taught.Targeted Students Modifications/AccommodationsELLs: Provide many examples of how living things do grow and how nonliving things do not grow. Provide visual cues through planted seeds and rocks. Provide assistance with spelling as needed. Student/Small Group Modifications/AccommodationsLow Performing Students: Provide examples and clear directions before students complete tasks. Provide assistance with spelling as needed. High Performing Students/Early Finishers: Allow students to share their two examples of living things growing to the teacher. Materials/Technology: Class’s Living Things Book and Nonliving Things Book; The Hungry Caterpillar by Eric Carle; Student Response Cards (one per students); Each group’s planted rock and seed cups; Students’ Interactive Science Notebooks; How Do Living Things Grow? Worksheet (one per student); Various Art Tools (crayons, markers, colored pencils, paint, etc.)Reflection on lesson: To be completed after the lesson is taught. Lesson Eight Topic: (Alex) ?Compare Living and Nonliving Things by their structure, movement, basic needs, change, and growth using technology.Student Teaching edTPA Lesson Plan TemplateSubject: Science/Kindergarten/ Lesson 8Central Focus: N/AEssential Standard/Common Core Objective:K.L.1.2 Compare characteristics of living and nonliving things in terms of their: Structure, Growth, Changes, Movement, and Basic needs.K.TT.1.3 Use technology tools to present data and information (multimedia, audio and visual recording, online collaboration tools, etc.). Date submitted: 10/8/14Date taught: Daily Lesson Objective: After watching the video Living and Nonliving Things and completing the scavenger hunt students will be able to classify pictures on an IPad individually into two categories: living and nonliving things. Students will have to identity 15 out of 20 pictures correctly to achieve mastery. 21st Century Skills:Communication and Collaboration: Students will be able to communicate with the class and collaborate to identity if the picture during the scavenger hunt is a living or nonliving thing.Academic Language Demand (Language Function and Vocabulary):Vocab: alive, characteristics, environment, grow, dead, living, nonliving, develop, energy, reproduce, respondIdentify: Student will be able to identify living and nonliving things based off of their characteristics.Prior Knowledge: Student will need to have previous knowledge of the IPad. Students will know the characteristics of what a living thing is and what a nonliving thing is. Students will know how to compare living and nonliving things based on their Growth, Changes, Movement, and Basic needs. Students know what the words similar and different mean.ActivityDescription of Activities and SettingTime1. Focus and Review Gather students on the carpet. Say” We have been learning about living and nonliving things for the past few weeks right?” Ask: “What are the characteristics of a living thing? What characteristics of a nonliving thing? Who can tell me by raising their hand an example of a living thing? Who can give an example of a nonliving thing?2. Statement of Objective for StudentSay: “Today we will be learning how to compare characteristics of living and nonliving things. We will first watch a video on living and nonliving things and then go on a scavenger hunt around the room. By the end of the lesson you will be able to compare living and nonliving things based on their structure, growth, change movement, and basic needs. 3. Teacher Input Say: “Today we are going to compare the differences between a living and nonliving thing. We will watch this video Stop the video, only occasionally, to check for understanding. Ask: “Zack looked outside, inside, up and down for living things. Are living things everywhere? Can the world be divided into two categories, living and nonliving? Do all living things need food so they can grow? Yes, they all need food. Do you all need food to grow and change? If Zach’s toy top is moving is it living? No, because it wasn’t moving on its own, he had to move it. Is a table a living or nonliving thing? Why or why not? -After watching the video and discussing with the class the students will now go on a class scavenger hunt. Say “Now, as a class, we will be starting a scavenger hunt around the room.” Show them the paper they will be filling out (in materials section of lesson). Say: “There are 10 pictures around the room. They are labeled 1 through 10 so you will be able to find them. We are all going to start the scavenger hunt together. Let’s begin!” Ask: “What number should we start at first? Yes number one! Does anyone see where picture number one is? Ahh We found it. It is a picture of a book. Ask: “Class is a book a living thing?” Students will give a thumbs up if they think it is a living thing and a thumbs down if it is not a living thing. Ask: “How do we know? Does it grow? Does it move? Does is need food and water to live? Circle nonliving on the page and write what the picture is. Continue the scavenger hunt for two more pictures. Ask question and discuss why the item in the picture is living or nonliving. As a class, you will be finding a total number of 3 items on the scavenger hunt. Students will add their completed worksheet in their interactive science notebooks. 