Developmental Lesson Plan

All equal
Teacher Candidate: Nicole Tener, Devyn Grube, Leslie Montero Date: 9/20/18

Group Size: 22 students Allotted Time: 45 minutes Grade Level: 3

Subject or Topic: Environment and Ecology: Lesson 2

Common Core/PA Standards:

Standard Area - 4.1: Ecology
Standard - 4.1.3.E
Identify changes in the environment over time
Standard - 3.1.3.A1
Describe characteristics of living things that help to identify and classify them.

Learning Targets/Objectives:
The students will be able to recognize the differences between living and nonliving things by
sorting objects into two categories; living and nonliving.

Assessment Approaches: Evidence:

1. The students will give a thumbs up
once they understand the difference
between living and nonliving things.
2. Students will complete an inquiry
sheet on living and nonliving things.
3. Students will upload a video on the
Seesaw App.
1. Teacher check off the students that put their
thumbs off on a checklist.
2. Teacher will collect the inquiry sheets.
3. Teacher will review the video on the
Seesaw App.

Assessment Scale:
5 - Proficient
3 – 4 - Basic understanding
2 and below – Does not understand
 Subject Matter/Content:
Prerequisites: Students can identify the difference between a living thing versus a non living
thing.
Students can sort living and nonliving objects into two categories and explain why.

Key Vocabulary:
● Ecosystems: An ecosystem is a large community of living organisms (plants,
animals and microbes) in a particular area
● Desert: A large area of land, usually in a hot region, where there is almost no
water, rain, tree, or plants.
● Habitat: A habitat is a place that an animal lives. It provides the animal with food,
water and shelter
● Biomes: A biome is a large region of Earth that has a certain climate and certain
types of living things
● Biotic: The living things in an ecosystem
● Abiotic: The nonliving parts of an ecosystem
● Community: a natural group (as of kinds of plants and animals) living together
and depending on one another for various necessities of life (as food or shelter)
● Population: a group of people or animals living in a certain place
● Living: Any living organism, such as animals, plants, insects, and bacteria.
● Non-living: Any non-living organism, such as temperature, water, soil, and air.

Content/Facts:

Introduction/Activating/Launch Strategies:
● *Teacher will set up each table before class with living things/non living things on a tray at
each table*
● Teacher: “Good morning!” You have several materials on your desk, please do not touch
them yet”.
● Teacher: “Can someone refresh our memories on what an ecosystem is?
● *Students will answer*
● Teacher: “Very good! Today we will be talk about the things that make up the ecosystem,
living and nonliving things”.
● Teacher: Here’s a short video I would like you all to watch, please fill out your inquiry sheet
while watching the video”.
o https://www.youtube.com/watch?v=BEz7RPvQCAI
● *Teacher hands out inquiry sheet*
 Development/Teaching Approaches
● Teacher: “Let’s go over the questions on the inquiry sheet, so you know what to be looking
for”.
● *Teacher reads the questions on the inquiry sheet*
● *Teacher plays video*
● When the video is over, the teacher will go over the inquiry sheet with the students.
● Teacher: “Now take a look at the materials on your table”.
● Teacher: “As a group, using the knowledge you have on living and nonliving things, please
sort the objects into two categories, living and nonliving”.
● *Teacher will walk around taking anecdotal notes on the students while they are working*

Closure/Summarizing Strategies:
● When student’s are done, the teacher will ask them to upload a video to the Seesaw App.
● Teacher: “When you are finished, one person from your group please upload a video to the
Seesaw App. In the video I would like each member from your group to explain why they put a
certain object in the living or nonliving category”.
*Teacher will review the videos and base their final grade off of it.

Accommodations/Differentiation:
● Student J group will work near the teachers desk to avoid distraction from windows and
door
● Teacher will also be making sure student J is involved
● Teacher will make sure student J is on task and helping his group members

Materials/Resources:
· Living and nonliving objects
· Such as, sticks, rocks, soil, flowers, picture of sun and water, etc.
· Inquiry sheet for the students to cut out (22)
Ipads for Seesaw App

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels
● 18 out of 22 students showed proficient work on their inquiry sheets

Remediation Plan (if applicable)

 N/A

Personal Reflection Questions

1. How was the overall all pacing of the lesson? Was it too fast, too slow, or just right?
2. Was the class able to recall the information that was presented in the lesson in the
assessment?

Additional reflection/thoughts
 Living and Nonliving Inquiry Sheet
Name:

What is a living thing?

Give an example of a living thing

What is a nonliving thing?

Give an example of a nonliving thing

What is the difference between a living and a nonliving thing?