Corinne Hastings

7th Grade Life Science Lesson Plan Wednesday, Nov. 6, 2013 Periods: 6 & 7 (early release)
ODE Revised Science Content Statement: Matter is transferred continuously between one organism to another and between organisms and their physical environments. (pg 214) Lesson Goal: Students will be able to identify the characteristics of living things. Academic Language: illustrate: create an artifact by using personal knowledge and information from the lesson synthesize: combine ideas (words, images, etc.) from the presentation and put into your own words/pictures Key Vocabulary: cells: basic components of all living things reproduce: (sexually or asexually) living things produce offspring to carry on the life cycle stimuli: events/situations that require living things to adapt and change energy: the ability to do work heredity: organisms pass down/inherit traits from parents evolve/adapt: change(s) over time Instructional Strategies: I am reviewing and chunking in this lesson. By reviewing the characteristics of living things at the simplest level, the students will be able to have a foundational understanding of why plants are considered alive. My objective is that when students begin photosynthesis and cellular respiration later this week, they will be able to grasp these concepts more easily now that they have been refreshed on what is considered a living thing and why. Materials: pencil sheets of computer paper for every student copies of the blank foldable book for students with exceptionalities YouTube links: Characteristics of Living Things Intro: http://www.youtube.com/watch?v=juxLuosH6M Foldable Book Instructions: http://www.youtube.com/watch?v=21qi9ZcQVto Is It Living? PDF: https://drive.google.com/file/d/0B7PMijNdvxBqVnlUV3c1SFFLWms/edit?usp=sharing Notes sheet: https://drive.google.com/file/d/0B7PMijNdvxBqbXdfSzl2RUNhZUU/edit?usp=sharing colored pencils/markers/crayons etc. to illustrate book

Corinne Hastings scissors Foldable Book Example: https://drive.google.com/file/d/0B7PMijNdvxBqZ2NDUHZRNnh6X2M/edit?usp=sharing eno board Anticipatory Set: I will show the class a short video clip introducing the characteristics of life. This clip brings up misconceptions that students often have involving what is considered living. After the video we will briefly address some of these misconceptions and dive into them further while going over what to include in their foldable books. Activities: Pull up the Is It Living? PDF from Monday on the eno board. (Students completed the top portion as part of their pre-test.) Remind the students that on Monday, they were responsible for determining which of those things were living or nonliving. In partners, have students write down on a scrap piece of paper a rule for what they think makes something living or nonliving, based on the things that they said were living or not. (Give students about 3-5 minutes to do this, then return to whole class instruction.) Have volunteer pairs share their rules as to what they think a living thing needs to have. Comment and question the students on their thoughts, creating a class discussion. Pull up the pdf of the characteristics of living things notes. Explain with the students the 6 characteristics that a living thing needs to have, referring to examples and clarifications for each. MISCONCEPTIONS: If the students mention that a living thing has to move or a living thing has to breathe make sure to point out that living things do not need to have those things to be considered alive. Also, make clear that the sun is Not alive (Students strongly believed the opposite on Monday) and why. Explain to students that they are now going to be creating a small book out of 1 sheet of paper to organize this information about the characteristics of living things. (Pass out foldable book papers and scissors to students.) Play the video explaining how to make a foldable book and pause at various points so that students can create the book along with the instructional video. Show students my final example so that they have an idea of what it will look like when they are finished. Once they have created the origami part of the assignment, the students are responsible for copying the 6 characteristics that all living things have into their books (1 on each page). Under each characteristic, ask the students to illustrate what they think that statement means. (Again, students are able to refer to my example to guide them.) Keep the notes sheet up on the eno board so that students can accurately write down their interpretations of the notes. Accommodations for Special Learners: Students on IEPs: They will receive a copy of the foldable book already started for them. All they will be responsible for is creating their own images for each of the

Corinne Hastings characteristics. This way, the students can focus on understanding the content more, instead of fretting about copying the notes correctly. They will also receive additional time and instructions repeated if necessary. English Language Learners: They will also receive a copy of the the foldable book already started for them. In addition, they may use their ipods to translate the materials into their respective languages so that they can begin to learn the vocabulary a little better. Students will receive additional attention from me once the majority of the class is working independently on the assignment. Students who are Gifted: These students will be responsible for providing examples of things that are living and nonliving as another page in their book (maybe instead of their name on the back) and explaining why they put them in each category. For example, is an egg living or nonliving and why? Assessments: Formative assessment: students will complete the EXIT slip below before they leave class. I will collect their responses and determine whether or not the material needs to be retaught. I will also be walking around the room and monitoring student progress, working individually with those students who have specific questions.

Corinne Hastings

3, 2, 1 EXIT SLIP: A. List 3 of the characteristics that ALL living things have: 1)______________________________________________ 2)______________________________________________ 3)______________________________________________ B. Name 2 living things: 1)______________________________________________ 2)______________________________________________ C. Name 1 nonliving thing: 1)______________________________________________ TURN ME INTO TIB WHEN FINISHED PLEASE

3, 2, 1 EXIT SLIP: A. List 3 of the characteristics that ALL living things have: 1)______________________________________________ 2)______________________________________________ 3)______________________________________________ B. Name 2 living things: 1)______________________________________________ 2)______________________________________________ C. Name 1 nonliving thing: 1)______________________________________________ TURN ME INTO TIB WHEN FINISHED PLEASE

3, 2, 1 EXIT SLIP: A. List 3 of the characteristics that ALL living things have: 1)______________________________________________ 2)______________________________________________ 3)______________________________________________ B. Name 2 living things: 1)______________________________________________ 2)______________________________________________ C. Name 1 nonliving thing: 1)______________________________________________ TURN ME INTO TIB WHEN FINISHED PLEASE