Science Kindergarten Unit 07 Exemplar Lesson 01: Exploring Living Organisims and Non-Living Objects

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1 Unit: 07 Lesson: 01 Suggested Duration: 8 days Unit 07 Exemplar Lesson 01: Exploring Living Organisims and Non-Living Objects 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 to differentiate between living and nonliving things based upon whether they have basic needs and produce offspring. 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 K.9 Organisms and environments. The student knows that plants and animals have basic needs and depend on the living and nonliving things around them for survival. The student is expected to: K.9A Differentiate between living and nonliving things based upon whether they have basic needs and produce offspring. K.1 Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures and uses environmentally appropriate and responsible practices. The student is expected to: K.1A Identify and demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including wearing safety goggles, washing hands, and using materials appropriately. K.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: K.2D Record and organize data and observations using pictures, numbers, and words. K.2E Communicate observations with others about simple descriptive investigations. K.4 Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural world. The student is expected to: K.4A Collect information using tools, including computers, hand lenses, primary balances, cups, bowls, magnets, collecting nets, and notebooks; timing devices, including clocks and timersnon-standard measuring items such as paper clips and clothespinsweather instruments such as demonstration thermometers and wind socks materials to support observations of habitats of organisms such as terrariums and aquariums. GETTING READY FOR INSTRUCTION Performance Indicators Unit 07 PI 01 Use a graphic organizer, such as a T-Chart, to differentiate between living organisms and nonliving objects. Include information, in the form of pictures or words, about the basic needs of organisms and the ability to produce offspring. Standard(s): K.2D, K.2E, K.9A ELPS ELPS.c.1C 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,including basic needs. What are the characteristics that we use to determine if something is living? Nonliving objects can be identified by properties. How do we know if an object should be classified as nonliving? Vocabulary of Instruction living nonliving characteristics objects shape texture Last Updated 05/15/2013 page 1 of 18

2 organisms plants animals properties size color Unit: 07 Lesson: 01 Suggested Duration: 8 days offspring produce basic needs Materials book (about a toy that seems real, 1 per class) clipboards (or other sturdy item, see Advance Preparation, 1 per 2 students) crayons or colored pencils (per group) hula hoops (or yarn circles, for sorting circles, 2 per class) index cards (1 per 2 students) objects (different from each other in size, shape, color, texture, and mass, see Advance Preparation, 2 per group) paper pencils (1 per student) pictures (corresponding to real animals, 1 per group) resealable plastic bags (1 per 2 students) stuffed animal (that resembles a real animal, 1 per group) 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. Handout: Living/Nonliving Cards (1 per group) Handout: Our Nature Walk (1 per student) Optional Handout: Pictures of Real Animals (1 per group) Handout: Look All Around You (1 per student) Optional Handout: Living/Nonliving PI (1 per student) Teacher Resource: Living/Nonliving Performance Indicator SAMPLE Teacher Resource: Performance Indicator Instructions KEY Resources None Identified Advance Preparation 1. Prior to Day 1, make copies of the Handout: Living/Nonliving Cards (1 copy per group). Cut out the cards, and laminate them for durability. 2. For the nature walk, students will need a study object to place their handout on top of so they can record data. This can be a clipboard, science notebook, or other sturdy item. 3. Prior to Day 3, gather objects for students to describe by physical characteristics (If you saved objects used in Unit 02, these objects will work.). 4. Prior to Day 4, gather stuffed animals and a picture of the corresponding real animal. 5. Lesson 02 will require each group of students to have three plants to explore. One suggestion is to plant radish seeds in small bathroom cups at this time so they will have germinated by Lesson 02. A second suggestion is to obtain three established plants (small seedlings), and all students will observe these three plants. The plants will be needed before the start of Lesson Prepare attachment(s) as necessary. Background Information This lesson bundles student expectations that address the characteristics of living organisms with a focus on basic needs, properties of nonliving objects, and identification of parts of a whole in systems in order to reinforce previous learning and support concepts taught in forthcoming grade levels. During this lesson, they will differentiate between the living organisms and nonliving objects in their world and learn about the basic needs required of living organisms. Understanding these concepts provides a foundation for understanding ecosystems and the interdependence of all components in an environment. INSTRUCTIONAL PROCEDURES Instructional Procedures ENGAGE Living Organisms and Nonliving Objects 1. Ask: When you hear the words living organism or nonliving object, what Notes for Teacher NOTE: 1 Day = 30 minutes Suggested Day 1 Materials: Last Updated 05/15/2013 page 2 of 18

