ED 345 Calvin College Lesson Planning Form

Teacher: Julia Lee Date: Subject/ Topic/ Theme: Science- Plants

I. Objectives
What is the main focus of this lesson?
To learn the characteristics of living things, and being able to identify why plants are living things.
How does this lesson tie in to a unit plan? (If applicable.)
In this lesson students learn the five characteristics of living things, and this is a concept we will be visiting throughout our unit.
What are your objectives for this lesson? (As many as needed.) Indicate connections to applicable national or state standards.
If an objective applies to only certain students write the name(s) of the student(s) to whom it applies.

MI.OL.2.14 Identify the needs of plants.

Students will be able to:

- Describe the differences between living and non-living things
- Recall the five characteristics of living things
- Support with reasons why something is living or non-living

II. Before you start

It will be helpful for students to have some ideas on why some things are living and others are
Prerequisite knowledge and skills.
non-living.
Students should be able to read and write.

Assessment
(formative and summative) Formative assessment: Questioning strategies throughout the lesson.

Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION
Multiple Means of Representation
Options for Perception
Visual and auditory perception. Students
will get to see the PowerPoint and hear my
verbal instructions.
STRATEGIC
Multiple Means of Expression (Action)
Options for action/interaction
Students will get chances to share their
opinions with their groupmates as well as
to the whole class.
AFFECTIVE
Multiple Means of Engagement
Options for recruiting interest
Doing the activity by going through
‘Living or Non-living’ PowerPoint will
help recruit their interest.

Options for Language/Symbols Options for Expression Options for Sustaining Effort &
Persistence

Options for Comprehension Options for Executive Function Options for Self-Regulation

- ‘Living or Non-living’ PowerPoint

Materials-what materials (books, - Each student should have their own whiteboard and marker
handouts, etc) do you need for this - Computer and projector
lesson and do you have them? - Chart paper
- Video: http://www.youtube.com/watch?v=giWqEPNLtBo&feature=share

Do you need to set up your No specific arrangement needed, students may stay seated in their groups.
classroom in any special way for
this lesson? If so, describe it.
III. The Plan
Time The description of (script for) the lesson, wherein you describe teacher activities and student
Parts
activities
Motivation
10 (Opening/
- The lesson will begin by having students record their sunflower seed observation in their
minutes Introduction/
Engagement) journals. Instruct them to describe how it looks like, note whether it has changed at all or not,
and draw how it looks like. If it has grown at all, they may record the length.

15 Development
- Show the ‘Living and Non-living’ PowerPoint to students.
minutes
- Tell students to draw a T-chart on their whiteboard and label them ‘living’ and ‘non-living’.
Go through each slide and ask students whether the objects are living things or non-living
things. “Are cars living things?” “Are zebras living things?”
- Tell students to organize the objects on their T-chart. Tell them to talk in their groups on why
they put certain things under certain categories.
- Have a discussion about living vs non-living.
➢ What are some examples of living and non-living things?

➢ How did you decide to put certain items on one side or the other?

10 ➢ Was it difficult do decide where to place certain items on the chart? Which ones and why?
minutes
➢ A hamburger is made up of meat from a cow, vegetables from plants, and a bun made
from other plants. Would you call it a living thing? Why or why not?

- Explain that scientists have come up with some helpful ways to determine whether something
is a living thing or a non-living thing. Ask, “If you were writing scientific rule what explain
how to tell whether something is living or not, what would they be? Start each rule with “all
living things…” Write down all rules on a paper. (Don’t make any corrections yet)
- Now, choose an object that all the kids can agree is absolutely, without a doubt, living--like a
puppy. Go through each ‘rule’ on the chart. If it is true for the puppy, put a check. If it is not
true, cross it out.
- Now choose another living thing, but this time, choose an object you know will get a few more
misconceptions crossed off that list. Butterfly got They have ears crossed off. A sunflower got
It has a face and It has a heart crossed off. Keep going until you have all the misconceptions
crossed off and you will have the beginnings of a list of what all living things have in common.
- Show the video: http://www.youtube.com/watch?v=giWqEPNLtBo&feature=share

5
- Conclude the lesson by telling students the rule for living things: all living things breath, eat,
minutes
drink water, grow, and reproduce (make more of themselves).
Closure
- Keeping this rule in mind, have a short discussion on whether certain things are living or non-
living, and have students support their claim with reasons.
Your reflection on the lesson including ideas for improvement for next time: