Reflection: Connection to Prior Knowledge Living or Non-Living? - Section 3: Guided Practice


If you were to give the sorting cards to the students and ask them to sort them out, many of the students would be able to sort them correctly without defending and supporting their logic and reasoning behind the sort. these students really know and understand they why behind the sort? 

It is important that we have our students give justification and rationalization behind what they do.  It is a quick measure of what they know or do not know, and it also helps them to build foundational science discourse skills.  This is MUST if we want our students to think like scientists.  It was really fun to listen to the students apply and verbalize the concept in this lesson.   I know it is also beneficial for my English Language Learners to hear and participate in these conversations as the grow their academic language. 

The "why" take time.  I can't quickly breeze through the activity, but knowing I am growing thoughtful scientists makes it a worthy investment!

  Connection to Prior Knowledge: Why..why?
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Living or Non-Living?

Unit 3: Exploring Nutrition
Lesson 1 of 9

Objective: Students will classify items as living and non-living by completing a sort.

Big Idea: Sorting items as living or non-living is an important life science skill. This interactive lesson helps students build this foundational understanding.

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29 teachers like this lesson
Science, Nutrition, food, bone
  50 minutes
living or non living
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