Lesson Plan: Living Vs Non-Living Things Grades K-2

LESSON PLAN Link to Video
LIVING VS NON-LIVING THINGS

GRADES K-2
SUMMARY
Students use knowledge of the characteristics of living things to categorize objects as living or non-living.
Duration: 15-25 minutes.
CORRELATION
K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.
Science & Engineering Practices Connections to Classroom Activity
Analyzing and Interpreting Data • Students will analyze different pictures to classify
Analyzing data in K–2 builds on prior experiences them as either living or non-living.
and progresses to collecting, recording and sharing
observations.
Use observations (firsthand or from media) to describe
patterns in the natural world in order to answer
scientific questions. (K-LS1-1)
Disciplinary Core Ideas Connections to Classroom Activity
LS1.C: Organization for Matter and Energy Flow in • Students distinguish between what living things
Organisms need to survive (nutrients, water, growth,
All animals need food in order to live and grow. They reproduction) versus non-living things which do not
obtain their food from plants or from other animals. need anything to survive since they are not, and
Plants need water and light to live and grow. (K-LS1-1) have never been, alive.
© 2019 GENERATIONGENIUS.COM 1
Crosscutting Concepts Connections to Classroom Activity
Patterns • The students observe that living and non-living

Patterns in the natural and human designed world can things have different structures and functions.
be observed and used as evidence. (K-LS1-1)
ENGAGE MATERIALS
• Pet rock
Show students your pet rock. Tell them his/her name • 2 Hula hoops
and that you have a little bed for him/her in a box. Ask • 2 Large labels (living things and non-living)
students, “What do you think I should feed my pet
rock?” or “Does my pet rock need food to survive?”
• Set of pictures of living and non-living things
This will hopefully lead to the idea that the rock is not DIY Activity (per group)
actually alive; it’s just a pretend pet. Segue to the lesson • Clipboard with paper
by telling students they will be exploring living and non- • Pencil
living things by classifying pictures into non-living or • Nature area like a garden, park, backyard, etc.
living.
EXPLORE
Steps
1) Place two hula hoops on the floor next to each other.

2) Label one “living” and the other with “non-living.”
3) Give each student in your class a picture of one of the living or non-living things you have printed and cut out.
4) Have each student place their picture inside what they believe is the correct hula hoop.
5) Gather your students in a circle around the two hula hoops.
6) Ask the students if any of the pictures need to be switched to a different location. If so, have them explain what needs
to be switched and why.
EXPLAIN
Have a few students share why they chose to place their picture where they did. Explain that to tell if something is living
or non-living we have to ask ourselves three questions…
Does it grow? Does it get bigger over time?

Does it need nutrients? That means taking in things like food and water.
Does it reproduce? That means making more of it.
Go through these questions and make a conclusion with a few of the items your class selects from inside the hoops.
2 © 2019 GENERATIONGENIUS.COM
WATCH THE GENERATION GENIUS LIVING VS. NON-LIVING THINGS VIDEO
AS A GROUP
Then facilitate using the Discussion Questions.
ELABORATE
Go on a nature walk around the school and have student identify living and non-living things with their new
understanding. Students could bring a clip board and paper to record their observations through pictures or words by
splitting the paper into the two columns of living and non-living.
EVALUATE
Students can play the online Kahoot! quiz game located below the video which provides downloadable scores at the end
of the quiz game. Alternatively, you can use the paper quiz or the exit ticket questions. All these resources are located
below the video in the Assessment section.
EXTENSION
For older or more advanced students you could introduce the vocabulary biotic and abiotic. Biotic means living or
once living, so this can include dead trees or leaves. Abiotic means not living and never was living. These vocabulary
words are generally introduced in higher grades.
Read the book Living or Non-living by Kelli Hicks. What’s Alive by Kathleen Weidner Zoehfeld is also highly
recommended.
“Next Generation Science Standards” is a registered trademark of Achieve, Inc.

A non-profit dedicated to raising academic standards and graduation requirements.
4 © 2019 GENERATIONGENIUS.COM

Lesson Plan: Living Vs Non-Living Things Grades K-2

Uploaded by

Copyright:

Available Formats

Lesson Plan: Living Vs Non-Living Things Grades K-2

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Lesson Plan: Living Vs Non-Living Things Grades K-2

Uploaded by

Copyright:

Available Formats

LESSON PLAN Link to Video

LIVING VS NON-LIVING THINGS

Science & Engineering Practices Connections to Classroom Activity

Disciplinary Core Ideas Connections to Classroom Activity

Patterns • The students observe that living and non-living

1) Place two hula hoops on the floor next to each other.

Does it grow? Does it get bigger over time?

Then facilitate using the Discussion Questions.

“Next Generation Science Standards” is a registered trademark of Achieve, Inc.

You might also like

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.