Science Grade 01 Unit 08 Exemplar Lesson 01: Is it Living or Nonliving?

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1 Unit: 08 Lesson: 01 Suggested Duration: 5 days Grade 01 Unit 08 Exemplar Lesson 01: Is it Living or Nonliving? This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis Students will learn about the characteristics of living organisms and nonliving objects. Students will be able to identify what is living and nonliving in the world around them. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at Scientific Process TEKS 1.9 Organisms and environments. The student knows that the living environment is composed of relationships between organisms and the life cycles that occur. The student is expected to: 1.9A Sort and classify living and nonliving things based upon whether or not they have basic needs and produce offspring. 1.2 Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom and outdoor investigations. The student is expected to: 1.2E Communicate observations and provide reasons for explanations using student-generated data from simple descriptive investigations. 1.4 Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural world. The student is expected to: 1.4A Collect, record, and compare information using tools, including computers, hand lenses, primary balances, cups, bowls, magnets, collecting nets, notebooks, and safety goggles timing devices, including clocks and timers non-standard measuring items such as paper clips and clothespins weather instruments such as classroom demonstration thermometers and wind socks materials to support observations of habitats of organisms such as aquariums and terrariums. GETTING READY FOR INSTRUCTION Performance Indicators Grade 01 Unit 08 PI 01 Create a Venn diagram to sort and classify pictures of living organisms and nonliving objects based on the specific characteristics of having basic needs or producing offspring. Orally communicate the reasons for how the pictures were sorted. Standard(s): 1.2E, 1.9A ELPS ELPS.c.1C, ELPS.c.3B Key Understandings Things can be classified as living organisms and nonliving objects. How do you know if something is living or nonliving? Living organisms can be identified by specific characteristics. What are the characteristics of a living organism? Nonliving objects can be identified by properties. What are some characteristics of a nonliving object? Vocabulary of Instruction living nonliving basic needs living organism characteristics water air (gases of the atmosphere) energy grow object organism offspring plant animal Last Updated 05/16/2013 page 1 of 17

2 Materials Unit: 08 Lesson: 01 Suggested Duration: 5 days chart paper (per class) Optional clipart (to hang around classroom, per class) Optional crayons or colored pencils (for Teacher Station, per group) envelopes (for Poster Station, 1 per student) Optional glue (sticks or white liquid, per group) magazines (per group) Optional objects (living and nonliving, to sort, for Graphing Station, per group) paper (construction, 1 sheet per student) Optional paper (for posters, for Poster Station,1 sheet per group) paper (large white, or yarn, 1 sheet per student) paper (plain, 1 sheet per student) Optional resealable plastic bags (to hold card sets, 1 per student) sticky notes (small, per group) Optional T-chart (on chart paper or in classroom science notebook, 1 per class) Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Optional Handout: Living or Nonliving? (1 per student) Handout: How Do You Know If It s Living Or Nonliving? (1 teacher copy & 1 black and white copy per s Optional Handout: Poster Station Cards (1 set per class) Handout: Graphing Station (1 per student) Teacher Resource: Graphing Station SAMPLE Handout: Living or Nonliving Cards for PI (1 set per student) Teacher Resource: Living and Nonliving Rubric for PI Teacher Resource: Performance Indicator Instructions KEY Resources None Identified Advance Preparation 1. Prior to Day 1: Create a T chart on chart paper or in the classroom science notebook. Title the T chart Living and Nonliving. 2. Prior to Day 2: Choose an option for the Explore activity. Collect the materials listed in the lesson for that option. Here are the three options: Bring in magazines. Supply students with small sticky notes and books on living organisms. Provide students with the Handout: Living or Nonliving? 3. Prior to Day 3: Decide on the management of groups during stations. Divide the class into small cooperative groups for four stations. Gather materials for the stations, and set up the stations. For the Poster Station, either use the Handout: Poster Station Cards or create your own cards that state each of the basic needs. The basic needs are: water, food, air, can move on its own, grows, and can produce offspring. For each basic need, there should be a card. Place each card in a separate envelope. As groups rotate through the station, they will pick an envelope to reveal the basic need they will illustrate. For the Classroom I-Spy Station: If there are not more than three living organisms (plants and animals) in the room, consider hanging pictures of clipart art around the room so students can be successful at this task. Make copies of the Handout: How Do You Know If It s Living Or Nonliving? (Print these as back-to-back copies.). 4. Prior to Day 5: Copy the Handout: Living and Nonliving Rubric for PI so that each student receives one set of cards. Then, cut the cards out. It might be helpful to laminate the cards for durability and reuse if using the cards as a one-on-one assessment. Place each set in a resealable, plastic bag Last Updated 05/16/2013 page 2 of 17

