1. Do now Discussion: What do you think life is? Teaching Point: “To compare and contrast living and non-living things.”

2. What is Living? Task: Recreate this chart in your notebook, and then classify each of the things on the following page as either living or non-living. TP: “To compare and contrast living and non-living things.” LivingNon-Living

3. Is it Living or Non-Living? TP: “To compare and contrast living and non-living things.”

4. Life vs. Non-Life TP: “To compare and contrast living and non-living things.” Anything that is currently carrying out life processes is life Anything that has never been alive in the first place is non-life.

5. Life Works to be Organized TP: “To compare and contrast living and non-living things.” Almost everything in the universe breaks down, becomes more disorganized, and spreads out over time.  This is called entropy. Life works against entropy, constantly rebuilding itself

6. Alive or Not Alive TP: “To compare and contrast living and non-living things.”

7. Take out your Plicker Cards or SMART clickers, and wait for me to “start” your class Then, sign into my class and wait for the assessment to start As soon as the assessment starts, you have one (1) minute to answer the multiple choice question TP: “To compare and contrast living and non-living things.” Mid Lesson Assessment

8. 1.A piece of loose-leaf paper is considered non-living True or False 2. Which of the following is not considered to be a living thing? a. Trees b. Grass c. Water d. Worm TP: “To compare and contrast living and non-living things.”

9. Devise a ‘rule of thumb’ to tell if something is living or non-living. Intellectual Engagement TP: “To compare and contrast living and non-living things.”

10. Task: Using what we just learned about comparing life vs. non- life… Task A- using the things you see around you, create a T-chart of which are non-living and which are living. Task B- explain how you might describe a living thing versus a non-living thing to a small child who has never learned about ‘life vs. non-life’, and then share this with your partner. Task C-. For the following specimens label them as L ( living) or NL (non-living) THEN write a one-sentence explanation for why it belongs in that category. Be ready to defend your answer. Brown grass, fertilized chicken egg, egg bought in store, skin, hair, boiling water, rubber band Flexible Group- take out your portfolio and meet me in the back of the room at my desk. Class Activity- Life vs. Non-Life TP: “To compare and contrast living and non-living things.”

11. Lesson Summary In your tables of four, go back into your notes and consider what we have just learned today, and then… 1. Identify three (3) important concepts we learned today 2. Place those the three in order from the most important concept to least important. TP: “To compare and contrast living and non-living things.”