Reflection: Rigor If it's Not Living, Does it Mean it's Dead? - Section 4: Explain


I read a book in this section of the lesson instead of the beginning of the lesson because I want to build on what they may or may not already know about what makes things living or not. I want the kids to use reasoning skills to determine whether something is living or non-living in the beginning because it is more engaging and supports critical thinking. This allows the kids to develop their own conceptual understanding of what it means to be living. The text supports and clarifies what we have learned.

  The order of things
  Rigor: The order of things
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If it's Not Living, Does it Mean it's Dead?

Unit 2: Walking alive...or not???
Lesson 2 of 6

Objective: SWBAT to determine the difference between objects that were once living and those that are inanimate by using a set of criteria to classify them.

Big Idea: The lines between what is living, non-living, and never living are very blurred for young children. For them, their toys can be alive or their car because it moves. This lesson clears the lines between living and non-living.

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  50 minutes
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