Living and Non-Living Things

Students will be taught how to categorize a living and not-living organisms.

Students will be taught how to explain the survival process and reproduction stages.

Students will be introduced to how behaviors and hibertation develop and the advantages under various conditions.

1. Student will be able to distinguish between living and non-living things.

2. Student will be able to determine how plants and animals compete for resources such as food, space, water, air, and shelter.

 3. Students will be able to compare and contrast the external features and behaviors that enable different animals and plants (including those that are extinct) to get food, water and sunlight; find mates; and be protected in specific land and water habitats.

4. Students will be able to explain how behaviors such as hibernation, and migration give species advantages for surviving unfavorable environmental conditions.

5. Students will be able to give examples of ways animals benefit from camouflage.

6. Students will be able to evaluate whether an adaptation gives a plant or animal a survival advantage in a given environment.

1. I will give them a worksheet where they will be able to illustrate what they think should be categorized as a “living” thing and what they would consider to be a “non” living thing.

2. We will then watch a short video on organisms and their adaptive environments as well as a small clip on living vs non-living things (organisms).

3.  I will also present other tools that will help to show them different animals that are able to camouflage in their environment. 

Evaluation and exploration are fundamental in helping students to access their knowledge about the particular subject matter. Students will be given concrete materials and questions. In order to answer the questions, students will work individually or in small groups to explore, observe, and discover answers. I will then expand upon the discoveries the students make to provide explanation of the discovery and instruction. As an educator, I will promote students engagement in this particular lesson on evolution. They will be granted the opportunity to view the short clip as well as engage with a partner to compare and discuss different organisms and what environments would better suite their basic needs. We will do a lot of “hands-on” activities.

I will then have the students to develop important questions for which they want to search for the answers to start the lesson. They must also design activities which will allow them to discover or obtain the necessary experiences for the basis of the lesson. Finally, I will then gather and prepare the materials for the lesson. As a teacher I will answer any concerns or questions that a student might have in regards to the lesson.

Evaluation provides teachers an opportunity to assess students’ knowledge and provide feedback on performance. Informal assessment and feedback may be provided throughout the inquiry learning process to reassure, encourage, or direct students. Formal assessments, such as tests or projects, provide the teacher with feedback and allow them to determine how much the students have learned from the activity. Students will also be encouraged to utilize self-assessment throughout the learning process. I will gather my data by assessing students’ progress from the beginning of the lesson until now. I will then check all work for accuracy and then put all their findings together so that they can always keep it as a reference and then have them to present and we will have peer mediations and final questions/discussions at the end of the lesson to check for all understanding.