Living and Non-living Inquiry Michelle Gilbert Cohort 411 Kindergarten Science

Step 1 Desired Results A. This lesson will help to develop the student's critical thinking skills through guided inquiry. Students will learn through questioning and listening to one another. Learning about living and nonliving entities will help to develop a strong foundation of science. This lesson will set the building blocks for further concepts of study such as the animal kingdom and cells. The essential question of the lesson is: how do we know what is living and what is non-living? B. General Learner Outcomes Complex Thinker and Effective and Ethical User of Technology C. Hawaii Content and Performance Standard (HCPS) III Standard and Benchmark

Topic Benchmark SC.K.1.3

Scientific Inquiry Collect data about living and non-living things

Topic Benchmark SC.K.4.1

Interdependence Identify differences between living and non-living things

D. Differentiation Plan Oral Learners Students will be participating in a group discussion and voicing their questions or opinions Auditory Learners Students will be listening to the questions and discussion Kinetic Learners Student will be taking pictures of living and non-living objects and drawing pictures of each Visual Learners Students will see the pictures on a projector after they are taken and see the chart of living and non-living characteristics as they are named on chart paper I also will be breaking the students into small groups to go outside to take their pictures. Groups will be decided based upon behavior and group dynamic.

E. Hawaii Teacher Performance Standard Standard 6: Designs and provides meaningful learning experiences Standard 7: Uses active learning strategies

Step 2: A. Performance Task Students will demonstrate complex thinking skills through class discussion and guided inquiry that will help develop their critical thinking. A worksheet and reviewing the pictures that the students have taken will help to develop these new concepts. A short story and a video, the next day, will help to reinforce these concepts. I will assess if they have learned the concept of living and non-living through a one-on-one question and answer in which I will ask them to name the differences between living and non-living organisms. B. Performance Criteria MP Student correctly identifies at least three characteristics of living organisms and gives no incorrect responses DP Student gives at least two characteristics of living organisms and no more than one incorrect response WB Student can only identify one characteristic, or cannot identify any at all and/or gives incorrect responses

Step 3Active Learning Plan Day 1: Steps for Students Day 1 1. Students will come sit in the large group area 2. Students will come up with characteristics of living and non-living things by answering and questioning 3. Students will give ideas and traits to put on chart 4. Students will return to desks 5. Work on worksheet 6. As group is called go outside to take pictures of living or non living things 7. Return to class to finish worksheet 8. Come back to large group area 9. Look at pictures and answer whether they are living or non living Day 2 1. Listen to story 2. Watch video Notes for Teacher Day 1 1. Have chart paper set up with two columns, one for living and one for non-living 2. Call students to large group area 3. Ask students what are some of the characteristics of living and non-living things, how do we know what is alive or not 4. Complete chart as students answer, write down all responses that students give. 5. Ask questions based on their inquiry, such as: is everything that moves alive, is everything that grows alive, etc. 6. Review completed chart 7. Explain activity of taking pictures, go over rules, explain worksheet and give directions to go back to desks 8. Monitor students as they complete worksheets 9. Allow one group of desks (four) to go out at a time with Ms. Moore to take pictures for 5 minutes. Ms. Moore will keep track of the time. 10. When groups are done outside and students are

finishing worksheets call students back to large group area 11. Go over again the list and ask the students if there is anything they would like to change based on what they have learned 12. Wrap up living and non living lesson by showing the pictures on a projector that is hooked to my computer with camera card inserted and having them decide whether it is living or non living. Day 2 1. Show video Living and Non-living Things by School Videos 2. Read book Living and Non-living by Angela Royston 3. Look at our list again and see if the students want to change anything else

C. Materials to have ready chart paper, sharpie, tape, projector, computer, digital camera, worksheets D. Approximate time needed for lesson first day 45 minutes. Second day 20 minutes E. Resources Diane Sugahara, mentor teacher Kimberly Gomes, kindergarten teacher Shannon Moore, teacher candidate Video Living and Non-living Things by School Videos Book Living and Non-living by Angela Royston