Living things by direct observation to be able to

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living things by direct observation To be able to classify living things as plants or animals using a key To be able to identify the characteristics of all living things To be able to classify animals as vertebrates or invertebrates To be able to describe a variety of organisms in terms of characteristics Sequence of lesson 1. Introduce the concept of life. Collect samples of living things outdoors and identify a range of organisms using keys. 2. Students record results and write up experiment using text and/or pictures. 3. Review – whole class discussion/dissemination of ideas/extra information. Possibility of using Living Things Quiz PowerPoint to facilitate student understanding. 4. Further class work/homework – see Living Things Worksheet . Devise extension activities as required. 1. Differentiate by content (In what ways can I vary the content of what I am teaching?) (A) Complexity of content: (concrete, symbolic, abstract) Concrete Symbolic Abstract Real materials associated with collecting and identifying living things as well as the organisms themselves Keys and the images or descriptions of organisms that they contain The identification of organisms using keys The description of organisms using the characteristics of living things (B) Variety of resources As listed above. Also potential use of the Internet and/or school or community library for further exploration of material related to organisms
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12 Lesson Plans / 2.5 Living Things (C) Variety of learning environments Classroom, school laboratory, computer room/library in school, local field, stream etc. (as indicated above) 2. Differentiate by process (How will I teach the lesson?) Sequence of lesson as laid out above Introduction – using concrete material or a general class discussion y Divide class into groups. Assist the students, as required, to plan, carry out the experiment, record results and draw conclusions as y appropriate. Enable students to extend their thinking and language use. For resources, guidance and support related to facilitating student investigations, see Possible use of y Living Things Quiz PowerPoint to facilitate discussion and understanding 3. Differentiate by outcome/product (How will the student demonstrate understanding?) See Worksheets, Classroom Activities and Experiments sections of this resource pack Students may use a template from the Experiments section to assist them with the write-up y Whole class review work completed at end of class y Homework: y Living Things Worksheet if not used for class work. Specify time to be allocated to this work at home finally - any other possibilities for this lesson? See Differentiation in Action located in the Toolkit section of this resource pack – apply various steps to the learning environment in your classroom. For instance, allow students to show what they have learned in different ways by using any of the following ideas: Collage of scenes showing living things y Dramatisation, e.g. possible use of role play to highlight the characteristics of living things
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  • Spring '18
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  • Human gastrointestinal tract

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