3 do you picture in your mind? Allow several students to respond but do not offer suggestions or correct student responses. Unit: 07 Lesson: 01 Suggested Duration: 8 days paper (plain, 1 sheet per student) crayons or colored pencils (per group) 2. Distribute a piece of paper to each student. 3. Instruct them to fold it in half horizontally. Instructional Notes: As students respond to what they already know about living organisms and nonliving objects, write some of the appropriate terms on sentence strips or index cards in order to begin a word wall. The words in Vocabulary of Instruction are a start for choosing your words. 4. Say: There are living organisms and nonliving objects all around us. On the top half of your papers, draw three living organisms. On the bottom half of your paper, draw three nonliving objects. Label your pictures. 5. If time permits, choose 4 5 students to explain their illustrations. 6. Save these pictures as a check for understanding or as an indicator of the starting point of your students' knowledge. EXPLORE Our Nature Walk Suggested Days 2 and 3 1. Say: I am going to give each group a set of cards. Your group will classify the pictures of items as either living or nonliving. Make sure that you can justify why you have put each card in the category. 2. Distribute the Handout: Living/Nonliving Cards. 3. Monitor as students sort and classify cards, but refrain from correcting them. When all of the groups have their cards sorted, facilitate a brief discussion so students may share their thinking. 4. Say: We are going to take a short walk around our school. We will be making observations and recording data about things that we see that are living and nonliving. I will give you a recording sheet with the categories labeled. 5. Pair students up. Make sure they have pencils, a copy of the Handout: Our Nature Walk, and their science notebook or other sturdy item, such as a clipboard, so they can record data. 6. Students should write or sketch their data/observations. 7. When back in the classroom, make a class list of observations. Ask: Were there more living or nonliving items listed? Answers will vary. How do you know if something is living or nonliving? Answers will depend on students background knowledge. Materials: pencils (1 per 2 students) clipboards (or other sturdy item, see Advance Preparation, 1 per 2 students) Attachments: Handout: Living/Nonliving Cards (1 set per group) Handout: Our Nature Walk (1 per student) Safety Notes: Make sure students stay with their partner. Students should be dressed appropriately for this activity. Weather will determine some safety issues. Review behavioral expectations with students. Check student information sheets for any allergies. Instructional Notes: These cards will be used to classify objects as living and nonliving. Allow time for students to make observations, guiding them to see things as necessary. If time is short, the teacher may wish to record student observations on the Handout: Our Nature Walk. When back in the classroom, students could create illustrations to go with the words. A page in the class science notebook could be created to look like the Handout: Our Nature Walk so all students could participate in recording information. Later, the Living/Nonliving cards could be placed in a center for Last Updated 05/15/2013 page 3 of 18

