McKenna Maynard

Grade: 1st
Living and Nonliving

Readiness
I. Goals/Objectives/Standard(s)
a. Goal(s): Students will be able to determine the difference between living and nonliving things.
b. Objective(s):
-After students complete the stations, students will be able to observe and identify the difference
between living and nonliving objects.
-After students complete the stations, students will be able to verbally state why an object is
living or nonliving.

Standard: 1.LS.3 Make observations of plants and animals to compare the diversity of life in
different habitats.

II. Materials:
-Plant
-Rolli Polli Bugs
-Rocks
-Pencil
-Worms
-Gummy worms
-Chart with spaces for drawing with checklist
-Pictures of living and nonliving items
-Anchor chart

Management: The students will be working in small groups at their desk as they observe the
worms and gummy worms, and then they will remain in their desks for the worksheet activity.
At the end of the lesson I will call students up to the front of the room to put their picture in the
living or nonliving category, and explain to the class why they placed it there.

Time-
Anticipatory Set: 5 minutes
Lesson Presentation: 35 minutes
Closure: 5 minutes
Total: 45 minutes

III. Anticipatory Set:

 I have placed in front of you some real worms, and some gummy worms. I want you guys to look
at these and tell me some of the differences that you see between them. What do you notice
about the worms? What do you notice about the gummy worms? (Let students respond) Very
good! Those are some good observations. You noticed that the gummy worms are non-living, and
the worms are living.

Now lets watch a quick video to help us learn more about living and nonliving things! (still need
to find an appropriate video for this)

IV. Purpose:
Today we are going to learn about living and nonliving things so that we can understand our
environment and the things around us. We are living, so it is important to know what things
around us are living, and what things are not.

V. Adaptation to Diverse Students:

Students will be grouped at their desk and range in ability. With the students being mixed, they
will be able to help one another learn. If students appear to be struggling I will have them work
with either I, or Mrs. Hughes at the round table to give them extra support.

VI. Lesson Presentation (Input/Output):

A. Mini Lesson:
-Look at this anchor chart and let's talk about some of the things that make an object living and
nonliving. What do you guys think makes something living? What about non living? (Give
students time to think and answer.) Those are very good answers! Scientists ask themselves 4
different questions when they are trying to decide is something is living. Who can tell me what
these questions are by looking at our anchor chart? (Call on student) Good! We need to ask
ourselves if the object eats, grows, moves, and reproduces to determine if it is living. If your
answer to those questions is yes, then you know that the item is living.

B. Chart
Today we are going to look at different objects and decide if they are living or nonliving
things. I have put four different things in the middle of your table, and I want you to take some
time and observe these before you decide. Make sure you are asking yourself the scientific
questions that we went over. For example, make sure and ask yourself if something is moving,
eating, ect. I am going to give you a worksheet and in each of the squares you are going to draw
a picture of the object you are looking at. Once you draw the picture in the square, you are
going to ask yourselves the questions that are on top of the paper and put a Y in the box if the
answer if yes, and a N in the box if the answer is no. Does anyone have any questions? (give
students time to ask questions) Okay, you guys can begin working. I am going to give you guys
about 10 minutes to complete this worksheet and then we are going to go over it as a group.
Now that you guys have drawn your pictures and checked off living or nonliving, I want you guys
to tell me what you have discovered. Who can raise their hand and tell me if they think the rock
is living or nonliving? (call on a few students) What about the plant? (call on a few students),
what about the bug? (call on a few students) What about the pencil? (call on a few students)
Good job guys!!!
C. Match the picture
Now that we have spent time identifying some objects, I am going to give you guys a
picture. You need to decide if the picture is a living or nonliving item. On the back of the picture
you are going to write living or nonliving. Are there any questions? (Give students a few
minutes to write)

Each of you is going to come up and share the answer that you came up with. (call on a student
to come up to the front of the classroom.) Tell us what your picture is of, and if you think it is
living or nonliving. (let student answer) How do you know? (let student answer) Does everyone
agree or disagree? Give me a thumbs up if you agree, and give me a thumbs down if you
disagree. (let students respond & address anyone who may think differently) Very good guys!!
Now stick your picture to the chart under the right category and go back to your seat. Who
wants to come up next? (Continue this process until everyone has come up to the front of the
classroom and shared.)

Extension: See attached sheet (some of the sheets need to be modified)

VII. Check for understanding:

-After the students fill out their worksheets, we will go over them as a group and I will be able to
assess the students understanding. If anyone is confused on what makes something living or
nonliving, I can take time to review the characteristics.
-Walking around during work time to make sure that students are understanding what items are
living and nonliving.
-Asking the students questions as we review and learn the content to make sure they are
understanding.

VIII. Review Learning Outcomes/ Closure:

- Who can raise their hand and tell me what they learned about something that is living? (Call on
student) Who can tell me what they learned about something that is nonliving? (Call on student)
Who can remember the 4 questions that we need to ask ourselves? (Call on student) Good job
kiddos! You have learned so much today! I hope that learning about living and nonliving things
will help you better understand the environment around you! You all did a wonderful job today!

PLAN FOR ASSESSMENT

Formative:
-I will walk around during work time and observe students. I will determine if some students
need further understanding or help based on their work. I will also ask many questions during
the activities to observe the progress taking place.

Summative:
-At the end of the lesson each individual student will be given an image and they will have to
write if it is living or nonliving on the back. This will allow me to determine how much of the
content they understood.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences
7. Was keeping students in their table groups the most effective? If not, how else could I
have arranged them? Were the groups too big? Too small?
8. Did the worksheet allow them to understand the content at a deep enough level? Was it
too hard? Too easy?
9. Did students have enough guided practice before they were asked to come up to the
front of the room and share their answers?