Living and Nonliving Connected Lesson

Name: ___Marlene Vizcaino_____

Lesson Content

What Standards (national or

state) relate to this lesson?
(You should include ALL applicable
standards. Rarely do teachers use
just one: theyd never get through
them all.)
Essential Understanding
(What is the big idea or essential
question that you want students to
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)

SC.1.L.14.3 Differentiate between living and nonliving things.

SC.1.L.14.1 Make observations of living things and their environment using the five senses.

What are the characteristics of a living thing?

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to do
Students will be able to categorize living and nonliving things with at least 90% accuracy.
after this lesson? Include the
ABCDs of objectives: action,
behavior, condition, and degree of
mastery, i.e., "C: Given a sentence
written in the past or present tense,
A: the student B: will be able to rewrite the sentence in future tense D:
with no errors in tense or tense
contradiction (i.e., I will see her
yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)
Rationale

Living and Nonliving Connected Lesson

Name: ___Marlene Vizcaino_____

Address the following questions:

Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it this
way?
Why is it important for
students to learn this concept?
Evaluation Plan- How will you
know students have mastered
your objectives?

It is essential for students to understand this part of the environment and be able to distinguish between
life and things that are not living.

Address the following:

What formative evidence will
you use to document student
learning during this lesson?
What summative evidence will
you collect, either during this
lesson or in upcoming lessons?

Summative: the activity in day two, and the post assessment activity

What Content Knowledge is

necessary for a teacher to teach
this material?

What background knowledge is

necessary for a student to
successfully meet these
objectives?
How will you ensure students
have this previous knowledge?
Who are your learners?
What do you know about them?
What do you know about their

This lesson is part of the foundation the students need in order to understand more complicated parts of
the environment.

Formative: take note of what the students say as review, pre-assessment quiz, jot down the students who
are asking questions and who volunteers.

The teacher must know what classifies something as living.

Students must have a basic understanding of items in our environment and what they do and need.

Living and Nonliving Connected Lesson

Name: ___Marlene Vizcaino_____

readiness for this content?

What misconceptions might

students have about this content?

Students might confuse nonliving things that move with living things. Students might think that electronic
devices are living because they need electricity.

Lesson Implementation
Teaching Methods
(What teaching method(s) will you
use during this lesson? Examples
include guided release, 5 Es, direct
instruction, lecture, demonstration,
partner word, etc.)
Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order Thinking
(H.O.T.) questions will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students transition
between activities?
What will you as the teacher do?
What will the students do?
What student data will be

Modeling, lecture, demonstration, guided release

Time

Who is
responsible
(Teacher or
Students)?

Each content area may require a different step-by-step format. Use whichever
plan is appropriate for the content taught in this lesson. For example, in science,
you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).
Day one:

1-2m

Students

Ask students what they know about living and nonliving things.

10m

Teacher

Start notes on a large piece of chart paper.

Introduce the criteria of living things and nonliving things.
Write the notes comparing living thing and nonliving things on the chart.

5m

Both

Ask volunteers to place sorting cards on the correct side of the chart using the
new information.
Day two:

3m

Students

Review information learned on day one.

Living and Nonliving Connected Lesson

collected during each phase?
What are other adults in the
room doing? How are they
supporting students learning?
What model of co-teaching are
you using?

What will you do if

Name: ___Marlene Vizcaino_____

5m

Teacher
Teacher
Both

Reinforce the criteria of living thing and nonliving things.

Model categorizing items.
Review categorizing items by using sorting cards and a volunteer to categorize
and explain why.

20m

Students

Provide students with a T Chart. Allow them to explore an outside area and
categorize things they find correctly on the chart in groups or with a partner.

10m

Students

As a post assessment have students complete the sorting activity.

a student struggles with the content?

Allow the student to work with a partner, or provide more instructional support.

a student masters the content quickly?

Have student lead a student who is struggling with the content, or have student do a scavenger hunt in a
magazine for living and nonliving things.

Meeting your students needs as

people and as learners

If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
N/A
If applicable, how does this lesson connect to/reflect the local community?
N/A
How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?

Living and Nonliving Connected Lesson

Name: ___Marlene Vizcaino_____

Students who need additional challenge can do a hunt for living and nonliving in magazines.

How will you differentiate instruction for students who need additional language support?
Students who need additional language support will be allowed to complete the activities in their
language. The worksheets are illustrated with words printed underneath each picture to support ELLs.

Accommodations (If needed)

(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)

ELLs: The worksheets are illustrated with words printed underneath each picture to support ELLs.

Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)

Magazines
Pre-assessment worksheet
Chart paper
Post-assessment sort
Sorting cards
Glue
Blank T-chart worksheets