4 students to review. Unit: 07 Lesson: 01 Suggested Duration: 8 days EXPLAIN What Makes It Nonliving? Suggested Days 3 (continued) and 4 1. Review the properties of a (nonliving) object learned earlier in the school year: color size shape texture Materials: objects (different from each other in size, shape, color, texture, and mass, see Advance Preparation, 2 per group) 2. Divide the class into small groups (3 4 students). 3. Select several objects for students to describe by physical properties and distribute at least two objects to each group. 4. Say: You will have a few minutes to observe the objects, and then, your group should be prepared to describe the object s color(s), size, shape, and texture to the rest of the class. 5. As groups present their information, record their descriptions in the class science notebook on a graphic organizer. A sample is provided below. Instructional Note: Students should be able to recall the concepts they learned in Unit 02 -physical properties. Check For Understanding: It will be important to listen for any misconceptions or lack of content understanding. This lesson is building a foundation in preparation for both the Performance Indicator and for content in later grades. Notebooks: As groups present their information, record their descriptions in the class science notebook on a graphic organizer. The description of why an object is classified as nonliving needs to be clearly written in the class science notebook so that students have the opportunity to refer back to this concept in lessons to come. 6. Ask: Will any of the objects we have just described: grow any larger than they are now? Answers will vary. need food and water to live? Answers will vary. move on their own? Answers will vary. produce any offspring? (Or, you can say will they have any babies?) Answers will vary. 7. Summarize by explaining to students that a nonliving object can be described by its physical properties. In addition, nonliving objects do not need food or water; they will not grow. They cannot move on their own, and they cannot produce offspring. 8. Ask: How do we know if an object should be classified as nonliving? (Nonliving objects do not need food or water; they will not grow. They cannot move on their own, and they cannot produce offspring.) EXPLORE/EXPLAIN What Makes It Living? Suggested Days 4 (continued) and 5 1. Read a story such as The Velveteen Rabbit or another teacher y story about a toy that seems real will work. 2. Divide the class into groups. Give each group a stuffed animal and a picture of the corresponding real organism. (Teachers may use pictures on the Optional Handout: Pictures of Real Animals.) 3. Instruct the students to make observations about the stuffed animals within their group. 4. Provide the students about 10 minutes to discuss the characteristics of their stuffed toys. Ask: What features about the toy make it seem real? Answers will vary. What features about the toy lead you to believe that it is not alive? Materials: book (about a toy that seems real, 1 per class) stuffed animal (that resembles a real animal, 1 per group) pictures (corresponding to real animals, 1 per group) Attachments: Optional Handout:Pictures of Real Animals (1 per group) Last Updated 05/15/2013 page 4 of 18

5 Answers will vary, but students should realize the toy doesn t need food, water, or air to live. In addition, it will not grow or produce offspring. What is your evidence? Answers will vary. How do we know if an object is not living, or nonliving? Students should recall that a nonliving object doesn t need food, water, or air to live. In addition, it will not grow or produce offspring. Misconceptions: Unit: 07 Lesson: 01 Suggested Duration: 8 days Students may think that nonliving is dead. Students may think that any object that moves is living (machines, smoke, clouds, fire, or moving water). 5. Say: 6. Ask: All living organisms share certain characteristics. What do you need to live? (Students should be provided the opportunity to share their thinking.) Listen for a student misconception of listing "wants" rather than "needs". Notebooks: Create a list in the class science notebook of the basic needs: air, water, and food. These will be discussed in greater depth in Lesson Facilitate a discussion using the following information: All living organisms need food, air, and water. These are called basic needs. All living organisms need food (nutrients), water, and air to grow. Living organisms also have the ability to move. Plants cannot walk around like you, but they do move their leaves to face the sun. (Optional: You can inform students that plants need sunlight to produce their own food.) Living organisms also reproduce. This means they have the ability to produce a new living organism. 8. To summarize, Ask: What are the characteristics that we use to determine if something is living? (Something is classified as living if it needs food (nutrients), water, and air, and if it can grow and reproduce.) ELABORATE Living/Nonliving Scavenger Hunt Suggested Day 6 1. You will be taking the students on a living/nonliving scavenger hunt. 2. Pair up the students. 3. Give each pair one plastic bag. It will be used to collect a nonliving object. 4. Give each pair an index card and a pencil. 5. Say: You will be working as a pair to find one nonliving object, and one living object. You will place the nonliving object in the resealable, plastic bag. You will draw one living object you find outside. 6. Note: Remind students of safety rules when outside. Set the boundaries on where the students are allowed to go. 7. Allow about 5 10 minutes for this activity. Gather back in the classroom to sort the materials. 8. Student pairs will bring their objects and pictures to sorting mats that are labeled living and nonliving [hula hoops or yarn circles]. Most students will likely put the plastic bag in the nonliving group and the index card in the living group. Do not make any corrections at this time. The concept will be explored further in the next Elaborate. 9. Instruct students to wash their hands (as a safety measure listed in K.1A). Materials: resealable plastic bags (1 per 2 students) pencils (1 per 2 students) index cards (1 per 2 students) hula hoops (or yarn circles, for sorting circles, 2 per class) Safety Notes: Remind students of safety rules when outside. Set the boundaries for where the students may go. Remind students of any behavioral expectations and class rules to follow. Students should wash their hands after this activity. Instructional Note: Use hula hoops or yarn to make two sorting categories from the scavenger hunt. Last Updated 05/15/2013 page 5 of 18

