Identifying Living and Nonliving Things
Students will be able to classify objects as living and nonliving. Students will be able to identify what living things need to survive.
Introduction (5 minutes)
- Ask the class if they are living or nonliving.
- Ask students if their pets at home are living or nonliving.
- Ask students to identify what they need to survive. Write "food," "water," "shelter," and "air" on the board.
- Explain to students that today they will be learning about living and nonliving things.
Explicit Instruction/Teacher Modeling (10 minutes)
- Play students the Living and Nonliving Things video.
- Ask comprehension questions following the video.
Guided Practice/Interactive Modeling (10 minutes)
- Read students the story What's Alive.
- Then, sing the following song together to the tune of Frere Jacques:
It is living! It is living! I know why! I know why! It eats and breathes and grows, It eats and breathes and grows, It's alive! It's alive!
Independent Working Time (15 minutes)
- Now, place two hula hoops on the ground and present the class with various living and nonliving objects.
- Have each student come to the hula hoops and place objects in the hula hoop in either the living or the nonliving category. For example, give students a banana, a truck, and a plant and ask which one is alive.
- Continue until every student has had a chance.
- Enrichment: Have students in need of enrichment draw objects on a paper that are living.
- Support: Read additional books about living and nonliving things to students who are struggling with the concept.
- Assessment should be based on how students do in the sorting activity.
Review and Closing (10 minutes)
- Have each student go around the room and find a nonliving object.