Stage 1 – Desired Results
Established Goals
Students will be able to clearly explain
differences in living and non-living things while
giving examples of each.
Students will engage through a nature walk
sort and identify living and non-living things by
writing/drawing in a T-chart in their science
journal.
Students will list basic needs of living and non-
living things.
Students will be able to independently use their learning to…
Identify living and non-living things as well as identify the basic needs or living things.
Understandings
Students will understand that…
• Organisms interact with and are
dependent on living and non-living
components of the environment.
• Organisms use energy within a system
to grow, reproduce and maintain
balance.
Acquisition
Students will know…
• Vocabulary – living, non-living,
organism, habitat, reproduce, food
chain, energy, energy transfer,
reproduce, offspring
• The living environment is made up of
different organisms and the life cycle
occurs.
• How to ask questions and seek answers
in the classroom and through our door
investigation.
• Critical thinking, investigation, and
research information is used in
problem solving.
Stage 2 – Evidence and Assessment
Transfer
Meaning
Essential Questions
• What are the basic needs of living
things?
• What are the differences between
living and non-living things?
• What is a food chain?
• What is a life cycle? Give examples.
Students will be skilled at…
• Sorting living and non-living things
based on needs, growth, and life cycle.
• Analyze and record data use from
various situations such as butterflies
and their needs.
• Collect evidence among living
organisms and analyze energy transfer
through the food chain and using plants
for shelter.
• Collect, observe, and analyze data using
tools form the classroom.
• Record and organize data using student
journals to write, draw pictures, etc.
• Communicate information observed
and provide explanations to peers and
teacher.
• Make predictions based on
observations and patterns.
Evaluative Criteria Assessment Evidence
Students will be given a district assessment on Performance Task(s):
living and non-living things and the basic • Students will conduct labs inside and outside of the classroom following safety rules and
needs. procedures. Students will have the option to conduct labs at home as well.
• Students will use tools provided from the teacher to investigate living and non-living
things. (Example tools: magnifying glass, tweezers, safety glasses, etc.)
Other Evidence:
• Demonstrate safe practices which are outlined in Texas Education agency-approved
safety standards during all investigations, proper hand washing, and use of tools
appropriately.
• Collect, record, and compare data using tools from the classroom such as iPads,
magnifying glass, safety goggles, gloves, non-standard measurement tools, cups, bowls,
and various habitats.
• Students will use science journals for information collected as well as for sorting
information.
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
• Ask students: What is a living and non-living thing? What is the difference between the two? Read the book; Who Eats What? By Patricia
Lauber. After reading discuss the difference between living and non-living things. W H
• State the objective for students and discuss activities and rules. W
• Create and anchor chart; discuss habitats and needs of living things. W
• Students will take a nature walk outside. In student journals students will write/draw living and non-living things sighted on a T-chart.
• Students will discuss that all living things come from a parent plant and animals are reproduced in a new life form. E R O
• Class will read What Do Living Things Need? By Elizabeth Austen. E R
• Students will recognize that all plants and animals will die if basic needs are not met. E
• Class will read Life Cycles – Everything from start to finish. E R
• Students will identify that; plants and animals all have growth and change from birth to death. E R O
• Students will identify and illustrate basic needs of living things and what they need to survive. E R O
• Students will collaborate with a lab partner to complete a living and non-living sort. E
• Students will record a video explaining the difference in living and non-living things using Flipgrid. E R O
• Students will research an organism to research using classroom and library books, Pebblego, and ePic. Students will use a brainstorming
sheet to collect information, students will present their research to peers using their choice of paper, poster, video, diagram, etc. E R T O
• Students will work with lab partner and be given materials to create a butterfly habitat. Students will observe live butterflies in class
habitat grow from eggs. E R T O
Legend:
W-Where are we going? Why? What is expected?
H-How will we hook the students?
E-How will we equip students for expected performance?
R-How will we rethink or revise?
E-How will students self-evaluate and reflect their learning?
T-How will we tailor learning to varied needs, interests, and learning styles?
O-How will we organize the sequence of learning?