SWBAT analyze how living things depend on each other in an environment.

SWBAT analyze how living things depend on each other in an environment.

dartcObjective

SWBAT analyze how living things depend on each other in an environment.

Materials Required

  1. Multimedia support (TV/ projector/ tablets); prints if these are not working -
  1. Print per student of the worksheet and some (based on your class) prints of the high rigor RC sheet
  1. Vocab words/ flash cards (dependence/ depend) to add to list

wrenchcPreparation Required

  • Read the passages beforehand and make any edits that are best for your class. You are encouraged to consult the students’ English teacher for advice on how to conduct ‘read aloud’ in a manner that students are familiar with.
  • Please rehearse some additional details like key teacher actions, in-parts scripts, and examples thus highlighted that are mentioned in the lesson plan.
  • Keep ready lots of examples of different living things like animals, birds, insects, humans, etc. depending on other living things for several needs, like food, shelter, protection, or materials.
  • Prepare ESRs for all the passages in both the worksheets.

bookmarkcKey Avenues Of Learning

  • During the INM, it is important to draw out from student responses that (at least) animals and birds depend on other living things for food. Further probing is dependent on how the large group sharing goes in your class.
  • Take time to practice the vocab building using the steps thus highlighted in the plan.
  • Some of the tasks thus highlighted in the lesson can be chosen based upon your class’s readiness, rigour levels, and availability of time during the lesson.
  • During GP, it is suggested to make heterogeneous groups and ask students with higher reading levels to do this task and the additional worksheet individually.
  • During GP, circulate the classroom to offer support to students based on their needs and based on your observations during circulation, decide how to conduct the IP – let students do this individually or in pairs.

door-open-fillcOpening | 05 min

Greet students, set norms, and do a 2-3 minute SEL activity as you write the objective. Do a quick homework accountability routine best for this lesson and your class.
Conduct a quick daily review by posing the following Do Now:
  1. What are the two kinds of things in all surroundings/ environment?
  1. List any 5 characteristics that can be used to classify things into living and non-living.
Do a whole class share to gather all the 8 characteristics of living things.

INM | Part I | 02 min

1. Pose a Pair-Share prompt such as, ‘We have so far learnt that the environment has living and non-living things. Let us think about what living things need to live? Think about any one living thing and discuss with your partner the different things it needs to live.’
2. Give ~ 2 min for students to talk in pairs and circulate the classroom to listen in.
3. Prepare a table with two columns living and non-living.
Inform students that today we are exploring what we and other living things depend on to fill our needs. We are going to read some interesting short passages to find this out.

INM | Part III | 01 min

5. Using these examples cement the meaning of the word depends by stating that all living things depend on other living and non-living things in their environment to live.
Inform students that today we are exploring what we and other living things depend on to fill our needs. We are going to read some interesting short passages to find this out.

Group Task | Part I | 04 min

  1. Read aloud the first passage and have students follow it in their worksheets.
  1. Using the prompts on the worksheet and responses from students, model out (show the ESRs either by writing or typing) and think aloud how to answer the questions. Example - I read that the mother bird makes her nest in a tree and it collects the materials like small twigs and leaves to make a nest for herself and her babies; so I know that the mother bird and her babies depend on the tree for a safe place to live. The mother bird and her babies are getting home and protection from other animals by the tree. It looks like a one-way relationship because the tree is not dependent on the bird and her babies. Can you think of any way in which the tree depends on the birds?

Group Task | Part II | 06 min

  1. Ask students to use the same process to attempt passage 2 and allow for 2-3 min.
  1. Circulate the classroom to offer support or push to students based on their needs.
  1. Display the ESRs and have students self check or peer check the answers.
  1. Discuss responses for all questions in passage 2 with the whole class once.
  1. Push to check if anyone has found a two-way relationship.

IP | 12 min

  1. Ask students to use the same process to answer questions in passage 3 now.
  1. 2. Circulate the classroom to gather data on how students are doing. Push students to draw what they think as well.
  1. To students who complete their work faster, give them this worksheet. Share it digitally with groups of students if it is feasible to preserve the colors on the worksheet.
  1. Display the ESRs and have students self check or peer check the answers.

book-closedcClosing | Part I | 07 min

Conduct a class discussion asking, “Are there any patterns of dependance that you are seeing?”
Probe for ideas like:
  1. Animals, birds, insects, humans, and other living things often eat plants or other animals
  1. They need things from other living things to build a house, get food, and/ or to acquire things that they don’t have. (animal skin, wood from trees, etc.)
  1. Living things like animals, birds, insects, humans, etc. depend on other living things for several needs, like food, house, protection, or materials.
Explain the homework to students and instruct them to complete it. Encourage students to think of plants’ and animals’ needs.