Name: Jessica Standiford Time: 9:30 - 10:00 am

Subject/Topic: Science - Living vs.

Non-living Worms
Date: 4/3/14

Objective
CCS:
(K) 11.A.Kc Seek information through observation, exploration, and investigations.
12.C.K Identify, describe, and compare properties of objects (e.g., size, shape, and color).
Objective (SWBAT):
SWBAT learn about worms through observation, exploration, and investigations.
SWBAT compare the characteristics of a live worm to a non-living object.
Assessment / Exit Ticket: class discussion, students responses on Educreations
Vocabulary/Key Concepts/Word Wall: body, behavior, bottom, earthworm, head, moist, mouth, rough, segment, smooth, bristles
Materials / Technology: elmo, chart paper, worm characteristic anchor chart, KWL chart, living vs. non-living worm comparison chart, iPads, gummy worm,
live worm
Modifications / Accommodations: Low students will have questions scaffolded for them and given two options as well as gestures to help answer questions.
Durrell
Nyerra
Janayla
Jaden
Shanya
Jaylin
April
Durrell will be seated close to the teacher to be redirected. Tavion and Kobe will be sent back to seat before given a color change to promote success. Due to
behavior issues Korey sits in a chair separated from the rest of his peers and keeps track of his own behavior on an individual behavior plan. Kamari will be
given more attention than the average student and depending on his behavior may be asked to help me throughout the lesson. He will also have an individual
behavior plan in use during this lesson. We will also use visuals to label our chart for all students. Higher performing students will be asked Why? about
other students explanations.


Do Now (3 minutes)

Kindergarten, what animal have we been studying over the last couple weeks? Yes, worms! Today we are going to use the knowledge we have put into our
schema to classify a worm as living or non-living. We are going to have a whole group discussion. That means that I am going to ask a question and one
student is going to answer. When someone else is speaking the expectation is that you are tracking them, your voice is off and your ears are open, listening to
what they are saying. If you agree with what that student said we can use our silent signals to say that we agree. If you disagree or have something to add to
the discussion you are going to raise a silent hand. Show me what you are going to do if you have something to share.

Opening (4 minutes)

I want you to think about one characteristic of a worm that youve learned through our investigations. Whisper it into your hand scientists. Hold it up in the
air. Teacher will call on student to share idea. Thumbs up if you had the same idea as _____. Teacher will call on students for responses.

Possible student responses:
-worms have a head, tail, clitellum, segments, bristles
- worms have moist, slimy skin that helps them breath
- worms help the environment (breaking up the soil, nutrients in castings keep plants healthy)
- worms move through the soil, making burrows
- worms eat dirt, dead leaves, organic material

Middle (IWY)
I Do Direct Instruction (5 minute limit)
We Do - Guided Practice
You Do Independent Application by students

Teacher will . . . Student will . . . CFU
I do (7 minutes):

1. I am going to show you two different types of worms. I know we have been very
excited when observing our worms, scientists are always excited about new
discoveries and new things that they learn but we have to have self control. If you
get excited you can go like this or this. Thumbs up or thumbs down: Are we going to
shout out when I put the worms up under the elmo? No, we are going to use our
silent signals if we get excited.
Teacher will show live worm and gummy worm under the elmo and pose the
following questions:
- What characteristics do you notice about these two worms?
- Teacher calls on other student, Do you agree or disagree? Why or why not?
- Touch your head if you agree, I see that ___ agrees.
- How do you know? Lets refer to our worm characteristics anchor chart. I see it
says worms have segments, well, this worm (non-living) has segments too.
- What else do you notice? Make sure you are supporting your ideas with
evidence.
I do:

1. Possible student responses:

-One is a gummy worm and one is a real worm
-Characteristics of a real worm: head, tail, smooth,
slimy, moist, mouth, segments, brown color, living,
moving

-Characteristics of a gummy worm: segments, smooth,
multicolor, non-living
observation,
student
responses to
questioning
- How do you know this worm is living and this worm is not?

2. Teacher will facilitate discussion & have Kamari chart student observations on
anchor chart. Kamari will glue pictures onto chart to promote behavioral success.


We do (6 minutes):

1. Now that we have discussed the characteristics of both worms, we need to
determine which worm is living and which worm is non-living. I want you to TPS with
your partner to discuss this question.

2. Teacher will cold call students for responses. Teacher will make students support
their ideas with evidence.

We do (guided practice):

1. Students will TPS about which worm is living and
which worm is non-living.





student
responses
You do (5 minutes):

1. Now that we have determined that worms are living creatures and we discussed
their characteristics, you are going to go back to your seats and apply what you have
learned independently. When you go back to your seats you are going to insert an
image of both the living worm and the non-living worm into Educreations from
dropbox folder A. You will then explain whether both worms are living or non-living
and how you know.
2. Teacher will model how to insert worm images on Educreations through dropbox.
3. Teacher will transition students back to seats to complete exit ticket.

You do (@ Bats):

1. Students will go back to their seats and insert
images of gummy worm and real worm on
Educreations. They will explain whether both worms
are living or non-living and how they know.

Exit Ticket

Student
responses on
Educreations

End: (5 minutes)

Today we classified worms as living or non-living creatures. Who can explain how we determined which worm was the living worm? What characteristics did
the worm have? Teacher and students will discuss basic needs of worms. Teacher and students will fill out W & L section of KWL anchor chart from the
beginning of the unit and add more questions to chart.