Lesson 1 Living and Nonliving Things

DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 4th SEMESTER LESSON PLAN TEMPLATE (08/19/13) Teacher Candidate _ Lauralynn
n Defngin ___ Grade Level _3_ Title Living and Nonliving Things_
CONTEXTUAL FACTORS (classroom factors)

Contextual Factors: 11 Girls 7 Boys 3 vision impaired (Meily, Jocelyn, Ronny) 1 SPED (Ghannon) 10 ELL 2 students being referred to SPED 2 behavior 4 speech Classroom environment:
Library Smart Board Laptops Piano White Boards

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective: Standard 2 Students will understand that organisms depend on living and nonliving things within their environment. Objective 1 Classify living and nonliving things in an environment. 1. Identify characteristics of living things. Content Walk-Away: Students will classify living and nonliving things in an environment. SIOP 1-Content objectives Language Walk-Away: Students will write how they know something is living or nonliving. SIOP 2-Language objectives Vocabulary:
Characteristics Living Nonliving Organism Reproduce Environment
SIOP 9-Key vocabulary
ASSESSMENT EVIDENCE (What evidence do I need to show the students have

learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): Observing student discussion. Observe student participation. Observe student collaboration.
Modifications/Accomodations (ELL, IEP, GATE, etc.)

-Make sure Timothy is sharing and communicating. -Make sure Ghannon is participating and not disrupting
Content Walk-Away Evidence (Summative): Classifying items chart. Language Walk-Away Evidence (Summative):
other students. -Roam around the classroom to make sure students stay on task. -Make sure Ghannon has no distractions in front of him. -Make sure Kimberly is with you and not distracting other students. -Make sure Shady is not talking to his neighbor. -Make sure Meily names an item and helps classify the item into living and nonliving things then ask her why is it living or nonliving. -Make sure Jocelyn is engaged and participating. -Make sure to call on the students who arent struggling in class and challenge them with higher order thinking questions. -Make sure everyone is participating equally amount their tables. -Assist Ghannon in filling out Tchart and on his writing.
Classifying items chart.
Approx. Time 3 mins.
ACTIVE LEARNING PLAN

Activate/Building Background Knowledge Are we living or nonliving? How do you know we are living? Discuss with your neighbor why you think we are living and how you know. SIOP 7-Linked to background Formative assessment: Learning Goal To know how humans are living. Success Criteria Discuss with a neighbor what makes us humans living. Assessment Strategy Observing student discussion.
Modification/accommodations: (ELL, IEP, GATE, etc.) Make sure Timothy is sharing and communicating. Make sure Ghannon is participating and not disrupting other students. Focus Lesson (I do it) Pass out pre-assessment. (Common Assessment)-Attached Go over objective or goal with the class. SIOP 1-Content objectives, SIOP 3-Content appropriate
15 mins.
Read it to them then read it together. Pull out each vocabulary word and teach the definition of each word.
Characteristics Living Nonliving Organism Reproduce Environment Characteristics Living Nonliving Organism Reproduce Environment
SIOP 9-Key vocabulary After reviewing key words teach the characteristics of living and nonliving things. Characteristics of living things- Growth, movement, reproduction, need food, need air, need water Characteristics of nonliving things- Does not grow, does not move on its own, does not reproduce, does not need air, does not need water, does not need food. Formative Assessment: Learning Goal Know the definition to each key vocabulary word. Know characteristics of living and nonliving things. Success Criteria Learn vocabulary definitions. Learn characteristics of living and nonliving things. Assessment Strategy Observe student participation.
5 mins.
Modification/accommodations: Roam around the classroom to make sure students stay on task. Make sure Ghannon has no distractions in front of him. Make sure Kimberly is with you and not distracting other students. Make sure Shady is not talking to his neighbor. Guided Instruction (We do it) Name living and nonliving things then classify items on the chart that will be handed out to everyone. This will be the class example/model I will project it on the ELMO. Then have students name certain things and as a class classify them into living and nonliving things. Formative Assessment: Learning Goal Understand what makes something living or nonliving. Success Criteria Classify items into living and nonliving things. Assessment Strategy Observe student participation.
5 mins.
Modification/accommodations: Make sure Meily names an item and helps classify the item into living and nonliving things then ask her why is it living or nonliving. Make sure Jocelyn is engaged and participating. Make sure to call on the students who arent struggling in class and challenge them with higher order thinking questions. SIOP 5-Adaptation of content, SIOP 19-Opportunity for L1 students Collaborative/Cooperative (You do it together) Show PowerPoint with picture of certain things and have students name if they are living or nonliving. Have students collaborate with one another on the table and see why an item is living or nonliving. SIOP 12-Variety of techniques, SIOP 16-Opportunity for interaction, SIOP 17-Grouping supports objectives Formative Assessment:
Learning Goal Understand what makes something living or nonliving.
Success Criteria Classify items into living and nonliving things.
Assessment Strategy Observe student collaboration.
7 mins.
Modification/accommodations: Make sure everyone is participating equally amount their tables. Independent (You do it alone) Set 10 items on each table. Pass out chart of living and nonliving things. SIOP 4-Supplementary materials Students are to classify each item into living or nonliving things then write why one of those things are living and nonliving using complete sentences. SIOP 20-Hands-on materials Summative Assessment: Classifying chart and small writing portion. SIOP 6-Meaningful activities Modification/accommodations: Assist Ghannon in filling out chart and on his writing. Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) Review vocabulary SIOP 27-Review vocabulary Review characteristics of living and nonliving things. SIOP 28-Review concepts
Review objective and goals. Throughout the lesson:

SIOP 10-Appropriate speech, SIOP 11-Clear explanation, SIOP 18-Wait time, SIOP 21-Activities to apply content/language knowledge, SIOP 22-Language skills: reading, writing, listening, speaking, SIOP 23Content objective supported, SIOP 24-Language objective supported, SIOP 25-Students engaged, SIOP 29Feedback
SIOP Indicators (Add SIOP number and description within the lesson plan) Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills: reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment
TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for this lesson?
REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to improve my practice and student learning?

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DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 4th SEMESTER LESSON PLAN TEMPLATE (08/19/13) Teacher Candidate _ Lauralynn

CONTEXTUAL FACTORS (classroom factors)

Library Smart Board Laptops Piano White Boards

Characteristics Living Nonliving Organism Reproduce Environment

SIOP 9-Key vocabulary

ASSESSMENT EVIDENCE (What evidence do I need to show the students have

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Classifying items chart.

Approx. Time 3 mins.

ACTIVE LEARNING PLAN

Learning Goal Understand what makes something living or nonliving.

Success Criteria Classify items into living and nonliving things.

Assessment Strategy Observe student collaboration.

Review objective and goals. Throughout the lesson:

REFLECTION AFTER LESSON

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