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Living and Nonliving Lesson
I-AIM Function and Rationale Select an I-AIM function below that matches the activity youve described. Explain how this activity matches that function.

Activity & Time

What the Teacher Does and Says

Anticipated Students Responses

Academic, physical, social & linguistic needs

Setting Behavior Expectations

Introduction to the Lesson

Activity 1 [15 minutes]

Have children come to the carpet area and tell the children, I will be doing a science lesson today. So I am your teacher just like Mrs. Schmidt and that means I except you to treat me just like you would treat her.. Explain to the class what I will be doing for my lesson Today we are going to talk about living and nonliving things and I have these items that we need to decide if they are living or not living Pull out the items to engage them in the class discussion. The items included a plant, cricket, person, stuffed animal, dead leaves, hat, bowl, and orange. Group Discussion using popsicle sticks to engage all students about living and nonliving things: 1.What are some living things? 2. What are some nonliving things? 3. Pull out several living (plant, cricket, myself) and nonliving (hat, bowl, orange, dead leaves, stuffed animal etc.) and ask if they are living or nonliving and then ask why. (Use individual whiteboards to decide if living (L) or nonliving (N)) 4. Why are these things living? 5.Why are these things nonliving 6. Discuss the reasons things are living (water, air, and food) with explanations (air to breathe, water- thirsty, food- grow and stay strong). 7.Discuss the reasons things are not living (dont need water, air, and food and they are either things that have once lived or never lived) with explanations. Remember to explain why this lesson is important- care for something living and

Students should be listening

Not needed

Students should be listening

Not needed.

Examples of things students might say: 1. People, cats, dogs, birds, trees 2. Carpet, toys, desk, pencil 3. Naming if it is living or nonliving with white boards 4. They need water and food 5. They dont live anymore. They dont need water or food 6. Students listen with responding to questions 7. Students listen with responding to questions

Olga (nonverbal)Having her point to objects that she thinks are living or nonliving

How can we tell if these items (cricket, plant, myself, dead leaves, bowl, stuffed animal, hat, and orange) are alive or not? (Establish a question) These questions are presented to the class with a class discussion. Before explaining why things are living or nonliving ask the students to share their ideas on why certain things are living and why certain things are nonliving. (Elicit students initial ideas) When looking at the living and nonliving things have the students touch and look at each item in order to decide if the item is living or nonliving. (Explore experiences for ideas and patterns) After discussing why living things need water, food, and air go back to the items brought and ask the children to think about those three reasons and share why those items need food, water, and air.

Transition [10 minutes]

Activity 2 [20 minutes]

Transition [3 minutes]

Assessment Task [Next Day- 15 minutes]

understand why its not living anymore Tell the children they have two centers: 1. At one center you are creating a Whats Alive? booklet. First thing you have to do is put your name on it. On the second page draw a picture of the three things you need to have something be living. On the next few pages, circle yes or no and then draw a picture of it. On the last page write down something that is alive and something that is not alive and then if you think your alive and a draw a picture of one of those three things. 2. At the next center you cut out the squares and glue them in either the living or nonliving box. After explaining the instructions ask the students to repeat the directions by using popsicle sticks Centers: -Go back and forth between living and nonliving worksheet and Whats Alive? Booklet centers -When they are finished they hand in the completed worksheet/booklet to me and I will go over what they completed Have the children come back to the carpet area and ask how they like learning about science today and why and close by telling them when they go home to look around their house or backyard and notice how many living and nonliving thing there are. During the Assessment the next day ask the children what living and nonliving things they found at home. To engage the students and make sure all the children can show their answers use popsicle sticks. Have the children draw a picture of something that is living and something that is nonliving. When they are finished they can come show their worksheet and answer given questions. -Why is that object living? -Why is that object nonliving? -What do living things need? -Why arent nonliving things living?

(Students explain patterns) Students listening and watching and asking questions. Not needed.

Students should be working on both centers and when finished they will hand me their finished work and I will go over what they completed

Olga (nonverbal)Have her point to certain items on her finished work

They now can express their ideas about living and nonliving things through drawings and deciding what they think is living and nonliving. (Students explain patterns)

Respond to question: Example responses- I like science, Science is fun, etc. Students listen and ask questions if they want

Not needed

Students draw pictures of living and nonliving things and respond to my questions when they turn it into me Example of responses: -It need water, food, and air -It doesnt need water, food, and air and it man made or created from the earth -They need water, food, and air -They dont need water, food, and air

Olga (nonverbal)On the back of her drawing of living and nonliving things have her draw what her living thing she drew needs.

Children will verbally explain their ideas for the patterns of living and nonliving things. (Students explain patterns)