change, reproduce, or die. Ask: can tell me an example of a “Who nonliving can tell me an example of a nonliving thing they thing?” Who see around the room? What makes is Say: Today we will nonliving?” read the book and discuss Do You Know Which Ones Will Grow throughout the book, which things are living and which things are on certain pages and ask questions. Ask: a car nonliving.” Stop “Can grow and become a truck? Why or why not? Can a car move on its own? (Address misconception that a car moves but not on its own) Can a stool grow and become a chair? Why or why not? Can a chair grow? Can a chair move by itself? Say: things exist all over the “Nonliving world. Do you think that students in schools over in China have desks just like you all?” After reading the book students will take a walk around the school (inside or out) and take pictures of nonliving things and discuss why these things are nonliving with the teacher and parent volunteer. Ask: do you all see around you that is nonliving? Does it have the “What 4. Guided Practice characteristic of a nonliving thing? Remember even though it may be moving; is it moving on its own or is something moving it? The teacher will take the pictures that were taken around the school or outside and put them into a class book to be used throughout the unit as a reference book of nonliving things. Say: you all will get a chance to find nonliving things on your “Now own. Each of you will be given a worksheet with a circle on it and the 5. Independent Practice word nonliving written in the center of the circle. (Displayed on the SMART board) There will be 10 pictures total on the bottom of the sheet that are both living and nonliving. I want you to cut out the
change, reproduce, or die. Ask: “Who can tell me an example of a nonliving thing?” Who can tell me an example of a nonliving thing they see around the room? What makes is nonliving?” Say: Today we will read the book Do You Know Which Ones Will Grow and discuss throughout the book, which things are living and which things are nonliving.” Stop on certain pages and ask questions. Ask: “Can a car grow and become a truck? Why or why not? Can a car move on its own? (Address misconception that a car moves but not on its own) Can a stool grow and become a chair? Why or why not? Can a chair grow? Can a chair move by itself? Say: “Nonliving things exist all over the world. Do you think that students in schools over in China have desks just like you all?” 4. Guided Practice After reading the book students will take a walk around the school (inside or out) and take pictures of nonliving things and discuss why these things are nonliving with the teacher and parent volunteer. Ask: “What do you all see around you that is nonliving? Does it have the characteristic of a nonliving thing? Remember even though it may be moving; is it moving on its own or is something moving it? The teacher will take the pictures that were taken around the school or outside and put them into a class book to be used throughout the unit as a reference book of nonliving things. 5. Independent Practice Say: “Now you all will get a chance to find nonliving things on your own. Each of you will be given a worksheet with a circle on it and the word nonliving written in the center of the circle. (Displayed on the SMART board) There will be 10 pictures total on the bottom of the sheet that are both living and nonliving. I want you to cut out the