Introduction
Living and Non-Living Things
2nd Grade
SC.1.L.14.3 Differentiate between living and nonliving things.
CCSS.ELA-LITERACY.SL.1.5
Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
ISTE Standards:
Digital citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior
Communication and collaboration: 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.
Creativity and innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
Research and information fluency Students apply digital tools to gather, evaluate, and use information.
Technology operations and concepts Students demonstrate a sound understanding of technology concepts, systems, and operations.
Keywords:
Science, Living, Non-Living, Nutrients
Abigail Therese Salud
Ever wonder what makes something living or non-living? Such as that dirty old sock in the bottom of your bed or that teddy bear that stares at you at night? We will go over characteristics that make something living/non-living.
Task
- What are certain characteristics that make something living?
- What are certain characteristics that make something non-living?
- Give me 3 examples of living things.
- Give me 3 examples of non-living things.
Process
Evaluation
| CATEGORY | 4 | 3 | 2 | 1 |
| Introduction (Organization) | The introduction is inviting, states the main topic and previews the structure of the paper. | The introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader. | The introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader. | There is no clear introduction of the main topic or structure of the paper. |
| Support for Topic (Content) | Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable. | Supporting details and information are relevant, but one key issue or portion of the storyline is unsupported. | Supporting details and information are relevant, but several key issues or portions of the storyline are unsupported. | Supporting details and information are typically unclear or not related to the topic. |
| Accuracy of Facts (Content) | All supportive facts are reported accurately. | Almost all supportive facts are reported accurately. | Most supportive facts are reported accurately. | NO facts are reported OR most are inaccurately reported. |
| Sources (Content) | All sources used for quotes and facts are credible and cited correctly. | All sources used for quotes and facts are credible and most are cited correctly. | Most sources used for quotes and facts are credible and cited correctly. | Many sources used for quotes and facts are less than credible (suspect) and/or are not cited correctly. |
| Sequencing (Organization) | Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader. | Details are placed in a logical order, but the way in which they are presented/introduced sometimes makes the writing less interesting. | Some details are not in a logical or expected order, and this distracts the reader. | Many details are not in a logical or expected order. There is little sense that the writing is organized. |
| Grammar & Spelling (Conventions) | Writer makes no errors in grammar or spelling that distract the reader from the content. | Writer makes 1-2 errors in grammar or spelling that distract the reader from the content. | Writer makes 3-4 errors in grammar or spelling that distract the reader from the content. | Writer makes more than 4 errors in grammar or spelling that distract the reader from the content. |
| Conclusion (Organization) | The conclusion is strong and leaves the reader with a feeling that they understand what the writer is "getting at." | The conclusion is recognizable and ties up almost all the loose ends. | The conclusion is recognizable, but does not tie up several loose ends. | There is no clear conclusion, the paper just ends. |
Conclusion
In this lesson, students have learned about what living things need to grow and survive. They learned about the difference between living and non-living and what characteristics make each of them different. The students will demonstrate their ability to grasp this idea by answering specific questions in the evaluation. The students learned about what living things are required to have to grow and prosper.
