Alexa DAuria

Grade/Subject Area: 1st Grade Science/ELA

Class Description: This lesson was designed for a first grade collaborative class in a
suburban public school. The class contains 20 students: 7 females and 13 males. There
are three male students with IEPs. Two of them are classified as Autistic and ADHD, the
third student is currently classified with a speech and language impairment. In addition he
presents avoidant and oppositional behaviors. All of the students, except one with an IEP,
are reading above level F according to the Fountas and Pinnell reading system. The lower
student is receiving individualized instruction to practice phonics and sight words. The
three students with an IEP receive instructional support in the classroom, including visual
aids (graphic organizers and charts). There are two 1-1 teaching assistants to ensure that
the students are focused and on-task. Two students receive speech and language and their
parents attend quarterly counseling.
Date of Lesson: April 20th, 2015
1. Next Generation Science Standards
Science and Engineering Practices
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in K2 builds on prior
experiences and progresses to the use of evidence and ideas in constructing
evidence-based accounts of natural phenomena and designing solutions.
Make observations (firsthand or from media) to construct an evidencebased account for natural phenomena. (1-LS3-1)
Obtaining, Evaluating, and Communicating Information
Obtaining, evaluating, and communicating information in K2 builds on prior
experiences and uses observations and texts to communicate new information.
Read grade-appropriate texts and use media to obtain scientific
information to determine patterns in the natural world. (1-LS1-2)
Connections to Nature of Science
Scientific Knowledge is Based on Empirical Evidence
Scientists look for patterns and order when making observations about the
world. (1-LS1-2)
Cross Cutting Concepts
Patterns
Patterns in the natural and human designed world can be observed, used to
describe phenomena, and used as evidence. (1-LS1-2),(1-LS3-1)
Common Core ELA Standards:
CCSS.ELA-LITERACY.RL.1.1
Ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RL.1.3
Describe characters, settings, and major events in a story, using key details.
CCSS.ELA-LITERACY.RL.1.4
Identify words and phrases in stories or poems that suggest feelings or appeal to
the senses.
CCSS.ELA-LITERACY.RL.1.9

Compare and contrast the adventures and experiences of characters in stories.

2. Essential Questions/Purpose
What are the characteristics of living things?
Can living things become nonliving things? (ex: leaves fall from trees)
Is my pet object living or nonliving?
Can an object have a few characteristics of living things, not all?
3. ObjectivesAs a result of this lesson, students will be able to:
Recognize the difference between living and nonliving things
Compare living and non living objects
Determine the characteristics of living and nonliving things
Write whether their pet is living or nonliving and give reasons to support
their claim
4. Vocabulary and Key Terms
Living-breathe/respire (producing energy from food), eat (obtaining
nutrients for growth and obtaining energy), move (sometimes only parts of
the body and use energy), grow and develop, excrete (removing waste),
reproduce, respond to their environment
Non-living- the opposite of living
Envy- jealousy
Quivering- shaking
In vein- in anger
5. Pre-Assessment- Prior to this lesson, the students brainstormed a list of facts they
know about chicks and a list of questions they had about chicks (since we are
getting chicks in our classroom next week.) The students are familiar with the
properties of matter and are able to write their observations of different objects.
6. Lesson Presentation:
a. Set InductionThe students will be asked to sit in their squares on the
rug. The teacher will read aloud Alexander and the Wind-Up Mouse, by
Leo Lionni, to the class. The teacher will clarify difficult vocabulary, such
as the words envy and quivering, vain. The teacher will also keep
the students engaged by asking how the character is feeling and having the
students make predictions.
b. Procedure
o The students will be asked: What needs do living things have?
What are some properties that help you to tell if something is
alive?
o The teacher will record the students responses to a t-chart on chart
paper.
o If the students are struggling, the teacher will ask the students
whether their pet object (from yesterdays lesson) or actual pet at
home has any needs. Do it need anything to eat? Does it need
water? Does it breathe?
o Then the teacher will have the students compare their needs to
their pets needs. Does your pet have the same needs as you do?
o The teacher will clarify that their pet objects do not have needs
because they are non-living.

o The chart under Living will contain these characteristics:

breathe/respire (producing energy from food), eat (obtaining
nutrients for growth and obtaining energy), move (sometimes only
parts of the body and use energy), grow and develop, excrete
(removing waste), reproduce, respond to their environment
o The teacher will show the students the worksheet that they will be
receiving and completinga t-chart that says living and nonliving
and a sheet with pictures of living and non-living objects/things
that the students have to sort.
o The students will be told to get their baskets (with their markers
and scissors) and sit at their desks. The teachers will help handout
the worksheets to students who are sitting quietly.
o The teachers will make sure the students are not using their
markers, only their scissors to cut out the pictures and glue to paste
the pictures to the appropriate column/section on the worksheet.
c. Closure
o The teacher will ask the entire class where they placed each object
and ask the students to give one reason why it is or is not a living
thing.
o The students will give a thumbs up if they agree.
7. Materials and Resources
Pencils
T-chartliving vs. nonliving
markers
Alexander and the Wind-Up Mouse, by Leo Lionni
Picture sort worksheets
Scissors
Glue sticks
8. Follow-Up Activity or Assignment
The students will write whether or not their pet object is living or
not living and give reasons, using the t-chart we created in class. The
students will also be able to draw and color their object.
9. Evaluation/AssessmentOngoing observation
Do the students recognize characteristics of living and nonliving things?
Can the students determine accurately whether their pet is living or
nonliving?
10. Differentiation
This lesson was designed for a number of different learning styles and
levels, including two students with Autism and ADHD, as well as one student
with a speech and language impairment/oppositional defiant disorder. The needs
of students who are visual learners will be met with the t-chart, as well as the
graphic organizer. Kinesthetic learners will be moving from the carpet to their
desks. Interpersonal learners, with an emphasis on social skills, will be able to
participate in a grand discussion on the carpet. The students will be motivated to
participate with turn-cards. Intrapersonal learners will benefit from the
independent activity.

11. APA References

http://www.corestandards.org/
http://www.nextgenscience.org/next-generation-science-standards

Name: _______________________
Living

Date:__________________
Non-Living

Name: _______________________

Date:__________________

This is my pet.
Draw your pet here:

What characteristics does your pet have? Circle yes or no.

Can it breathe?

Yes or no

Does it eat?

Yes or no

Can it move?

Yes or no

Does it grow?

Yes or no

Does it excrete waste?

Yes or no

Can it reproduce?

Yes or no

Does it respond to the environment?

Yes or no

My pet is living or non-living. (Circle one)