Living Vs Non-Living

Summary

This lesson will introduce living and non-living things. Students will learn the definitions of both "living" and "non-living" as well as characteristics for each. Students will also be given examples to enhance retention.

Materials

Background for Teachers

1. Teachers need to know the difference between living and non-living characteristics.
2. Teachers should also have verbal or tangible examples readily available for extra support.

Student Prior Knowledge

1. As this is an introductory lesson, students will not need to know the definitions of "living" and "non-living" or the characteristics of either. They should be familiar with the visual examples.
2. If they are not familiar with some or all of the example items, explain what they are.

Intended Learning Outcomes

1. Students will be able to identify the characteristics of "living" and "non-living" things.
2. Students will also be able to classify what items are living or non-living.

Instructional Procedures

1. Teacher will introduce this living and non-living lesson by asking the students what they notice about the two bears on page 1.
2. Students should notice that one bear is a real bear and one bear is a gummy bear.
3. Teacher will then prompt discussion on why one is real and the other is not.
4. Discuss what it means to be alive or living and what it means to be non-living.
5. Drag the word "living" down to reveal the definition.
6. Repeat the drag down with the word "non-living" to reveal the definition.
7. Next, the whole class will use the vortex page to classify pictures of what is living and what is non-living.
8. The vortex will provide immediate feedback on whether the class is right or wrong.
9. The last page of the lesson is another interactive matching page.
10. There are 20 pictures (or however many you need to have 1 example per student).
11. Each student (one at a time) will come up to the board and chose 1 photo or word (each photo/word has a sound or animation for extra engagement).
12. Students will say what the picture or word is and drag that item under the correct word i.e. living or non-living
13. This will be an informal assessment for the teacher to know each individual students understanding.

Strategies for Diverse Learners

1. Teacher will review the photos/words for students who may not be familiar with them.
2. Students are able to get immediate feedback from the interactive vortex game.
3. Students are able to hear the sound the icon makes and/or the sound of the word to better understand what the icon is.
4. Students who finish early may add more items to our living/non-living list, and/or create their own list.

Assessment Plan

1. The vortex will give the teacher an informal assessment to the whole class understanding.
2. The drag and drop (living and non-living) lists will give the teacher an informal assessment of individual students' understanding of the living and non-living concepts.

Bibliography

SmartNotebook