Molloy College

Division of Education

StudentAllison Jerz Professor Moroney

Course EDU 527 Date August 2, 2017
Grade 2nd Topic Living and Non-Living Content Area Science

INSTRUCTIONAL OBJECTIVES (s) (Lesson Objective(s)*)

After viewing a video and participating in a class t-chart activity, students will create a
word cloud focused on either living organisms or non-living objects and score at least and 12 out
of 16 on a teacher made rubric.

NYS-CCLS / +NYS STANDARDS AND INDICATORS

(you may need more than one standard)
Standard and/or Key Idea and/or Key Concept (refer to lesson plan instructions for details)
Standard 4 Key Idea 1: Living things are both similar to and different from each other
and from nonliving things.
Indicator: This will be evident when students participate in a t-chart activity and
distinguish the variations between living and non-living things.

Standard and/or Key Idea and/or Key Concept (refer to lesson plan instructions for details)
ISTE NETS: Students use technology to seek feedback that informs and improves their
practice and to demonstrate their learning in a variety of ways.
Indicator: This will be evident when students create a word cloud that will reflect the
vocabulary they learned associated with living and non-living things.

INSTRUCTIONAL RESOURCES

T-chart worksheet

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 YouTube Video
Living and Non-Living items (plant, pencil, student, chair etc.)
Students I pads
Word cloud generator
SMART Board

MOTIVATION (Engaging the learner(s)*)

Teacher will display a variety of objects in the front of the classroom. Teacher will tell the
students that some of the items are living and some are non-living. Students will try and
determine which items fall under living and which items fall under non-living.

DEVELOPMENTAL PROCEDURES
(Including Key Questions)

Students will view a YouTube video on living and non-living things (Stop video at 1:20,
What is an example of a non-living item they mentioned? An example of a living item?)
Students will continue viewing video. (Stop video at 2:30, What type of chart are brother
and sister using to compare living and non-living items?)
Students will fill in their t-chart worksheet with the headings, living and non-living.
Students will finish viewing video.
Students will begin filling out the t-chart (Using an example of a non-living and living
item from previous question, What is one difference between _____ and ____?)
Students will record the first difference in the t-chart. (What is another difference you can
see between ____ and _____?)
Students will record as many differences as they are able to come up with based on their
prior knowledge, the video and input from the teacher. (What are some of the things we
need to survive? Does a fan or a pencil need these things too?)
Students will choose to create a word cloud on either living or non-living items. Students
will choose at least 5 vocabulary words related to their choosing and will share their final
product with the class.

INSTRUCTIONAL STRATEGIES (Learning Strategies*)

Strategy: Group Discussion
Indicator: This will be evident when students and teacher collaborate in a group
discussion to distinguish the variations between living and non-living things and fill in a t-chart.

Strategy: Independent Work

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 Indicator: This will be evident when students create a unique and individual word cloud
focused on either a living or non-living thing using vocabulary from the lesson.

ADAPTATIONS (Exceptionality*)
The student with a severe speech and language impairment will be able to use Spoken Text to
convert text to speech to aide in the presentation of his word cloud.

DIFFERENTIATION OF INSTRUCTION

Struggling Students
Students will create a word cloud focused on either living organisms or non-living
objects and score at least and 12 out of 16 on a teacher made rubric. Students will receive a list
of relevant vocabulary to both living and non-living items to help generate some ideas.

Average Students
Students will create a word cloud focused on either living organisms or non-living
objects and score at least and 12 out of 16 on a teacher made rubric.

Advanced Students

Students will create a word cloud focused on either living organisms or non-living
objects and score at least and 12 out of 16 on a teacher made rubric. Students will choose the
shape of their word cloud to reflect either a living or non-living item based on their choice.