4. Guided Practice Gather students back on the carpet. Say: “We just completed a part of the scavenger hunt. Now it is your turn to finish it with a partner.” Students will turn to the person sitting next to them on the carpet and that will be their partner. Teacher will hand out a worksheet to each student even though they will be working with a partner. Say: “I have circled a number on each sheet with a purple pen. That is the number that you and your partner will start on. You will each have two minutes at each picture to decide if it is living or nonliving. At the end of the two minutes I will shake the maracas and you will find the next number. You all have 7 left to finish.”5. Independent Practice Gather students back on the carpet. Say: “We will now be working individually on your IPads. Each of you has an IPad at your seat. The page you are using is already pulled up. There are ten pictures on the page you must drag the pictures into the correct category of living or nonliving thing.” Each student will be working on an IPad to sort living and nonliving things into two categories. Call students by row to return to their tables where the IPads are waiting at their assigned seat. 6. Assessment Methods of all objectives/skills: Formative: Teacher questioning throughout the lesson.Summative: Students will work with an IPad individually to classify living and nonliving things into two categories. Student must correctly categorize 15 of the 20 pictures into the correct columns: living and nonliving. -Students have at least 15 of the 20 pictures on the correct side of the T-chart to achieve mastery. -Students have at least 12-14 of the 20 pictures on the correct side of the T-chart to achieve mastery. -Students have 11 or less do not achieve mastery.7. ClosureStudents will think-pair-share with their table of one new thing they learned in the lesson that they didn’t know until today. Class will also have a closing classroom discussion. Ask: What is a living thing? What is a nonliving thing? How do we know? What are the characteristics?8. Assessment Results of all objectives/skills: Targeted Students Modifications/AccommodationsELL: Partner with another student for the lesson to help with further explanation and questions.Student/Small Group Modifications/AccommodationsFor struggling students: Partner with another student of higher level for the scavenger hunt. For those who finish early: May sort another group of pictures on the IPad.Materials/Technology: -Pictures for scavenger hunt -Class set of IPads-Pencils-SmartBoard -iPad Game: : on lesson: Worksheet found here: Analysis 5a. Integration of Curriculum Chart – Include NCSCOS competency goal and objective numbers or Common Core standard and objective number to show where each content area was taught in your unit. ?Subject/LessonsScienceSocialStudiesLang.ArtsMathTechnologyMusicDramaHealthyLivingVis/ArtCore SubjectsLesson/Living ThingsXXLesson/Nonliving Things XXLesson/Comparing Living and Nonliving Things by their structure XXLesson/Comparing Living and Nonliving Things by movementXXLesson/Comparing Living and Nonliving Things by their Basic NeedsXXLesson/Comparing Living and Nonliving Things by changeXXLesson/Comparing Living and Nonliving Things by GrowthXXLesson/Comparing Living and Nonliving ThingsXX5b. Meeting Learners’ Needs- Multiple Intelligences/Learning Styles Chart – Address where each MI was addressed in your unit. Give the part of the lesson (i/e., Teacher Input, Guided Practice, Explore, Elaborate, etc.) and a brief phrase to describe the activity. (Example: Explain – labeling rocks)Gardner’sIntelligencesVerbalLinguisticVisualSpatialMathLogicalInter-PersonalMusicRhythmIntra-PersonalBodyKinestheticNaturalistLearning StyleAuditoryVisualTactileLesson 1/ Living Things Teacher Input-Listing characteristics of living things Focus and Review-KWL ChartTeacher Input-Listening to the book Living ThingsTeacher Input-Labeling living thingsTeacher Input- Classifying what is livingTeacher Input/Guided Practice- Sorting living things by characteristics Focus and Review/Teacher Input/ Guided practice- Discussing what living things are Guided Practice-Observing pictures at stations Lesson 2/Nonliving Things Teacher Input-Listen to the book Do You Know Which Ones Will Grow.Guided Practice- Reporting what nonliving things they see around the school ?Teacher Input- Discussing what nonliving things are Guided Practice-Walking around the school with the teacher and parent volunteer to take pictures of living and nonliving thingsIndependent Practice-Sorting pictures into categoriesLesson 3/ Comparing living and nonliving things based on their structureFocus and Review- Listing characteristic of living thingsTeacher Input- Listening to The Very Cranky BearIndependent Practice- Drawing pictures of similarities and differencesTeacher Input- Guided Practice/Independent Practice/Comparing and contrasting structures Teacher Input-Guided Practice/Discussing structures of living things with the class and in groupsLesson 4/ Comparing living and nonliving things based on their movementIndependent practice- Students will classify and count objects in Guided Practice- Students will discuss with a partner how things move in ?Guided Practice- Students will be show how living and nonliving things move during Lesson 5/ Comparing Living and Nonliving Things by Basic NeedsTeacher Input- Visual Aids/ Video to help teach students the basic needs of living ?and nonliving thingsIndependent Practice- Creative Expression/ Self-Assessments of the pictures and statements made in flip bookGuided ?Practice- Observing Gummy Worms & Night Crawler WormsLesson 6/ Comparing living and nonliving things based on their changeIndependent Practice- Students will classify and count objects in Guided Practice- Students will discuss with a partner how things change in ?Teacher Input- Students will be listening to a song on change during Lesson 7/ Comparing Living and Nonliving Things by GrowthTeacher Input- teacher reads The Very Hungry Caterpillar while the students listenInitiating Activities / Guided Practice- Logging the planted seed and rock growth Guided ?Practice- observe and identify the rock and seed as either living or nonliving Lesson 8/ Comparing living and nonliving things using technologyTeacher Input-Watching a video, Living Things Independent Practice- Comparing living and nonliving things on a T-chart on the iPads Guided Practice-Scavenger hunt in the classroomIndependent Practice-Sorting living and nonliving things