Introduction-
(7 minutes) - I will ask the students to complete the do now.
Students are expected to work with the students at their table to determine whether they are a living or nonliving thing. Student are also expected to collaborate with one another to determine if the items on the index cards are living or nonliving. Each table will receive a color coded set of index cards.
- I will project a chart on the smart board. The right side is named “Nonliving” and the left side is named “Living”.
- I will ask one person from each table to come up to the smart board and place their index cards on the chart labeled “living and nonliving”
- Once each table has placed their index cards on the smart board, I will ask the students to report …show more content…
People are also living things because we can grow, change and reproduce.
- Next, I will read a book about living and nonliving things to help further their understanding. -Living or Nonliving? by Abbie Dunne
- I will ask several questions through out the book to make sure that students are following along as I read.
-What are some examples of living things that were mentioned in the book?
-What are some examples of nonliving things that were mentioned in the book?
-What do living things need in order to live and thrive?
- Upon completion, I will ask the students to compare and contrast living and nonliving things.
- I will create a chart called “Characteristics of living and nonliving things” to record their answers.
- Next, I will asked the students to turn and talk with their partner to discuss whether or not the index cards that are placed on the smart board are under the correct label. (Living and Nonliving)
- I will ask the students to finish their final thoughts and turn towards the smart …show more content…
Students are required to place the correct velcro card underneath the correct label. At the end of the game students will be able to check their answers by flipping over the card. Students will be able to repeat this activity several times.
Peer Support:
1- The students will work in pairs to provide additional support to each other. The peer helper will model and assist the other student while providing encouraging words and support.
Enrichment- (Group A)
Worksheet- Living and nonliving
1- Advanced students will be given a living and nonliving things worksheet. Students will be asked to place an L for living or an NL for nonliving next to each living and nonliving thing. Then, students are asked to list at least 7 living and nonliving things for each category.
Follow-up Activities For homework, students will receive a “classifying living and nonliving things” worksheet. Students must state whether or not each item is a living or nonliving thing and write Yes or No if it can reproduce, needs water, food or
(7 minutes) - I will ask the students to complete the do now.
Students are expected to work with the students at their table to determine whether they are a living or nonliving thing. Student are also expected to collaborate with one another to determine if the items on the index cards are living or nonliving. Each table will receive a color coded set of index cards.
- I will project a chart on the smart board. The right side is named “Nonliving” and the left side is named “Living”.
- I will ask one person from each table to come up to the smart board and place their index cards on the chart labeled “living and nonliving”
- Once each table has placed their index cards on the smart board, I will ask the students to report …show more content…
People are also living things because we can grow, change and reproduce.
- Next, I will read a book about living and nonliving things to help further their understanding. -Living or Nonliving? by Abbie Dunne
- I will ask several questions through out the book to make sure that students are following along as I read.
-What are some examples of living things that were mentioned in the book?
-What are some examples of nonliving things that were mentioned in the book?
-What do living things need in order to live and thrive?
- Upon completion, I will ask the students to compare and contrast living and nonliving things.
- I will create a chart called “Characteristics of living and nonliving things” to record their answers.
- Next, I will asked the students to turn and talk with their partner to discuss whether or not the index cards that are placed on the smart board are under the correct label. (Living and Nonliving)
- I will ask the students to finish their final thoughts and turn towards the smart …show more content…
Students are required to place the correct velcro card underneath the correct label. At the end of the game students will be able to check their answers by flipping over the card. Students will be able to repeat this activity several times.
Peer Support:
1- The students will work in pairs to provide additional support to each other. The peer helper will model and assist the other student while providing encouraging words and support.
Enrichment- (Group A)
Worksheet- Living and nonliving
1- Advanced students will be given a living and nonliving things worksheet. Students will be asked to place an L for living or an NL for nonliving next to each living and nonliving thing. Then, students are asked to list at least 7 living and nonliving things for each category.
Follow-up Activities For homework, students will receive a “classifying living and nonliving things” worksheet. Students must state whether or not each item is a living or nonliving thing and write Yes or No if it can reproduce, needs water, food or