6 Unit: 07 Lesson: 01 Suggested Duration: 8 days ELABORATE A Literature Connection Suggested Day 7 1. Distribute the Handout: Look All Around You to each student. 2. Preview the booklet by looking at the pictures. 3. Read the booklet together, emphasizing the important terms. 4. Focus student attention on the materials they sorted yesterday. 5. Allow students time to decide if they need to move their object or picture on the sorting mat. 6. If students have made any errors in sorting, now is the time to discuss why the object or drawing needs to be moved. Attachments: Handout: Look All Around You (1 per student) Instructional Notes: Students at this age may not be able to read the booklet, but they should be encouraged to follow along and perhaps highlight important words. They may want to take the booklet home to share with family members. 7. Facilitate a discussion, focusing on the shared traits of living and nonliving objects. (This should include that living organisms have color, size, shape, and texture in addition to all the characteristics that make them living.) 8. Review one more time how to decide if an item is living or nonliving. Ask: How do you know if something is living or nonliving? Students should be able to recall that nonliving objects do not need food (nutrients), water, or air. In addition, they cannot produce offspring. Some nonliving objects may move or seem to grow, but an item is not classified as living if it does not have all the characteristics.) EVALUATE Performance Indicator Suggested Day 8 Unit 07 PI 01 Use a graphic organizer, such as a T-Chart, to differentiate between living organisms and nonliving objects. Include information, in the form of pictures or words, about the basic needs of organisms and the ability to produce offspring. Standard(s): K.2D, K.2E, K.9A ELPS ELPS.c.1C 1. Refer to the Teacher Resource: Performance Indicator Instructions KEY for information on administering the assessment. Materials: paper (plain,1 sheet per student) pencils (1 per student) Attachments: Optional Handout: Living/Nonliving Performance Indicator Teacher Resource: Living/Nonliving Performance Indicator SAMPLE PI Teacher Resource:Performance Indicator Instructions KEY Last Updated 05/15/2013 page 6 of 18

7 Living/Nonliving Cards 2012, TESCCC 05/15/13 page 1 of 1 Venegas, A. (Photographer) (2012). Calf, car, skunk [Print]. Microsoft. (Designer). (2010). Living and non living [Web Graphic]. Retrieved from

8 Our Nature Walk Living Nonliving 2012, TESCCC 10/03/12 page 1 of 1

9 Pictures of Real Animals Microsoft. (Designer). (2010). Baby bunny in grass [Web Graphic]. Retrieved from Microsoft. (Designer). (2010). Cow in field [Web Graphic]. Retrieved from , TESCCC 05/15/13 page 1 of 5

10 Microsoft. (Designer). (2010). Baby goat [Web Graphic]. Retrieved from Microsoft. (Designer). (2010). Horse standing in a field [Web Graphic]. Retrieved from , TESCCC 05/15/13 page 2 of 5