3 for easy distribution. Large, white paper (or yarn) and glue will be needed for students to create the Venn diagrams. Decide which option you would like to use for the Evaluate: Option 1 Working One on One with Teacher or Option 2 Independent Work. 5. Prepare attachment(s) as necessary. Background Information This lesson addresses the characteristics of living organisms and properties of nonliving objects based on specific criteria, in order to reinforce previous learning and support concepts taught in higher grade levels. Prior to this lesson, as kindergartners, students were asked to differentiate between living and nonliving things using the criteria of things having basic needs and ability to produce offspring. During this lesson, students will not only differentiate between living and nonliving, they will start to sort and classify each group. Unit: 08 Lesson: 01 Suggested Duration: 5 days INSTRUCTIONAL PROCEDURES Instructional Procedures ENGAGE What is Living? What is Nonliving? 1. Distribute student science notebooks, and have students turn to a new page (or) provide one piece of white paper to each student. 2. Say: There are living and nonliving things all around us. Identify and name one living and one nonliving thing. You may draw or write a word to describe what you are thinking about. (Allow students a few minutes to observe, formulate, and record their thinking.) Notes for Teacher NOTE: 1 Day = 30 minutes Suggested Day 1 Materials: paper (plain, 1 sheet per student) Optional crayons or colored pencils (per group) T-chart (on chart paper or in classroom science notebook, 1 per class) chart paper (per class) Optional 3. Write and/or draw all of the student responses on the T-chart that has been divided into two sections: living/nonliving. Instructional Notes: Some students might need pictures or concrete objects for this activity. Adjust the lesson/materials to meet the needs of your students. 4. Focus student attention on the nonliving objects. Ask them to think back to when they learned about describing objects earlier in the year (Physical, Unit 02). 5. Ask: What are some of the ways the nonliving objects could be sorted and classified? Check For Understanding: This quick formative assessment strategy will provide information on students conceptual understandings by having students explain their ideas. 6. Working in pairs, or small groups of 3 4, students should brainstorm at least three ways that the items could be sorted and classified. 7. Allow time to share. (Students should be able to recall that the items could be sorted by size, shape, color, texture, and mass. At this grade level, students may also suggest sorting by how items are used.) EXPLORE Is it Living or Nonliving? Suggested Day 2 1. Focus student attention on the living organisms you recorded on the chart. Ask: What does it mean to be living or alive? What are the characteristics of a living organism? (This could also be asked as: how do you know something is living?) 2. Facilitate a classroom discussion. Listen for misconceptions. Ask: Do the things listed on the living side of the T chart have anything in common? Is there anything the same about them? (Allow time for students to respond.) 3. Activity Options 1) Bring in magazines. 2) Supply students with small sticky notes and books on living organisms. 3) Provide students with the Handout: Living or Nonliving? Materials: T chart from previous activity (on chart paper or in classroom science notebook, 1 per class) magazines (per group) Optional sticky notes (small, per group) Optional paper (construction, 1 sheet per student) Optional Attachments: Optional Handout: Living or Nonliving? (1 per student) Instructional Note: Option 1 This activity supports TEKS 1.2A, 1.2D, and 1.2E. Last Updated 05/16/2013 page 3 of 17