on the IPadUnit AssessmentProblem-Based Learning- The students will be presented the following problem. ?Someone has moved to Charlotte, NC and is curious about what living and nonliving things exist in the environment. ?They make a trip to the Visitor Center in hopes of finding some useful information. ?It is your job to inform this person about the living and nonliving things in Charlotte, NC. ?The students will use their interactive science notebooks as a resource for the project. ?Once everyone has individually created their format for providing the person with information regarding the living and nonliving things in Charlotte, NC, the teacher will create a classroom display of the projects in the local Visitor Center. ?The teacher will set a date after school for parents, friends, and the public to view the students’ finalized pieces. The teacher will arrange to leave the students’ projects at the visitor center for the public’s use and benefit. ??We chose the Problem-Based Learning approach for this assignment because we felt the students would enjoy solving a problem as well as creating a product that is useful for others in the community. ?This PBL activity is a great way for the students to apply what they have learned about living and nonliving things to their real life. ?Level 1Level 2Level 3 (Full Mastery)-The student identifies 0-2 living things correctly.-The student identifies 0-2 nonliving things correctly. -The student makes no comparisons between a living and nonliving thing (using movement, growth, change, basic needs, or structure). ??-The student includes living and nonliving things that are not found in Charlotte, NC.-The student’s final product is in an unorganized format.-The student identifies 3-4 living things correctly. -The student identifies 3-4 nonliving things correctly.-The student makes one comparison between a living and nonliving thing (using movement, growth, change, basic needs, or structure).-The student includes some living and nonliving things that are found in Charlotte, NC. ?However, some are not found in Charlotte, NC.-The student’s final product is in an organized format. ?However, it lacks some basic structure.-The student identifies at least 5 living and nonliving things correctly.-The student identifies at least 5 nonliving things correctly.-The student makes two or more comparisons between living and nonliving things (using movement, growth, change, basic needs, or structure).-The student includes living and nonliving things that are all found in Charlotte, NC.-The student’s final product is in an organized format with appropriate structure.Within each lesson, the teacher assesses the students formatively and summatively. ?Various activities, worksheets, and assignments are collected by the teacher and added to the students’ interactive science notebooks. ?Some of these things include: ??In lesson one, the teacher will collect the worksheet completed in the independent practice section on identifying living things.In lesson two, the teacher will collect the worksheet completed in the independent practice section on identifying nonliving things. In lesson three, the teacher will collect the science journal and check for understanding and mastery of the students’ drawings of similarities and differences of living things and nonliving things such as: humans, plants, animals, and nonliving things.In lesson four, the teacher will collect the worksheet completed in the independent practice section on identifying and comparing living and nonliving things according to how it moves. In lesson five, the teacher will collect the students’ completed flipbooks about the four basic needs living things require to survive. In lesson six, the teacher will collect the worksheet completed in independent practice on identifying and comparing living and nonliving things according to how it changes. In lesson seven, the teacher will collect the students’ completed How do Living Things Grow? Worksheet. In lesson eight, the teacher will observe and record what living and nonliving things the students categorized on their iPad.Besides the PBL assignment, the teacher can summatively assess the students in another form, such as:What is a living thing? (Students can draw a picture, find a living thing in their classroom, etc.)What is a nonliving? (Students can draw a picture, find a living thing in their classroom, etc.)Compare living and nonliving things by structure. (Students can draw pictures, find different structures in the classroom, compare the structures they possess to a nonliving thing, etc.)Compare living and nonliving things by movement. (students can draw pictures, act out the movement of living and nonliving things, etc.)Compare living and nonliving things by basic needs. (Students can draw pictures, find different basic needs in the classroom, compare the basic needs they have to a nonliving thing, etc.)Compare living and nonliving things by change. (Students can draw pictures, find differences in changes that occur in the classroom/outside of school, etc.)Compare living and nonliving things by their growth. (Students can draw pictures, find differences in growth in the classroom/outside of the school, etc.)8a. Work CitedLiving & Non-Living Cut & Paste (Phonics Focus). (n.d.). Retrieved October 5, 2014, from ??1158735Reed, L. (2013, April 11). Living and Nonliving Sort for Younger Students. Retrieved October 2, 2014,????????????from , K. (2011, December 9). LIVING THINGS AND NON LIVING THING. Retrieved October 1, 2014, from ? Living/Non living? Sort. (2008, April 30). Retrieved October 5, 2014,????????????from , C. (2012, January 6). Living and Non-Living Things (PDF). Retrieved October 3, 2014, from - An Open Marketplace for Original Lesson Plans and Other Teaching Resources. (2013, January 1). ???Retrieved October 15, 2014. ................
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