Lesson Plan Guide

Teacher Candidate: Kristal Rolfe-Fields Grade and Topic: Kindergarten, Science_ Mentor Teacher: Joey Weaver Date: 2/2/2014 Length of Lesson: 1 hour for 2 days

School: University of Memphis-IDT 3600

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

This lesson plan is part of a unit plan on interdependence. Given a chart of different environments, the students, in groups of two, will be able to identify and categorize at least one living and non-living thing that could be found in each environment with 100% accuracy. The goal of this lesson is for students, as a group, to demonstrate their understanding that living and non-living things can be found in any environment. The students do so by providing their own digital examples to complete the chart. TN Science-GLE 0007.2.1 Recognize that some things are living and some are not. 2. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

LESSON OBJECTIVE:

STANDARDS ADDRESSED:

MATERIALS:

Living and Non-Living Chart Computer Microsoft Word Internet Access to:

MS Clipart Gallery http://office.microsoft.com/clipart/default.aspx?lc=en-us

Printer Pencil Glue Safety scissors Students will use the computer to access Microsoft Word. They will access Clip Art within Microsoft Word to provide examples of living and non-living things that can be found in each environmental

category on the chart. Once chosen, the examples will be printed, cut and glued to the appropriate categories on the Living and Non-Living Chart. BACKGROUND and RATIONALE:

Students will demonstrate their understanding of the characteristics needed to be classified as a living and non-living thing by providing an example of each, for the given environments. (Academic language will be addressed in methods courses and is not addressed in IDT 3600.) This lesson is a continuation of TN Science standard 2 on Interdependence and how all life is interdependent and interacts with the environment. This activity will help build a better understanding of the living and non-living things that can be found in a given environment. This leads to how the living and non-living things interact with the environment.
The lesson or technology use will be modified to meet the needs of diverse learners.

PROCEDURES AND TIMELINE: Introduction:

Begin by giving the definitions of living and non-living and providing examples.
Show pictures of animals, plants, and objects and let the students tell me if their living or non-living. Allow students to draw a picture of their favorite living and non-living things.

Procedures:
Prior to the Computer (30 minutes) Teacher Procedures: 1. After the Introduction, place students into groups (preferably 2 students per group). 2. Distribute Living and Non-Living chart. 3. Review the instructions for each category and answer any possible questions. Student Procedures: 1. Students sit with their partner(s), review the chart together. 2. After reviewing, students will sit at the computers (2 per computer). 3. Students who are not able to use the computer, will brainstorm with their partner(s) on possible answers for each category. Student Procedures: 1. Open MS Word to blank document. Click Insert and ClipArt. 2. Search for examples to fit each category. 3. Six environments are shown. Students within each group, will take equal turns using the computer. 4. Once examples have been chosen, the students will raise their hands for assistance in sizing, cropping, and printing. 5. Print examples After to the Computer (45 minutes) Teacher Procedures: 1. Distribute the safety scissors and monitor each Student Procedures: 1. Students return to the table or desk with their

At the Computer (45 minutes) Teacher Procedures: 1. Have students open MS Word, and instruct students on how to properly access and use ClipArt. 2. Be aware of raised hands and instruct on how to size, crop, and print each example. 3. Monitor and assist students as needed.

group as they cut their examples out. 2. Take up scissors as students complete this step and distribute the glue sticks. 3. Monitor and assist students as needed.

partner(s); and begin to cut out their examples. 2. Taking out the chart, the students will glue the examples to the correct categories, under the correct environments. 3. Students will write their names on their completed charts.

Closure: Each group will choose one environment and present the examples of the living and non-living thing that can be found in that environment. Once complete, the teacher will review the class on the characteristics of living and non-living things, and answer any possible questions or concerns.

ASSESSMENT EVIDENCE:
Criteria
Graphic images represent each category of living and non-living things.

1
Less than a few or none of the chosen graphics represent the categories of living and non-living things. Less than a few or none of the chosen graphics represent living and non-living things that can be found in or near that environment. Throughout the activity the students do not interact or communicate at all and do not complete the chart.

2
A few of the chosen graphics represent the categories of living and non-living things.

3
Most of the chosen graphics clearly represent each category of living and non-living things. Most of the chosen graphics clearly represent living and non-living things that can be found in that environment. Throughout the activity the students attempt to share their opinions and ideas within each group and there are contributions from each student on the chart.

4
All of the chosen graphics clearly represent each category of living and non-living things. All of the chosen graphic images clearly represent living and nonliving things that can be found in that environment. Throughout the activity the students actively share their opinions and ideas within each group and they equally contribute to the chart.

Graphic images are appropriate for the environment.

A few of the chosen graphics represent living and non-living things that can be found in or near that environment. Throughout the activity there is some dialogue concerning possible ideas within each group and the contributions seem to be unequal with one student having more input than the other on the chart

Working collaboratively

MODIFICATIONS:
I am aware that modifications will be made for students who did not master the objectives and for those ready for enrichment. However, modifications are not covered in this course and are not part of this particular lesson.

STUDENT SAMPLE:

Living and Non-Living Chart (Sample)

Environments Living Thing Non-Living Thing

Forest

Desert

Ocean

Arctic

Swamp

City