LIVING AND NON-LIVING Intern: Afra Mohamed Taha Mentor Teacher: Maha Nayyel Grade Level: Third Date:

29/04/2008 Number of Students: 12 Time Frame: 55 min

Qatar Curriculum Standard 9.1 Classify simple materials in various ways on the basis of their physical properties. Classify the objects as living, once lived and never lived. Discuss and write down the questions that are asked to make this classification. Instructional Objective: (Measurable) The student will be able to: -Recognize the meaning of classification. -Distinguish between living and non-living things. Materials: Flash cards (living and non-living) Flash card pictures of different living and non-living things Power Point presentation on life processes (computer and data show) Worksheets Scissors & glue (for each pair of students) Living animals and plants Resources: http://www.sciencenetlinks.com/lessons.cfm?BenchmarkID=5&DocID=231 http://jc-schools.net/ce/classification.html http://www.primaryresources.co.uk/science/science2a.htm http://images.google.com/images?q=living+and+nonliving+things+images&sourceid=navclient-ff&ie=UTF8&rlz=1B3RNFA_enQA259QA260&um=1 TEACHING PROCEDURE Tell students about the lesson's objectives. (Have them written on the board) Activating Prior Knowledge / Focus: Teacher should: - Put pictures (flash cards) of different objects on the board (stones, balloons, tree, camel) -Ask students the following questions:

In our last lesson we have learned how to classify things (we have classified animals into big and small, have limbs and have no limbs, etc.). Now I want to classify these things, can you help me? They may classify them in terms of color or size, etc -If they failed to classify objects (picture cards) into living and non-living, teacher should classify them. Then ask them what they notice about each group. -Today we will learn how to classify objects into living and nonliving. Teacher Strategies-incorporating the following techniques: Realia Strategy: use real things - concrete objects - to build background knowledge and vocabulary. Realia is also used to support understanding and to connect the lesson to real life, as well as to provide opportunities to use all the senses in learning. Visual scaffolding strategies: to make the language used in the instruction more understandable use drawings or photographs that allow students to hear English words and connect them to the visual image being displayed. Cooperative learning: students work together to accomplish a group task. Realia Strategies: Teacher should: -Bring living objects (e.g. animal, insects, and plants), and non-living objects (e.g. book, stone). Ask students to group them into living and non-living. -Ask students to look carefully at the real animals and plants. -Discuss what features determine whether something is alive or not. -Ask questions such as: Why do we leave the fish tank open on the top? Can we leave it closed? Why or why not? Do living things need food, water and air? Do non-livings need food, water and air? Are there any characteristics shared by all living things? If so, what are they? -There are seven things all living organisms do; they are called "Life Processes". An organism is only alive if it does each of these life processes. -Today we are going to study only four of them. The four we are going to study are: Movement, Nutrition, Growth, Reproduction -Now let us move to our data show to explore these processes in detail.

Visual scaffolding strategies: Living and Non-living PowerPoint presentation: Discuss and explain the PowerPoint presentation as follows: Movement: This allows them to change their position in their environment. Animals move to obtain food, water and air as well as to protect themselves, plants move to face the light (e.g. sunflower). Non-living things can't move. Nutrition: All living things need food for growth and energy. Plants need minerals from the soil. Non-living things do not need food. Growth: Growing larger and stronger. (Becoming adult size) Reproduction: The ability to create similar organisms to themselves to survive through time. Non-living things can't reproduce. Now we have learned about four life processes. What are they? Encourage the students to use the terms: growth, reproduction, nutrition and movement. Students! Now, let's move to our activities! In the following activity, you will work in groups (arrange groups by placing different ability level students in each group to encourage peer assistance). I want you to work together to do this task. Ask your helper to help you distribute the cards and collect them at the end of the activity. Student Activities: Cooperative learning: Activity1: group work 3-4 students per group Each group will be given a set of picture cards. Have them study their pictures and think about the differences between the living and nonliving things. Have them classify their pictures and explain these differences. It can be in game form to add fun to the environment. The group to finish first is the winner. Teacher should monitor students during this activity to provide any needed help. Now, let s collect the cards (helper), and move to another interesting activity. Activity2: (Pair work) specify time frame for this activity

In this activity, each one will need a partner to work with. It is a pair activity. You can choose your partner, and the place to work in. You have 10-12 minutes to complete this activity. The teacher will organize the pairs before starting the activity. Helper: help distribute sheets, scissors and glue sticks. Distribute two sheets to each pair. One with pictures of living things and non-living things, and the other with an empty table labeled Living and Non-living. Thoroughly explain the following: Cut the pictures (from sheet 1) and paste them on the right place (on sheet 2). Monitor closely during this activity. They will be asked why they made these classifications. Give them time notice: Now you only have 3 minutes to finish your work. After they finish this activity, ask them to collect the sheets and put them in the middle of their desks. Tidy your desks please! Let us shift to our last activity. {If there is still time for lesson extension move to "Living and Non- living Game" before homework.} Activity 3: (individual homework) Now I want you to work by yourself to complete the following homework. Review worksheets with students reading aloud the words for living and non-living things: Students you should classify these words into living and non-living and write them in the correct box. Modifications / Differentiation - Give special assistance to the students who may have difficulties. Offer help when needed and offer further clarification and explanation (could be either in simplified words or Arabic language). More-able students: A more challenging worksheet is designed in which the student has to classify items into one of three categories: Living, Once Lived, Never Lived. Lesson Extension: Play "Living or Non-living Game". Put a pile of pictures on the floor, have them covered, one student takes one card and asks the rest if this picture is a living or non-living object. The one whose answer is correct is to play next. Ask students to come back to their seats. It is time to close our lesson! Please quietly come back to your seat.

Closure: Students help the teacher to return to the objectives and summarize the lesson. Ask students: -Tell me, what have you learned from this lesson? (Today we have learned that everything around us is classified as either living or non-living). - How can we decide whether an object is living or non-living? (An object is living only if it can move, reproduce, grow, and needs nutrition (food, water and air) for growth and energy.) Refer to the keywords on the board. Assessment: Will be done as follows: -The teacher should informally assess students during Activities 1 and 2. Discuss with the students why they classified items in this way. By using a checklist teacher should be able to assess each student's understanding. - The teacher will also assess students through closure activities and completed homework worksheets. Reflection: