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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.
- 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.