Integrated Science lesson plan

Rationale: In this lesson, students will be discovering the differences between living and non-living things. It is hard to observe certain living characteristics of plants, such as breathing and giving off waste, yet we know that they are alive. This lesson is designed to get students more in depth with their interaction with the plant world by measuring its growth. This lesson is also designed to help students learn to organize their data into classified information. Classifying information into data tables and charts allows a student to see and understand the results of their data collection at a glance.

Objectives:

1. From this lesson, a student will be able to list seven factors of living things.

2. From this lesson, a student will be able to correctly organize data on the characteristics between living and nonliving things.

Standards:  Math Standards: Standard 3, Key idea number 4A Organize data using tables and bar graphs. Science Standard 4, The living environment, key idea number 1A Describe the characteristics of and variations between living and nonliving things.

Preparation: Materials needed for this lesson include students’ science notebook with previously collected data, class plants, rock, line graph paper, data table, ruler, pencils. Prior to this lesson, students will have observed and recorded their family or neighbor’s pet’s activities. Also prior to this lesson, students will have previously recorded data about the class plant growth. Students also will have previously collected data about the class rock and its activities (or lack there of).

Introduction: First, I would instruct students to go retrieve their plants and science notebooks. Once everyone was seated, I would ask them to make one final measurement of their plants height. I would also have them write down any living characteristics they have observed. I would then hand out a three column data table as I draw one on the board. I would start with the question “Lately we have been observing rocks, plants and animals. Today we are going to discuss the characteristics of living and non living things.” “

Activity:

1. I would instruct students to retrieve their class plants and science notebooks. Once everyone was seated, I would instruct them to measure their plants one last time and record their measurement in their science notebooks. I would also have them write down any living characteristics they have observed. 

2. Next, I would hand out blank data tables, as I would tell the students: “Lately we have been observing rocks, plants and animals. Today we are going to discuss the characteristics of living and non living things.” I would them draw a three column data table on the board and on the top of each column I would write “plants”, “animals” and “rocks”. I would instruct the students to do the same.

3. I would ask the students to look at, handle their plants, and ask them to reflect on what they have also noticed about their pets and the rock. “We know that animals and plants are alive and a rock is not, but why?” What have you observed about the plant that allows you to see it is alive?” “What about your pet, what allows you to see it is alive?” “What are some things a plant does that a rock does not?”

4. Based on student response, I will write their responses in the appropriate column and instruct the students to do the same. I will try to use open-ended questions that will lead them to discover that all living organisms are born and eventually die, breathe, give off waste, eat, reproduce, grow and are made up of cells.

5. I will then have students create a list of things and using the chart they just created discover whether it is living or not and why.

6. Then using the data collected from their plants, the students will create a line graph showing the growth of their plants.

Individual Exploration: Students will collect data about their family pets that will answer the question “What do animals do that keeps it alive?” Students will also make a line graph of their plants showing their plants rate of growth.

Group Exploration: Together with the teacher’s guidance, the class with discover and list characteristics of living and non-living things and recorded them in a data table.

Modifications: From the student with ADD, she will be allowed to work with a partner through out the activity.

Discussion: During the main part of the lesson, a class discussion on characteristics of living and non-living things will occur. I anticipate some problems in understanding what make a plant alive considering it does not move and you can non see it physically breathe or give off waste. Therefore, I may ask questions such as “Does something have to move to be alive?”, “Does anyone remember how we said plants breathe?” “What do plants and animals have in common?” “What does a plant do that a rock cannot?”

Assessment/further Discussion: To reflect and extended their understanding, I will have students make a list of all the living characteristics they have just discovered. I will then ask them to write down three things that they think are living and three things that are not. Then using the list they have just made, discover what is living and what is not. Then have students write a brief sentence or two about what they discovered. To close the plant activity, I will ask students to make a line graph showing the plants growth.  I will then collect the lists, sentences, and line graph for assessment purposes.

Extension: For homework, I will pose students this question on a handout: Is fire alive? Make a list of living characteristics and decide whether you think fire is alive or not. Write a brief paragraph explaining your reasoning.