Engage: Begin with PowerPoint.
Slide 1: This slide is just for teacher’s use and not for students.
Slide 2. Students will look at this picture and write a noun and two verbs to describe it. Teacher may need to review the definition of a noun, verb, and rectangle with the class before beginning to write in journal. Allow students a couple of minutes to write his/her answers before they ‘Turn and Talk.’
Slide 3. Students will look at this picture. Then, write one noun and one verb to describe it. Allow students a couple of minutes to write his/her answers before comparing thoughts and words with shoulder partner. Draw a triangle around these two words.
Slide 4. Students will look at the picture, and write a noun that describes it. Place a square around the word. Once everyone has completed this, the students will compare the words within their group.
Slide 5. Students will look at the six words (within the rectangle, circle, and square) they have written to see if they can find something that all they have in common. Students will discuss with group. Teacher may want to have the groups give the words and the reasoning for choosing those words. Teacher may have to review compare and contrast to make sure all students understand the assignment
Slide 6: Students will look at the three pictures again and decide on one word that describes all of them. After group discussion, students will place a circle around the word and write what Part of Speech it represents. Teacher: Let the students discuss within the groups the words to see if anyone can come up with “living” as the commonality. Don’t tell the students right or wrong at this point. Students light up when they are part of presentation.
Slide 7: Students will observe three new pictures, and write one word to describe all three of them. Students will place a circle around this word. Teacher may or may not want students to continue writing the words in their Science Journal. These pictures should be easier to identify if they knew that last group of pictures are living things. Discuss with class to talk about non-living. Make sure the students realize that the dead leaves are still in the living category. Remember: once living…always living, unless it changes form. Example: Tree = living; Cut down trees = living; Tree wood processed into lumber = manmade, nonliving. As long as it stays in the same natural state, the cut tree will always be living. Once man takes the wood and reforms, it will be man-made and is considered nonliving. People who die are considered dead and remain in the living category.
Slide 8: Students: The two circled words should be the same. If not, discuss within your group only one word that would describe all six pictures. Teacher will walk around to listen to each group’s conversation.
Slide 9: Students will look at three new pictures. Discuss within your group to decide on one word that could describe all of these pictures. Teacher: These should be easier after class discussion and if they knew that last group of pictures were living things. Discuss with class to talk about nonliving.
Slide 10: Students will draw a T-Chart and label one side “Living” and the other side “Nonliving.” Students will create a list of living and nonliving things and place on the T-Chart. Teacher: Give the students 3 minutes to complete this chart in their science notebook. After 3 minutes, recognize the groups with the most words, the most creative words, and the most variety of words. Clear up any misconceptions, especially dead items.
Explore: Explore Alabama Standard #5 by concentrating on living things, “From Molecules to Organisms” by using “Structures and Processes.”
Slide 11: Teacher: Introduce Alabama Science Standard #5. Tell the students that they will be exploring this standard to learn about our living world.
Slide 12: Students will focus on the “Living” category of their T-Chart.
Within their groups, students will make a list of seven characteristics that all of these living organisms have in common. Teacher: Set timer for 5 minutes.
Slide 13: After 5 minutes, the teacher will make a list of seven common characteristics that the class agrees on. Some items on this list may not be correct, but they will be corrected after students watch video.
Explain: Teacher will make corrections to the class list of the characteristics that the students created to classify all living organisms.
Slide 14: Teacher will explain the rest of Science Standard #5 to the students by reading it aloud. As the teacher reads the standards, students should begin to correct list of seven living characteristics.
Slide 15: Students will prepare to watch YouTube video, “Learn Grade 3 – Science – “Living and Non Living Things,” by making another T-Chart. One column will be titled, Facts About Living Thing, and the other column will be titled, Questions I Still Have.
Teacher: Show the YouTube video, “Living and Non Living Things.” Students will take notes from the video and place on the T-Chart. If students have any questions that they would like to explore or research, they can add that to the chart, as well.
Slide 16: Students will review the characteristics common to all living organisms and nonliving.
Elaborate/Extend:
Slide 17: Students will identify the items on the handout by coloring only the living organisms. If students prefer, they may choose to draw an outdoor environment. Same instructions will apply. Students will only color the living organisms. Depending on time, students may need to complete this for homework.
Slide 18: Exit Ticket: Students will answer the question, “Is George Washington living, nonliving, or dead?” by writing the answer on an index card to turn in as they exit science. Teacher may choose to let students answer the question by emailing it or uploading to a LMS of the teacher's choice.
