Lesson 1: Misconceptions of Living vs. Nonliving

The Cell

Lesson 1

Lesson 1: Misconceptions of Living vs. Nonliving

Introduction

Instructional Outcomes

Maine Learning Results:

English Language Arts A1 (Reading): Students will use the skills and strategies of the reading process to comprehend, interpret, evaluate, and appreciate what they have read. Students will be able to: Formulate questions to be answered while reading.

Science System: A. Classifying Life Forms Students will understand that there are similarities within the diversity of all living things

Content Learning Outcome: Students will be able to compare and contrast characteristics of living vs. nonliving organisms.

Assessment: Literacy Support Strategies and Instruction

Before reading/learning: Graphic organizer of the Venn diagram science probe activity Is it Alive to activate students background knowledge Chapter Preview of Life Science to activate background knowledge and support comprehension

During reading/learning: Interactive Word Wall to help students learn content vocabulary

After reading/learning: Quick Write to consolidate learning and check for understanding

Before Reading/Learning (10 minutes)

Literacy outcome: Students will use their background knowledge to distinguish the characteristics between living and nonliving matter while completing the Venn diagram. They will compare and contrast these characteristics.

Teacher preparation: The teacher will set the purpose for using the Venn diagram by asking students "What makes something ,,living?" and then will pass out copies of the Venn diagram.

Template Example Graphic organizer: Venn diagram science probe Is it Alive?

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The Cell

Lesson 1

Teacher facilitation: The teacher will use the probe activity to assess student strengths and weaknesses in their understanding of science vocabulary.

The teacher will make observations of the students ability to compare and contrast living and nonliving traits.

During Reading/Learning (30 minutes)

Literacy outcome: Students will be able to define and categorize science vocabulary into living and nonliving characteristics.

Template Example: Interactive Word Wall contents

Teacher facilitation: The teacher will use the chapter preview to assess student strengths and weaknesses in their understanding of science vocabulary. The teacher will prompt the students as they preview their science textbook chapter with specific attention to the vocabulary. Students sort the vocabulary into categories: living, nonliving.

After Reading/Learning (5 minutes)

Literacy outcome: Students will clarify their understanding of the characteristics of living things with a Quick Write.

Teacher facilitation: The teacher will put the following prompt on the board for students: Pretend a family member asked you the difference between living and non-living things. Explain it to them in your quick write.

At the end of the class: Collect the Quick Writes and review for understanding.

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