Lesson Plan Guide

Teacher Candidate:
Grade and Topic:

Dominique

Dean

Grade 3 and Science

Mentor Teacher:

Date:

Length of Lesson:

Professor Townes

September 18, 2016

45 minutes for 2 days

School: University of Memphis

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

Thelearningoflivingandnonlivingwillexplainandhelpstudentsrecognizehoweachthing
interactswiththeenvironment.
LESSON OBJECTIVE:

Givenalistwithlivingornonlivingthings,thestudentswilllabelthetwoindifferentdiagram
with100%accuracy.
Givenadiagramoflivingandnonliving,thestudentillisabletoidentifythedifference
betweenthetwowith80%accuracy.
Givenagroupoflivingandnonlivingthings,thestudentswilllabeleachthingwhetherits
livingandnonlivingwith100%accuracy.
STANDARDS ADDRESSED:

TNScience0307.2.1Categorizethingsaslivingornonliving.
ISTEStandards
3.ResearchandInformationFluencyStudentsapplydigitaltoolstogather,evaluateand
useinformation.
o C.Evaluateandselectinformationsourcesanddigitaltoolsbasedonthe
appropriatenesstospecifictasks.

MATERIALS:
Pencil
Highlighter
Crayons
Factsonlivingandnonlivingorganisms
BlankTchartworksheet
Computer
InternetAccessto:http://kids.nationalgeographic.com/

TechnologyIntegration
Studentswillusethiswebsitetogatherinformationaboutlivingandnonlivingthings.Ablanktchartwillbe
usedapplyallinformationreceivedfromNationalGeographicKidswebsite.
BACKGROUND and RATIONALE:
Studentswillbeabletorecognizeandunderstandthedifferencebetweenalivingandnonlivingorganisms.
AcademiclanguageisnotaddressedinIDT3600.
ThislessonisacontinuationofTNSciencestandard2.0.
Thislessonconnectsandbuildswiththeunitoninterdependence.
Iamawarethatthislessonwillbedifferentiatedforstudentswhodonotmastertheobjectivesandthoseready
forenrichment.However,modificationsarenotcoveredinthiscourse,butwillbepartofthisparticularlesson.

PROCEDURES AND TIMELINE:

Introduction: Studentswillreadoverthelivingandnonlivingfactsheet.Following,teacherwilldivide
studentsinto5groupsof4.
Procedures:

TEACHERSPROCEDURES:
Prior to the computer: 10 minutes
1.Afterintroduction,teacherwilldistributehandoutlabeledLivingandnonlivingFactsheet.
2.Teacherswillgiveeachgroupadifferentlistoflivingandnonlivingthings.
At the computer: 25 minutes
1. Have students open the Internet.
2. Direct students to the National Geographic Kids
3. Assist as needed
After the computer: 10 minutes
1. Walk around to hear discussions.
2. Collect all information and prepare to view the t-charts in each group.
STUDENT S PROCEDURES:
Prior to computer: 10 minutes
1. Students will write their name on the handout labeled Living vs. Non-living t-chart worksheet
2. Students will get into the group the teacher put them in.
At the computer: 25 minutes
1. Open both the Internet to access National Geographic Kids.
2. Open National Geographic Kids and search the living and non-living things that is on list.
3. Collect the information provided from NGK and write it on the blank sheet of paper provided.
4. On the left side of the chart is listed: Living.
5. On the right side of the chart is listed: Non-living.
6. On each side the items listed should be in alphabetical order.

After the computer: 10 minutes

1. Return to the blank t-chart worksheet and complete.

2. Reflect with group members on their Learning about Living and non-living Worksheet.
3. Discuss as a whole about the difference between living and non-living things.
Closure: All students will present their project with their group. Teacher will then collect the worksheet.

ASSESSMENT EVIDENCE:
Criteria
1
Accuracy of
Mostly errors.
Information
Worksheet is
inaccurate and does
not meet any of the
requirements
provided.
Collaboration and
Group
Work/Discussion

Does not stay on

task or listens to the
other group
members. Refuses
to participate or
contribute to group
discussion.

Worksheet and
Factsheet

Worksheet wasn't
completed correctly
or had little to any
information and
inaccurate.

PowerPoint
Presentation

MODIFICATIONS:

One 1-2 members

of the group
discussed the
worksheet. No
effort.

2
Some errors.
Information needs
improvement and
meets some of the
requirements.

3
Minor errors.
Information is
almost completed
correctly and meets
most of the
requirements
provided.
Rarely stays on task Stayed on task with
or listens to the
group most of the
other group
time and listens to
members. Rarely
the other group
participate and
members.
contribute to the
Participated and
group discussion.
contribute to the
group discussion.
Some of the
Most of the
worksheet complete worksheet
and accurate.
completed and
accurate to its full
potential. Lots of
effort provided.
Some group
Group members
members
participated in the
participated in the
worksheet. Some of
worksheet.
the words were in
alphabetical order.

4
Absolutely no
errors. Information
is completely
correct and meets
all of the
requirements
provided.
Consistently stays
on task and listens
to the other group
members.
Participated and
contributed to the
group discussion.
Entire worksheet
completed and
completely accurate
to its full potential.
Lots of effort
provided.
All group members
participated in the
worksheet.
Worksheet was in
alphabetical order.

I am aware that modifications will be made for students who did not master the objectives and for those
ready for enrichment. However, modifications are not covered in this course, but will be a part of this
particular lesson.