Jenna Williams Hannah Thurauf

Concept 1: Characteristic of living things Experience 1: Each child is given a small pot, dirt and seed to plant. Child is responsible for watering it each day. Child will draw daily observations of plant (Growth) OELDS: Domain: Cognition and General Knowledge Sub-Domain: Science Strand: Science Inquiry and Application Topic: Inquiry Record observations using words, pictures, charts, graphs, etc. Experience 2: Children will be able to listen to their own heartbeat using a stethoscope (Homeostasis of heartbeat) OELDS: Domain: Cognition and General Knowledge Sub-Domain: Science Strand: Life Science Topic: Explorations of Living Things With modeling and support, demonstrate knowledge of body parts and bodily processes (e.g., eating, sleeping, breathing, walking) in humans and other animals. Experience 3: Have students use a microscope to look at plant and animal cells; Students will draw their observations of the plant and animal cells (Living things have cells) OELDS: Domain: Cognition and General Knowledge Sub-Domain: Science Strand: Science Inquiry and Application Topic: Inquiry Record observations using words, pictures, charts, graphs, etc.

Concept 2: What living things need Experience 1: Students will make a smoothie using yogurt and fruit to learn about how their bodies need food to survive OELDS: Domain: Cognition and General Knowledge Sub-Domain: Science Strand: Life Science Topic: Explorations of Living Things With modeling and support, demonstrate knowledge of body parts and bodily processes (e.g., eating, sleeping, breathing, walking) in humans and other animals. Experience 2: Students will go outside and sit on the ground while they practice deep breathing techniques with children (Living things need air to survive) OELDS: Domain: Cognition and General Knowledge Sub-Domain: Science Strand: Life Science Topic: Explorations of Living Things With modeling and support, identify physical characteristics and simple behaviors of living things. Experience 3: Students will observe and predict three potted plants (grass seed in a cup), one with water and no soil, one with soil and no water, and one with water and soil. They will then see that living things need water to survive. OELDS: Domain: Cognition and General Knowledge Sub-Domain: Science Strand: Science inquiry and application Topic: inquiry, explore objects, materials and events in the environment

Concept 3: Characteristics of Non-living things

Experience 1: Read Are You Living? A Song About Living and Non-Living Things by Laura Purdie Salas, then bring in the examples of non living things and have children tell me why they are non living- create class list on large paper.
OELDS: Domain: Cognition and General Knowledge Sub-Domain: Science Strand: Science Inquiry and Application Topic: Inquiry Record observations using words, pictures, charts, graphs, etc.

Experience 2: Explain the difference between non living and dead: ask children what it means and gage their experience. Bring in pressed flower to show it is no longer living, and bring in rock to show it was never alive. Students then generate own examples of living and dead verbally in small groups. OELDS: Domain: Cognition and General Knowledge Sub-Domain: Science Strand: Life Science Topic: Explorations of Living Things With modeling and support, identify physical characteristics and simple behaviors of living things. Experience 3: Students will verbally tell to their small group living things found in their house, they then will contrast with non-living things found in their house. OELDS: Domain: Cognition and General Knowledge Sub-Domain: Science Strand: Science inquiry and application Topic: inquiry- identify patterns and relationships

Teaching Notes

It is important to cover the cycle of life (birth, growth, death), also we need to address the misconception that students often classify nonliving as anything that has died. In science, living is used to describe anything that is or has ever been alive (dog, flower, seed, road kill, log); nonliving is used to describe anything that is not now nor has ever been alive (rock, mountain, glass, wristwatch). Over time, students will begin to understand that all living things grow, breathe, reproduce, and have similar basic needs like nourishment (food and water). 7 Characteristics of Living Things1.All living organisms need to take substances from their environment to obtain energy, to grow and to stay healthy. 2. All living organisms show movement of one kind or another. All living organisms have internal movement, which means that they have the ability of moving substances from one part of their body to another. Some living organisms show external movement as well - they can move from place to place by walking, flying or swimming. 3. All living things exchange gases with their environment. Animals take in oxygen and breathe out carbon dioxide. 4. Excretion is the removal of waste from the body. If this waste was allowed to remain in the body it could be poisonous. Humans produce a liquid waste called urine. We also excrete waste when we breathe out. All living things need to remove waste from their bodies. 5. When living things feed they gain energy. Some of this energy is used in growth. Living things become larger and more complicated as they grow. 6. Living things react to changes around them. We react to touch, light, heat, cold and sound, as do other living things. 7.All living things produce young. Humans make babies, cats produce kittens and pigeons lay eggs. Plants also reproduce. Many make seeds, which can germinate and grow into new plants. Source: http://www.saburchill.com/chapters/chap0001.html