Part 2: Planning and Assessment

Analysis of case 2:
“The plan that has enlisted universal support contains the elements suggested by Tyler:
purposes, experiences and their organization, and evaluation”, Zahorik (1970). There will be
numerous areas of uncertainty when young toddlers start to explore what defines something as
life and what defines something else as non-living. They may have little experience with the
natural world, a vivid imagination, and a developing capacity for logical thought. The following
case asks the teacher to make a well-structured lesson plan for a science lesson. I will include in
this lesson plan comparison and contrast regarding living and non-living things. (See appendix
4). In addition, I will identify several characteristics of them both and address a differentiation
table in order to make students capable of grasping these differences and characteristics.
Moreover, students will be able to differentiate the different criteria of both, and they will be
introduced to the importance of them in cycle of life and examples as well.

On the other hand, there will be numerous areas of uncertainty when young toddlers start to
explore what defines something as life and what defines something else as non-living. They may
have little experience with the natural world, a vivid imagination, and a developing capacity for
logical thought. They may draw incorrect conclusions, such as the following: a bird moves and
produces noise, and so does an automobile; thus, both must be living things. A seed doesn't
seem to accomplish anything, but a young plant develops and changes. A seed must therefore
not be alive.

In conclusion, both have a unique role in the lives of the other. Consequently, they get along
just well together. The fact that nature puts all these things together is a wonderful aspect of it.
Appendix 4

Key vocabulary

Living things: trees, human beings, reptiles, bacteria.

Non-living things: hills, stones, coal, toy, car, etc.

Possible problems for learners Solutions to possible problems

- Students can’t recognize the - Students will be able to know different kinds
differences between living things and examples of living and non-living things.
and non-living things.

Resources/equipment needed

- Cards
- Color
- Worksheet
- Puzzle
- Marker

TASKS/ACTIVITIES

Resources
Introduction
& Time
Use worksheets containing different types of living
and non-living things. Make observations
regarding the students interaction with the
different types of living and non-living things.
20 minute

Students will: Teacher will:

Whiteboard

Marker
1- The teacher will remind
Video her student of the
classroom rules.
Cards Identify some names and
pictures. 2- Teacher will ask students
to talk about any animal
they know, as well as any
material thing.
3- Teacher will ask the
students to write or draw
the chosen living thing.

Resources Main activities

& Time
Deeper thought is encouraged by using multiple sorts across a number
of days, which also makes it possible to incorporate more difficult
instances of both living and non-living creatures.
-Application: offer students to work in individuals and peer.

Students will: Teacher will:

20 minute

The names of several The teacher will begin by giving each

living and non-living things student a whiteboard in order to write
Letter will be written by the their names and respond to pertinent
students. questions.

Puzzle

Worksheet

whiteboard
Utilizing these examples, In order for the students to create words
students will create using letters, the teacher will hand them
words. cards.
Differentiation activities (Support)

- High level: - Students will identify

terms from the crossword puzzle
that are connected to both living
and non-living things.

- Medium level: - student will write

these words

- Low level: - student will understand

some words that name living or non-
living things.

Resources Plenary/Conclusion
& Time
(Final product.

5 minute Students will Teacher will

- Students will pay attention to their - The instructor will inquire of the
teacher and respond to questions. student, "What did we learn today?

Homework Write an assignment including examples on related lesson on notebook, and

how they look different.

Assessment When the activity is complete, the teacher will stimulate the student and
Strategies: record feedback on an activity worksheet. The teacher will evaluate pupils using
oral questions, written work, and feedback.
☐ Observation ☐ Student self- ☐ checklist ☐ Peer assessment
assessment observation, Tally
Sampling, Running
Record, Higher-
Order Thinking

☐ Quiz ☐ Student ☐ Written work and ☐ Verbal feedback

presentation feedback

Reflection: