This username and password
combination was not found.

Please try again.

okay

view a plan

 Rate this Plan:

With the aid of Kidspiration, children sort natural and man-made objects here

Subjects:

Computers & Internet, Science  

Grades:

K, 1, 2  

Title – Natural vs. Man-Made objects
By – Chelsey Aldrich
Primary Subject – Science
Secondary Subjects – Computers / Internet
Grade Level – K-2

Content:

  • There will be a congregation of various images (or simple words) of objects arranged in a central circle. On either side of the circle will be two smaller circles. One of these will be titled “Man-made” and the other “natural”. The student’s task will be to determine for each word or object if it is man-made or natural and demonstrate this by dragging the object at hand to the appropriate circle.

Benchmarks:

  • Early elementary children are introduced to a variety of hands-on materials in science. This allows them to better conceptualize and understand more abstract scientific topics taught in later elementary grades. The ability to distinguish between an object found in the natural world and an object that has been created or changed by man is a preliminary step in this subject area.

Learning Resources and Materials:

  • Kidspiration software
  • Examples of natural and man-made materials
  • Evaluation material

Development of Lesson:

  • Introduction:
    • Introduce the concept of man-made vs. natural objects. Explain that man-made materials are natural materials that have been manipulated by people in some way. Use easy to understand examples to demonstrate this. (For example, a chair is wood that has been manipulated, so it is man-made). Leaves or other natural material may also be brought in as a visual aid for the demonstration.
    • Review any names of objects that will appear as text in the activity, so children are familiar with them.
  • Methods/Procedures:
    • Pre-load the Kidspiration application and activity screen on the student computers.
    • Arrange students in teacher-chosen pairs at a computer.
    • Give the introduction.
    • Students will then carry out the activity by working together to drag the various objects to their appropriate man-made or natural categories.
  • Accommodations/Adaptations:
    • Students who have known difficulty reading may struggle with reading the words in the circle. This student will be paired with a student who excels in language arts and has good spelling and reading ability.
  • Assessment/Evaluation:
    • Assess student performance by visiting each computer station at the end of the activity when most student pairs seem near to completion.
    • Have each pair of students’ names written down on a piece of paper on your clipboard.
    • As you visit each station, mark down on a scale of 1-3, how many objects the students correctly placed. (One represents none, two represents some, and three represents all). This method allows you to later review how each pair and the class overall understood the topic at hand.
  • Closure:
    • Once the activity has been completed, review what was done in the activity. Take a copy of the objects in the activity and place them on the board. As a class, go through them, put them in their appropriate categories and provide explanations for their placement. Call on students at random and ask for volunteers to share what they did in the activity and help the class place the objects.

E-Mail Chelsey Aldrich !

Print Friendly