11 Microsoft. (Designer). (2010). Koala [Web Graphic]. Retrieved from Microsoft. (Designer). (2010). Baby monkey sitting in tree branch in jungle [Web Graphic]. Retrieved from , TESCCC 05/15/13 page 3 of 5

12 Microsoft. (Designer). (2010). Tortoise from the reptile family [Web Graphic]. Retrieved from Microsoft. (Designer). (2010). Giraffe [Web Graphic]. Retrieved from , TESCCC 05/15/13 page 4 of 5

13 Microsoft. (Designer). (2010). Kitten [Web Graphic]. Retrieved from Microsoft. (Designer). (2010). Puppy [Web Graphic]. Retrieved from , TESCCC 05/15/13 page 5 of 5

14 When you look around outside or inside, you see thousands of things. Everything we see can be divided into two groups: living organisms or nonliving objects. How do you know if it is living or nonliving? Look for signs to help you decide. All living organisms share certain characteristics. Living organisms all need food, air, and water. These are called basic needs. They need food, air, and water so they can grow. Living organisms are able to move. Plants can not walk around, but they can move their leaves to face the Sun. Do you remember why? Plants need sunlight to make their own food. Living organisms reproduce. They have the ability to produce a new living organism called offspring. Nonliving objects do not need air, water, or food. They do not reproduce. They do not grow. Sometimes, it might look like an object is growing, such as an icicle. But icicles are frozen water and are not alive. Sometimes it might look like an object is moving, such as a swing. But a swing can not move on its own. Nonliving objects are things that are not alive. Take a look inside. Take a look outside. Look all around you. What do you see?

15 Living/Nonliving PI Living Nonliving 2012, TESCCC 05/15/13 page 1 of 1

16 Living/Nonliving Performance Indicator SAMPLE Living Nonliving Has basic needs: air water food (nutrients) moves and grows can produce off-spring Can be described by: shape color size texture Does not need: air water food (nutrients) some might move and grow cannot produce off-spring OR 2012, TESCCC 10/03/12 page 1 of 2

17 Living Nonliving food and water air color: red shape: oval size: large texture: smooth moves and grows can move offspring doesn t need air, water, or food no offspring 2012, TESCCC 10/03/12 page 2 of 2

18 Performance Indicator Instructions KEY Performance Indicator Use a graphic organizer, such as a T-chart, to differentiate between living organisms and nonliving objects. Include information, in the form of pictures or words, about the basic needs of organisms and the ability to produce offspring. (K.2D, K.2E; K.9A) 1C Materials: paper (plain,1 sheet per student) pencils (1 per student) Attachments: Optional Handout: Living/Nonliving PI Teacher Resource: Living/Nonliving SAMPLE PI Instructional Procedures: 1. Distribute either the Optional Handout: Living/Nonliving PI or a piece of paper to each student. 2. Say: We have been learning about how to determine if something is a nonliving object or a living organism. On your paper, you will show what you know by both drawing and labeling a picture or by listing some words that indicate how to differentiate between living and nonliving. 3. Model how one half of the paper is for living and the other half is for nonliving. 4. If using plain paper instead of the Optional Handout: Living/Nonliving PI, students would have the opportunity to use a graphic organizer of their choice. 5. The Teacher Resource: Living/Nonliving SAMPLE PI models two ways this PI could be accomplished. Instructional Notes: There may be students who refer to a stick on the ground as dead. If you have discussed that these were once living, students may feel they need a category to demonstrate this. Some scientists prefer to just classify as living or nonliving, and the stick would be considered living because at one time it was living. If the conversation has not come up in your classroom, then just use two categories for the Performance Indicator. The teacher may guide students by providing a word bank or by having visual cues in the classroom. A T-chart or Venn diagram would work well for this Performance Indicator. 2012, TESCCC 05/15/13 page 1 of 1

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