ASSESSMENT (artifacts* and assessment [formal & informal]*)

Student will successfully create a unique word cloud focused on either living organism or non-
living items. Students will share their word clouds with the class in a short presentation.
Students will score at least a 12 out of 16 on a teacher made rubric.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 INDEPENDENT PRACTICE
Following the lesson students will generate a list of both living and non-living items that are
found in their homes.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND

ACADEMIC ENRICHMENT

Direct Teacher Intervention

Under direct teacher instruction students will complete a checklist, look at several objects and go
through the six characteristics of living things. If the object has the characteristic students will
select a check mark. If it does not, students will leave it blank. If the object has all six check
marks underline living. If it does not underline non-living.

Academic Enrichment
Students will use the computers or I pads to play a living versus non-living sorting and
identification game.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 References
PBS LearningMedia. (2017). Living vs. Nonliving. [online] Available at:

https://ny.pbslearningmedia.org/resource/tdc02.sci.life.colt.lp_living/living-vs-

nonliving/#.WYJiEVGQzct [Accessed 2 Aug. 2017].

Rubistar.4teachers.org. (2017). RubiStar Home. [online] Available at:

http://rubistar.4teachers.org/index.php [Accessed 2 Aug. 2017].

Sciencekids.co.nz. (2017). Plants & Animals - Living Things - Science Games & Activities for

Kids. [online] Available at:

http://www.sciencekids.co.nz/gamesactivities/plantsanimals.html [Accessed 2 Aug.

2017].

T-Chart. (n.d.). Retrieved August 02, 2017, from

https://www.worksheetworks.com/miscellanea/graphic-organizers/tchart.html

Videos for K1 to K8(Year 5 to 12). (n.d.). Retrieved August 02, 2017, from

http://www.makemegenius.com/science-videos/grade_2/living-and-nonliving-things-for-

kindergarten--preschoolers

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Name: Date:

Copyright TEST WorksheetWorks.com

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Example:

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 Multimedia Project : Living or Non-Living Word Cloud

Teacher Name: Ms. Jerz

Student Name: ________________________________________

CATEGORY 4 3 2 1
Requirements All requirements are All requirements are One requirement More than one
met and exceeded. met. Student has was not completely requirement was not
Student has included included 5 or met. Student has completely met.
5 or more vocabulary vocabulary words in included 4 Student has included
words in word cloud. word cloud. vocabulary words in less than 3
word cloud. vocabulary words in
word cloud.

Content Subject knowledge is Subject knowledge Includes essential Content is minimal

excellent. appears to be good. information about OR there are several
Vocabulary terms Vocabulary is the topic but there factual errors.
are relevant and relevant. are 1-2 factual
accurate. errors.

Originality Product shows a Product shows some Uses other people\'s Uses other people\'s
large amount of original thought. ideas (giving them ideas, but does not
original thought. Work shows new credit), but there is give them credit.
Ideas are creative ideas and insights. little evidence of
and inventive. original thinking.

Oral Interesting, well- Relatively Delivery not smooth, Delivery not smooth
Presentation rehearsed with interesting, but able to hold and audience
smooth delivery that rehearsed with a audience attention attention lost.
holds audience fairly smooth delivery most of the time.
attention. that usually holds
audience attention.

Date Created: Aug 02, 2017 06:24 pm (CDT)

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Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Direct Teacher Intervention

Is it Living or Non-living?
Directions: Look at each of the six characteristics of living things, if
the object has the characteristic double click the box and select a
check mark. If it does not, leave it blank. If the object has all six
check marks underline living. If it does not underline non-living.

Example:
1. Cat

o Grow
o Take in nutrients
o Breathe
o Reproduce
o Eliminate waste
o Die

Living or Non-living

2. River

o Grow
o Take in nutrients
o Breathe
o Reproduce
o Eliminate waste
o Die

Living or Non-living

3. Pencil

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 o Grow
o Take in nutrients
o Breathe
o Reproduce
o Eliminate waste
o Die

Living or Non-living

4. Ladybug
o Grow
o Take in nutrients
o Breathe
o Reproduce
o Eliminate waste
o Die

Living or Non-living

5. Flower

o Grow
o Take in nutrients
o Breathe
o Reproduce
o Eliminate waste
o Die

Living or Non-living

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language