Devin Chambers
Feb. 10, 2015
Technology as a tool in the Classroom
Spring 2015 / Tues. 6:00p
Lesson Plan for Classification of Living & Non-Living
Grade Level & Subject Area:__5thScience___
Standards/Framework (Common Core, NAEYC, Mid-level ….): NSTA
Theme/Series of Lessons (if Not applicable, put N/A. If it is part of a series, of lessons, tell me, give a BRIEF description of the overall and tell me where this particular lesson fits):
Yes, this lesson is part of an entire unit plan for the whole week and aligns with standard NSTA National Science Education Standards C.2.2 ( Grades: 5-8 ): In many species, including humans, females produce eggs and males produce sperm. Plants also reproduce sexually--the egg and sperm are produced in the flowers of flowering plants. F.1.5 ( Grades: 5-8 ): Food provides energy and nutrients for growth and development. Nutrition requirements vary with body weight, age, sex, activity, and body functioning.
Time (is this a 1 day 50 minute lesson, 5 day 1 hour lesson, once a week over a month lesson….):
The expected time limit is 45 – 50 minutes for this lesson.
What do the students already know? (This could be the Intro or they have learned information before starting this lesson):
Prior to this lesson students will need to know some characteristics of what it means to be living and non-living.
Objective (What are the students’ going to accomplish):
Lesson Objectives:
Students will develop criteria to decide if something is living or nonliving.
Students will be able to classify things as living or nonliving, based on those criteria.
Students will be able to recognize that living things grow, reproduce, and need food, air, and water.
Materials:
Instructional materials needed are: board, science book, white paper, crayons or markers, picture of different living and non-living things and chart of living and non-living (created with Inspiration)
Procedure:
The teaching model that best matches this lesson is direct instruction with some guided discovery.
Assessment (How will the students’ show you that the objective has been met):
Formative assess of students by their responses in their science journals and homework.
Informative assess of students by asking them:
Are all things that move "alive"?
What kinds of nonliving things move?
A Brief Description Of The Entire Lesson - Plus Any Additional Information to be Included:
5 minutes for Bell Ringer
Are all things that move "alive"?
25 – 35 minutes Interactive Lab
Ask each student to name one living thing and one nonliving thing. Write all their contributions on the board, under the column headings "Living" and "Nonliving".
Then students will reflect on the list of organisms they generated and think about all the features that make organisms "alive." While brainstorming to answer these questions:
What are some characteristics of living things?
What are some characteristics of nonliving things?
What makes living things different from nonliving things?
Write all ideas down. This student-generated list can be used as a reflection tool throughout the unit. Avoid telling students the correct answers.
Explain to students the scientific definition of living (anything that is or has ever been alive) and nonliving (anything that is not now nor has ever been alive). Give an example of something that is dead but still classified as living, such as a tree log.
Working in groups of two or three, have students view examples of living and nonliving things from the pictures. Have them classify each example as living or nonliving and record the name of the object or organism under the appropriate heading on their paper.
Ask questions:
Does this example reproduce?
Does it grow?
As students explore the examples, they may discover other characteristics of life have them add these new characteristics to the chart.
10 minutes Science Journal Entries
Do all living things eat?
Plants don't eat but they need energy. Where do they get it?