![Picture](/uploads/2/5/9/5/25950974/287231634.jpg)
I Spy With My Little Eye... Something Living!
Lesson overview: This lesson is designed to give students an opportunity to navigate through the outdoors, while engaging with hands-on technology. Throughout this lesson, the students will use an app called Aurasma on the iPads to identify and display the differences between living and non-living objects.
Lesson overview: This lesson is designed to give students an opportunity to navigate through the outdoors, while engaging with hands-on technology. Throughout this lesson, the students will use an app called Aurasma on the iPads to identify and display the differences between living and non-living objects.
Grade Level: Third Grade
Subject Area: Life Science
Lesson Title: I spy with my little eye… something living!
Teacher: Ms. Fudge
Duration: 1-2 days
Materials needed: MimioView, aquarium filled with Spotty and his belongings, iPads (with Aurasma app.), non-living and living objects and pictures, and AccuCut science journals
Objectives: The learner will be able to identify living and nonliving things.
The learner will be able to describe the difference between a living object and a nonliving object.
The learner will be able to explore outside and classify non-living and living things into separate groups.
The learner will be able use to the Aurasma app correctly to create videos
Standards: 5.3.1.a Compare and contrast characteristics of living and nonliving things
NETS-S
1. Creativity and Innovation: (a) Apply existing knowledge to generate new ideas, products, or processes (b) Create original works as a means of personal or group expression
2. Communication and Collaboration: (a) Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media (b) Communicate information and ideas effectively to multiple audiences using a variety of media and formats (d) Contribute to project teams to produce original works or solve problems
3. Digital Citizenship: (a) Advocate and practice safe, legal, and responsible use of information and technology (b) Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
4. Technology Operations and Concepts: (a) Understand and use technology systems (b) Select and use applications effectively and productively (c) Troubleshoot systems and applications (d) Transfer current knowledge to learning of new technologies
Anticipatory set: To grab the students’ attention, I will bring a gecko to class inside a fish tank that it filled with rocks, water, plants, etc. and play a game of I-Spy with the class. Taking turns, the students will individually say what they spy inside the fish tank.
Teaching- Input: I will follow up the game of I-Spy by asking the students if they know what a living thing is. I will explain to the class the difference between living and nonliving things. Then, I will ask if the students know what objects inside the fish tank are living and what objects are nonliving.
Teaching- Modeling: I will show students pictures I took both inside and outside of living and nonliving things. As I show the students the pictures and pass around the objects, I will have the students say whether they think the object in the picture is living or nonliving. In addition to identifying whether the object is living or not, I will ask the students to describe why they think the object is living or nonliving. Using the mimioView, I will write, circle, or highlight the characteristics the students give.
Teaching- Checking for Understanding: The students will take out their science journals and crayons. Each student will be asked to create two models, one of a living object, the other of a nonliving object. On one model, the student will need to draw a picture of a living thing and describe what makes it living, and then do the same for the nonliving object. Once everyone is done, they will show/discuss their journal entry with their table partner. *I will be walking around to assist students when needed.
Guided Practice: Students in groups of two, decided by teacher based upon learning levels and styles, will go on a scavenger hunt. On the scavenger hunt, each group will find one living thing and one non-living thing. Using the Aurasma app on the iPad, each group will create a video for each object explaining the characteristics of their living and non-living thing. One partner will do the living object and the other partner will do the non-living object. Before the students go on their scavenger hunt spying for their two objects, I will show the students an Aurasma video I created for an insect that explains why it is a living object. Students will already have previous experience with Aurasma but we will review it before class and during the scavenger hunt I will be walking around to assist students when needed.
Independent Practice: Once the scavenger hunt is completed, the students, in the same pairs as before, will go on another scavenger hunt with their iPad to search for other groups' objects and watch the movies in Aurasma. As students are watching the videos, each student will need to write in their science journals one fact they learned about the objects they saw in the videos. *If this part of the lesson is not completed due to lack of time, the class will finish this activity tomorrow.
Independent Practice: Once the scavenger hunt is completed, the students, in the same pairs as before, will go on another scavenger hunt with their iPad to search for other groups' objects and watch the movies in Aurasma. As students are watching the videos, each student will need to write in their science journals one fact they learned about the objects they saw in the videos. *If this part of the lesson is not completed due to lack of time, the class will finish this activity tomorrow.
Closure: I will call on students by choosing name sticks from the jar to call on students who can tell me the difference between living and nonliving objects, as well as examples. Another student(s) will tell me their experience with Aurasma; and another student will tell me some of the things we saw in Spotty’s tank. I will also ask students to look for one living object and one non-living object they found inside their home and be ready to share tomorrow!
