CKern_LESSONPLAN1 Essays - Arbordale Publishing, Lesson Plan

CKern_LESSONPLAN1 Essays - Arbordale Publishing, Lesson Plan Lesson Plan 1 Chloe Kern ESEPSY 2309 Ohio State University Age: Kindergarten Subject: Science Topic : Living vs Nonliving Things Time + Pacing Central Focus of Lesson: At the end of the lesson, students should understand the definition and examples of living and nonliving things. Part 2: Content Objectives Differentiate between living and nonliving things. Provide examples from their everyday lives of these things. Name characteristics of both living and nonliving things. Compare and contrast living and nonliving things. Key Vocabulary Living Nonliving Nutrients (in video) Prior Academic Learning and Prerequisite Skills: Students will be using what they know about living things in their own life to come up with a definition. Using examples from what they already know and see in the world helps them to build schema. Students should also have a prior knowledge of how to use scissors, put art supplies away, and use glue. Materials Needed Scissors Glue Paper with 2 categories (one for each child) Pictures of living and nonliving things "Living Things and Nonliving Things: A Compare and Contrast Book" By Kevin Kurtz Projector Computer Board Back Up Plan: If materials such as the pictures of living and nonliving things or glue are not readily available, then the children will be told different items and be asked to draw these living and nonliving things. Part 3: Lesson Introduction Gather children in a group and begin to discuss living and nonliving things. Examples of questions to ask: "Are we living or nonliving?" "Is a book living or nonliving?" "Are animals living or nonliving?" "What makes something living?" Write their ideas of what makes something living on the board and discuss briefly. 5-10 min Introduction of New Information Play video: Living Things and Nonliving Things | Living | Nonliving | Kid's Science | 1st Grade Learning ( https://www.youtube.com/watch?v=BEz7RPvQCAI ) Ask questions about the video and add or erase any of the characteristics of living things on the board with the help of the children. Read "Living Things and Nonliving Things: A Compare and Contrast Book" By Kevin Kurtz This book shows that some nonliving things can move (ex: fire) and helps the children to better compare and contrast living and nonliving things. Ask comprehension questions about the book. 15-20 mins Learning Activities Children will receive a piece of paper with two categories: living and nonliving. They will also receive pictures of things that are living and nonliving. EXAMPLES Animals Plants Books Fire Children will be asked to cut and glue the different pictures on either category on the paper. 20 min (more time can be added if necessary) Closure (Presentation/Recap): Use this time to make any concepts more clear or answer any questions. Each child will share examples of one living and one nonliving thing that they have seen with the class. 5-10 min Necessity of Art Components This art project will help students visualize living and nonliving factors. If the students can connect their ideas of living and nonliving things personally through the grouping, it may help them to remember more information about this topic. Informal Assessments The teacher will go around while each student is working on their artwork/matching and listen to the conversations going on between group members. The teacher will be able to address misconceptions and steer students in the right direction if needed. Informal assessment will also be given when students are sharing their ideas of living and nonliving things with the group. Formal Assessment Assessment will be based on the children's ability to place living and nonliving things in the correct categories. This lesson plan helps children to build off of their previous knowledge of what it means to be living or nonliving. It will help to clear any misconceptions by giving them a checklist and examples of things that have aspects of both. I began by asking the children questions that were based off of their previous experiences and coming up with a working definition. Writing the ideas on the board will help them to see if there are any conflicting ideas. During this time I would not tell the students whether they are correct or incorrect, I would ask questions to help guide them to a correct answer. The next part of the lesson, watching the video, will begin to help students acquire new information about the definition of living and nonliving. Asking questions about the video will help the children to add to or take away things from the list on the board. This will

BGSU (GPA, SAT Scores and ACT Scores for Admission)

BGSU (GPA, SAT Scores and ACT Scores for Admission) BGSU GPA, SAT and ACT Graph Bowling Green State University GPA, SAT Scores and ACT Scores for Admission. Data courtesy of Cappex. How Do You Measure Up at Bowling Green State University? Calculate Your Chances of Getting In  with this free tool from Cappex. Discussion of BGSUs Admissions Standards: Bowling Green State University admissions arent overly selective, but you will need decent grades and test scores to be admitted. In the graph above, the blue and green dots represent accepted students. Successful applicants typically have high school averages of B- or higher, combined SAT scores of 900 or higher (RWM), and ACT composite scores of 17 or better. Youll notice a few red dots (rejected students) and yellow dots (waitlisted students) mixed in with the green and blue on the left and lower portions of the graph. A few students with grades and test scores that were on target for Bowling Green were not admitted. The opposite is also true some students got in with grades and test scores that were a bit below the norm. This is because Bowling Greens admissions process is about more than numerical data. The admissions folks will want to see that you have taken rigorous college preparatory courses, not courses that get you an easy A. The university will also take into consideration factors such as a students contribution to campus diversity, a students special talents, and a students socioeconomic background. To learn more about Bowling Green State University, high school GPAs, SAT scores and ACT scores, these articles can help: BGSU Admissions ProfileWhats a Good SAT Score?Whats a Good ACT Score?Whats Considered a Good Academic Record?What is a Weighted GPA? Articles Featuring Bowling Green State University: Mid-American ConferenceOhio Colleges and UniversitiesPhi Beta Kappa If You Like BGSU, You May Also Like These Schools   Other large public universities in Ohio, similar to BGSU, include  Cleveland State University, the  University of Toledo,  Ohio University,  Kent State University, and  Youngstown State University. Colleges in the NCAA Mid-American Conference that  are  most similar in size and academic profile to Bowling Green include  Miami University,  Eastern Michigan University,  Ball State University, and  Northern Illinois University.