ELM-210 COE Benchmark.docx - GCU College of Education...

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GCU College of EducationLESSON PLAN TEMPLATE03/2014Teacher Candidate:Grade Level:KindergartenDate:July 28, 2019Unit/Subject:Life ScienceInstructional Plan Title:Is it Living or Non-Living?I.PLANNINGLessonsummary andfocus:The focus of this lesson is for students to identify living and nonliving things. In science, livingorganisms are anything that has been alive (cats, flowers, log) non-living is anything that has neverbeen alive (it does not breathe, grow, reproduce, or have needs). Students will use informationfrom video clips and pictures, of a variety of non-living and living organisms, to develop criteria toidentify if something is living or non-living. Once the students identify the living organisms theywill explain and classify the organisms into their environments (home) and their needs for survival(food).Classroom andstudent factors:The classroom consists of 30 students; 16 females and 14 males. There are 15 English LanguageLearners, 2 students with IEPs or 504’s, 2 with ADHD, and 3 with learning disabilities. There arealso 21 students that are either below or above grade level for reading or math. These factors affectlesson planning, instruction and assessments because of the accommodations that must beconsidered and implemented per student.National / StateLearningStandards:K.LS.2: “Living things have physical traits and behaviors, which influence their survival. Livingthings are made up of a variety of structures. Some traits can be observable structures. Some ofthese structures and behaviors influence their survival.”ArizonaK.L2U1.8: “Observe, ask questions, and explain the differences between the characteristics ofliving and non-living things.”Specific learning target(s) / objectives:Students will identify living and non-livingthings.Students will compare living and non-livingthings.Students will identify characteristics of living andnon-living things.Teaching notes:Students will observe that living things have specificcharacteristics which influence their survival as opposed tonon-living things that have no needs.Students will ask questions, explore and explaincharacteristics of living things, where they are found andwhat they need to survive. For example, a human needs ahome, food and air to survive, a plant needs dirt and the sunto make its food, a fish needs water and just like humans iteats plants and other living organisms.Agenda:(1)The opening of the lesson will be an activityshowing students’ random images and askingif we were to divide the images into 2 groupswhat could the 2 groups be and why.(approx. 10 mins)(2)We will complete a KUD chart andafterwards watch the video Living andNonliving things for Kids. After thediscussion of the Living and Nonlivingvideo, using the images or random objectsfrom the classroom, we will as a groupclassify living and nonliving thingsFormative assessment:Ask questions and listen to the student’s responses. Guidethem [students] when necessary and provide different formsof explanation.

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Term
Summer
Professor
Sonya Berges
Tags
Summative assessment, Eve Berlin

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