4 If Option 1: Students should go through the magazines and find pictures of living organisms. They will sort and classify their pictures and be able to justify their choices. They could use the pictures to create a living organisms collage, or poster, and then, share with the class. If Option 2: Students should go through a variety of books and tab pictures that have living organisms. They should be able to justify (to a classmate or to the teacher) why they are classifying the picture as a living organism. If Option 3: Copy the Handout: Living or Nonliving? Allow students to circle their choice of living or nonliving. They should be able to justify their choices. Students could cut out the pictures and create a collage similar to the suggestion in Option 1. Misconceptions: Unit: 08 Lesson: 01 Suggested Duration: 5 days Students may think that any object that moves is living (machines, smoke, clouds, fire, or moving water). Students may think that nonliving is dead. Students may think that grass, trees, and other plants die in the winter and are born in the spring. Students may think that living and growing movement makes an animal alive; a seed is dead. Students may infer that plants are not alive because they do not move. EXPLAIN/ELABORATE Living and Nonliving Stations Suggested Days 3 and 4 1. Ask: How do you know if something is living or nonliving? Provide wait time for students to think of ideas. Have some students share their understandings. 2. Explain to students that they will be working at stations for the next two class periods. Explain to students the procedures of working in small groups, the roles and responsibilities, and how the rotation through the stations will work. Model to students each station before students begin working. 3. Stations: Suggested time: 15 minutes per station A. Teacher Station: Ask: Read the story How Do You Know If It s Living Or Nonliving? to the group. (A black and white copy could be provided to students so they could follow along.) As the teacher reads the story, pause for important ideas to be discussed. Have students complete the back of the book by drawing lines to living and nonliving objects. Have students discuss and justify their thinking. Reinforce the big ideas of the booklet: Living organisms have basic needs which include: air, water, and energy from food. Living organisms eat, breathe, grow, move on their own, and produce offspring. What are some characteristics of a nonliving object? B. Graphing Station: Materials: crayons or colored pencils (for Teacher Station, per group) objects (living and nonliving, to sort, for Graphing Station, per group) paper (for posters, for Poster Station,1 sheet per group) envelopes (for Poster Station, 1 per student) Optional clipart (to hang around classroom, per class) Optional Attachments: Handout: How Do You Know If It s Living Or Nonliving? (1 teacher copy & 1 black and white copy per student or 1 per pair to work cooperatively) Optional Handout: Poster Station Cards (1 set per class) Handout: Graphing Station (1 per student) Teacher Resource: Graphing Station SAMPLE Notebooks: To foster literacy in science, add new understandings to the classroom science notebook. Find objects, or use pictures for students to sort into two categories: living and nonliving. Use the Handout: Graphing Station to create a picture graph of their findings. Another form of graphic representation could be utilized in this activity for data collection, such as a frequency table (tally chart). Ask students discuss their findings. Sentence starters could be provided to generate ideas for discussion. For the Handout: Graphing Station, the key can be modified so that students can draw pictures for their data, rather than drawing circles to represent the total of living and nonliving objects. C. Poster Station: Instruct the groups or individuals at the station to create a poster to communicate to others the ways we identify a living organism in groups of 3 4: Basic needs: water, food, air, can move on its own, grows, can produce offspri Choose a method so that there is at least one poster created for each of the basic needs. One option is to use the Handout: Poster Station Cards. For each basic need, there is a card. Place each card in a separate envelope. As groups rotate through the station, they will pick an envelope to reveal the basic need they will illustrate. Last Updated 05/16/2013 page 4 of 17

5 D. Classroom I-Spy Station: Unit: 08 Lesson: 01 Suggested Duration: 5 days Instruct students to observe the classroom environment. Instruct students to find at least three objects that are living and three that are nonliving. Students can write or draw their findings in their science notebooks or on plain paper. For the living part of the activity, students could include themselves since they are living organisms. If there are not more than three living organisms (plants and animals) in the room, consider hanging pictures of clipart art around the room so students can be successful at this task. 4. Debrief and Closing: When students have completed the rotation of the stations, facilitate a discussion about the new understandings gained through the stations. Add these ideas to the classroom science notebook. EVALUATE Performance Indicator Suggested Day 5 Grade 01 Unit 08 PI 01 Create a Venn diagram to sort and classify pictures of living organisms and nonliving objects based on the specific characteristics of having basic needs or producing offspring. Orally communicate the reasons for how the pictures were sorted. Standard(s): 1.2E, 1.9A ELPS ELPS.c.1C, ELPS.c.3B 1. Refer to the Handout: Living or Nonliving Cards for PI, Teacher Resource: Living and Nonliving Rubric for PI, and Teacher Resource: Performance Indicator Instructions KEY for information on administering the assessment. Materials: paper (large white, or yarn, 1 sheet per student) glue (sticks or white liquid, per group) resealable plastic bags (to hold card sets, 1 per student) Attachments: Handout: Living or Nonliving Cards for PI (1 set per student) Teacher Resource: Living and Nonliving Rubric for PI Teacher Resource: Performance Indicator Instructions KEY Last Updated 05/16/2013 page 5 of 17

6 Living or Nonliving? Unit: 08 Lesson: 01 Circle whether the object in the picture is living or nonliving. dog clouds living nonliving living nonliving tree bicycle living nonliving living nonliving ball butterfly living nonliving living nonliving Microsoft. (Designer). (2010). All images [Web Graphic]. Retrieved from 2012, TESCCC 05/16/13 page 1 of 1

7 Venegas, A. (Photographer) (2012). All pictures except full moon, children in field, seedlings and chick[print]. Microsoft. (Designer). (2010). full moon, children in field, seedlings and chick [Web Graphic]. Retrieved from en-us/images/.

