5E Lesson Plan Ideas

Name: Samera Walker

Course/Term/Year: ED508/SP2/2018

Subject area/course/grade level (2 points):

Science/Ecosystems/2nd Grade

Standards (State and ISTE Standards for Students) (2 points):

SC2015 (2) 7. Obtain information from literature and other media to illustrate that there are many different kinds
of living things and that they exist in different places on land and in water

Students use digital media and environments to communicate and work collaboratively, including at a distance, to
support individual learning and contribute to the learning of others.

Objectives (3 points):

The student will recognize the difference between a living and nonliving thing.
The students will identify the basic needs of living things such as humans, animals, and plants.
Differentiation Strategies (3 points):

Students will be grouped based on ability to ensure students have an opportunity to succeed. Students will be
paired/grouped with other students with strong ability in technology to allow each student to learn how to use the
software or teach about the software. Accomodations for students with IEPs will be determined based off of their
IEP.

ENGAGEMENT (18 points):

To start off the lesson, students will use tablets or chromebook to answer the question: What is something that you
would see while on a hike outside? They will use the socrative app or website to respond using the room code. Once
all students have answered, the teacher will write the answers on an unlabeled t-chart but group them as living and
non living.

https://b.socrative.com/login/student/
Room Name: MTSNBKHFB

Watch the video, Living and Nonliving Things for Kids

https://www.youtube.com/watch?v=p51FiPO2_kQ

Go back to the chart and tell the students that each side of the t-chart is grouped as either living or nonliving. Reread
the lists and discuss with the class which column belongs to each category.

EXPLORATION (18 points):

Group the students into groups of four. Take the students outside the school building for a nature walk. Tell them to
observe the various items that they see in their environment. Students will use tablets to take pictures of things that
they encounter within their environment. Encourage the students to take a variety of pictures. They will then create

Approved January, 2013

two collages, one for living things and one for nonliving things, using the Pic Collage Kids app. Each collage should
have at least 3 pictures that fall into each category.

Students will then participate in an interactive game, Forrest Life Trail. This game takes the students on a “hike”
where they help locate various different living and nonliving items. There are three levels based on difficulty.
http://downloads.bbc.co.uk/bitesize/ks1/science/living_things/play/container.swf

EXPLANATION (18 points):

This part of the lesson plan will be covered using a Prezi Presentation. This will cover the difference between living
and nonliving things as well as their characteristics. They will review and answer the questions that are included on
the presentation.
https://prezi.com/view/o9rwd8jkzbybWNRW8D2I/

Plickers Assessment: Screen Captures were used because Plickers does not have a share feature.

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ELABORATION (18 points):
In collaborative groups, using Google Slides, students are going to use chromebooks to create an ABC book with
living and nonliving things. Students must find a picture of an item A-Z that represents a living or nonliving thing,
making note if the item is a living or non living thing.

https://docs.google.com/presentation/d/1Lxf62Uz7FZBQ8ejCJFvDFV5zh22V8pnNrrGOj-sWKXg/edit?usp=sharing
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Rubric - https://www.rcampus.com/rubricshowc.cfm?
code=JX89ABB&sp=no&mode=framed&nocache=1500758355455

As an individual assignment, students will select a living or nonliving thing and draw a picture of it. The students will
then write 2-3 sentences which should include the name of the object, one fact about the object, and whether the
object is living or non living. Using the Chatter Pix App, the students will import their drawn picture, add a mouth and
eyes(optional) to their picture and record their voice reading their sentences. The sentences should be written and
read in first person.

https://youtu.be/eAOJasKdA9o

Rubric - http://www.rcampus.com/rubricshowc.cfm?code=GX89ACX&sp=yes

EVALUATION (18 points):

Socrative, Plickers, Pic Collage, Chatter Pix, and GOOGLE slides are all tools used for assessment.
Assessments and links to any rubics used in this lesson are attached to that section.

References:
Bybee, R.W. et al. (1989). Science and technology education for the elementary years: Frameworks for curriculum and instruction.
Washington, D.C.: The National Center for Improving Instruction.
Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices. Oxford: Heinemann.
National Research Council. (1999). Inquiry and the national science education standards: A guide for teaching and learning.
Washington, D.C.: National Academy Press.
Polman, J.L. (2000). Designing project-based silence: Connecting learners through guided inquiry. New York: Teachers College Press.

Approved January, 2013