Professional Documents
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● Standard 2 Objective 1
Teacher Preparation:
● Select and define a concept and select the attributes.
● Develop positive and negative examples.
Teacher Materials:
● Pictures (on Powerpoint) for presentation
● Worksheet for Assessment
Student materials:
● Yes/No Cards
● Pen or Pencil
● Whiteboard
Target vocabulary:
● Living
● Non-Living
V. Instructional Procedures:
a. Engage/Hook:
Present a series of pictures containing a variety of Living/NonLiving examples. Students will use their
“Yes” and “No” cards to guess whether the picture is a “Yes” or a “No”. As more pictures are presented,
students will begin to make more educated guesses.
● Now that the students have made guesses and tested these guesses, they should have come up
a generalized statement that “yes” pictures are Living and “no” pictures a Nonliving.
● As a class discuss the different attributes that living things have an write them on the whiteboard.
d. Develop a concept definition.
● A Pencil?
●
After you have come up with the various attributes for living and nonliving things, give each
student a blank piece of paper.
● Have the students use a black crayon to write the acronym CEERG at the top of their
paper, in big letters.
● Have students use different colored crayons to write each of the following vertically
underneath the letters: C stands for cells, the first E for Energy, the second E for
Environment – respond and adapt, the R for Reproduce, and the G for Growth and
development. Something must have each of these characteristics to be considered living. If
it is missing one of the characteristics listed above, it is non‐ living.
g. Evaluate.
● Have each student write a living thing that has not yet been discussed.
● Have each student write a nonliving thing that has not yet been discussed.
○ After each run through, check each students offering to gauge for understanding.
● Assign students to draw a line from each item to the correct classification (Living or Non-living)
● Upon completion, collect the worksheets
The photos presented transcend language barriers and allow all students to participate.
a. Pre-assessment:
● During engage/hook the teacher will gauge student knowledge of the topic as they begin to
develop hypothesis and re-evaluate these guesses until they find the concept definition/rule.
Since each student will be guessing for each picture the teacher can determine student
understanding during this activity. The class discussion to form the rule will also help is pre-
assessing students.
b. Formative/informal assessment:
1. Whiteboard Response