8

9 Poster Station Cards Unit: 08 Lesson: 01 water food move grows offspring breathe 2012, TESCCC 05/16/13 page 1 of 1 Microsoft. (Designer). (2010). All images on page [Web Graphic]. Retrieved from

10 Graphing Station Unit: 08 Lesson: 01 1) Sort the objects at your station. 2) Count how many living organisms there are. 3) Count how many nonliving objects there are. 4) For each living organism, draw a circle in the picture graph below. 5) For each nonliving object, draw a circle in the picture graph below. Living and Nonliving Living Nonliving KEY = , TESCCC 10/03/12 page 1 of 1

11 Graphing Station SAMPLE Unit: 08 Lesson: 01 Living Nonliving KEY = , TESCCC 05/16/13 page 1 of 1

12 Living or Nonliving Cards for PI Unit : 08 Lesson: 01 cloud water rock flower icicle 2012, TESCCC 05/16/13 page 1 of 3 car

13 Unit : 08 Lesson: 01 clock swing calf goat fire cat 2012, TESCCC 05/16/13 page 2 of 3

14 Unit : 08 Lesson: 01 girl puppy sweet rolls rose birds shark 2012, TESCCC 05/16/13 page 3 of 3 Venegas, A. (Photographer) (2012). Water, flower, rock, car, cat, puppy, sweet rolls, rose, birds [Print]. Microsoft. (Designer). (2010). Clouds, icicle, swing, clock, fire, calf, goat girl, shark [Web Graphic]. Retrieved from

15 Living and Nonliving Rubric for PI Unit: 08 Lesson: 01 Category Concept: Living Organisms When asked about the characteristics of living organisms, the student can identify few of them accurately. When asked about the characteristics of living organisms, the student can identify some of them accurately. When asked about the characteristics of living organisms, the student can identify most of them accurately. When asked about the characteristics of living organisms, the student can identify all of them accurately. Concept: Nonliving Objects When asked about the characteristics of nonliving objects, the student can identify few of them accurately. When asked about the characteristics of nonliving objects, the student can identify some of them accurately. When asked about the characteristics of living objects, the student can identify most of them accurately. When asked about the characteristics of nonliving objects, the student can identify all of them accurately. Communication: Written or Oral The student had difficulty communicating ideas about living organisms and nonliving objects. The student could communicate some of the conceptual understandings of living organisms and nonliving objects. The student could communicate most of the conceptual understandings of living organisms and nonliving objects. The student could easily communicate conceptual understandings of living organisms and nonliving objects. 2012, TESCCC 05/16/13 page 1 of 1

16 Performance Indicator Instructions KEY Unit: 08 Lesson: 01 Performance Indicator Create a Venn diagram to sort and classify pictures of living organisms and nonliving objects based on the specific characteristics of having basic needs or producing offspring. Orally communicate the reasons for how the pictures were sorted. (1.2E; 1.9A) 1C; 3B Materials: paper (large white, or yarn, 1 sheet per student) glue (sticks or white liquid, per group) resealable plastic bags (to hold card sets, 1 per student) Attachments: Handout: Living or Nonliving Cards for PI (1 set per student) Teacher Resource: Living and Nonliving Rubric for PI Instructional Procedures: 1. Option 1: Working One-on-One with Teacher The teacher will provide a Venn diagram labeled living and nonliving and one set of the Handout: Living or Nonliving Cards for PI for each student (preferably laminated for reuse). living nonliving The student will place the cards in the living or nonliving categories on the Venn diagram. The student will justify his/her choices to the teacher. The teacher asks clarifying questions such as: I have noticed that you placed (Say the name of the image on the card.) in the (living or nonliving) part of the Venn diagram. Can you explain your thinking? What are some characteristics of a living organism that makes it living? What makes an object nonliving? The Teacher Resource: Living and Nonliving Rubric for PI is provided to check for student understanding. 2012, TESCCC 05/16/13 page 1 of 2

17 Unit: 08 Lesson: Option 2: Independent Work Provide each student with a Venn diagram. An option could be to give students a large piece of paper and have them draw and label the Venn diagram. Yarn could also be provided to create the Venn diagrams. Students should sort the cards, and place them inside of their Venn diagram. If working with paper Venn diagrams, students can glue down their cards. As students work, the teacher actively monitors students by asking clarifying questions, such as the ones listed in Option 1. The Teacher Resource: Living and Nonliving Rubric PI is provided to check for student understanding. Instructional Notes: Yarn can be used to construct the Venn diagram instead of paper. The Performance Indicator could be added as a teacher station during a center time. 2012, TESCCC 05/16/13 page 2 of 2

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