Assessment: I will give each student an exit ticket where the student will have to write down the definition of nonliving and living objects and then write down three examples of each. The student will also need to tell me about their experience with Aurasma. I will use this to see if the student has met the objectives of the day or not. If the student did not complete the exit ticket correctly, I will need to revisit/review this standard before moving on.
Subject Area: Life Science
Lesson Title: I spy with my little eye… something living!
Teacher: Ms. Fudge
Duration: 1-2 days
Materials needed: MimioView, aquarium filled with Spotty and his belongings, iPads (with Aurasma app.), non-living and living objects and pictures, and AccuCut science journals
Objectives: The learner will be able to identify living and nonliving things.
The learner will be able to describe the difference between a living object and a nonliving object.
The learner will be able to explore outside and classify non-living and living things into separate groups.
The learner will be able use to the Aurasma app correctly to create videos
Standards: 5.3.1.a Compare and contrast characteristics of living and nonliving things
NETS-S
1. Creativity and Innovation: (a) Apply existing knowledge to generate new ideas, products, or processes (b) Create original works as a means of personal or group expression
2. Communication and Collaboration: (a) Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media (b) Communicate information and ideas effectively to multiple audiences using a variety of media and formats (d) Contribute to project teams to produce original works or solve problems
3. Digital Citizenship: (a) Advocate and practice safe, legal, and responsible use of information and technology (b) Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
4. Technology Operations and Concepts: (a) Understand and use technology systems (b) Select and use applications effectively and productively (c) Troubleshoot systems and applications (d) Transfer current knowledge to learning of new technologies
Anticipatory set: To grab the students’ attention, I will bring a gecko to class inside a fish tank that it filled with rocks, water, plants, etc. and play a game of I-Spy with the class. Taking turns, the students will individually say what they spy inside the fish tank.
Teaching- Input: I will follow up the game of I-Spy by asking the students if they know what a living thing is. I will explain to the class the difference between living and nonliving things. Then, I will ask if the students know what objects inside the fish tank are living and what objects are nonliving.
Teaching- Modeling: I will show students pictures I took both inside and outside of living and nonliving things. As I show the students the pictures and pass around the objects, I will have the students say whether they think the object in the picture is living or nonliving. In addition to identifying whether the object is living or not, I will ask the students to describe why they think the object is living or nonliving. Using the mimioView, I will write, circle, or highlight the characteristics the students give.
Teaching- Checking for Understanding: The students will take out their science journals and crayons. Each student will be asked to create two models, one of a living object, the other of a nonliving object. On one model, the student will need to draw a picture of a living thing and describe what makes it living, and then do the same for the nonliving object. Once everyone is done, they will show/discuss their journal entry with their table partner. *I will be walking around to assist students when needed.
Guided Practice: Students in groups of two, decided by teacher based upon learning levels and styles, will go on a scavenger hunt. On the scavenger hunt, each group will find one living thing and one non-living thing. Using the Aurasma app on the iPad, each group will create a video for each object explaining the characteristics of their living and non-living thing. One partner will do the living object and the other partner will do the non-living object. Before the students go on their scavenger hunt spying for their two objects, I will show the students an Aurasma video I created for an insect that explains why it is a living object. Students will already have previous experience with Aurasma but we will review it before class and during the scavenger hunt I will be walking around to assist students when needed.
Independent Practice: Once the scavenger hunt is completed, the students, in the same pairs as before, will go on another scavenger hunt with their iPad to search for other groups' objects and watch the movies in Aurasma. As students are watching the videos, each student will need to write in their science journals one fact they learned about the objects they saw in the videos. *If this part of the lesson is not completed due to lack of time, the class will finish this activity tomorrow.
Independent Practice: Once the scavenger hunt is completed, the students, in the same pairs as before, will go on another scavenger hunt with their iPad to search for other groups' objects and watch the movies in Aurasma. As students are watching the videos, each student will need to write in their science journals one fact they learned about the objects they saw in the videos. *If this part of the lesson is not completed due to lack of time, the class will finish this activity tomorrow.
Closure: I will call on students by choosing name sticks from the jar to call on students who can tell me the difference between living and nonliving objects, as well as examples. Another student(s) will tell me their experience with Aurasma; and another student will tell me some of the things we saw in Spotty’s tank. I will also ask students to look for one living object and one non-living object they found inside their home and be ready to share tomorrow!
Assessment: I will give each student an exit ticket where the student will have to write down the definition of nonliving and living objects and then write down three examples of each. The student will also need to tell me about their experience with Aurasma. I will use this to see if the student has met the objectives of the day or not. If the student did not complete the exit ticket correctly, I will need to revisit/review this standard before moving on.