Grade One: Introducing Living and Non-Living Things (Revised to include DI as shown in BLUE)

PLOs:
• Processes of Science- classify objects, events, and organisms
• Life Science- needs of living things (classify living and non-living things)

The students will be able to…

• Identify and classify living and non-living things
• Provide reasoning for why something is either living or non-living (based on the facts that living things need food,
water, and air, and can reproduce and grow).
*Present learning outcomes to students as “I can” statements in order to allow them to recognize
what they are expected to learn through this lesson:
“I can tell if something is living or if it is non-living”
“I can describe the characteristics of living things”

Inquiry Strategy: The 5E Instructional Model and the Gradual Release of Responsibility
• Engage:
1) Group discussion about the characteristics of living things and their need for food, water, and air; their ability to
reproduce; and their ability to grow.
*Begin by outlining the two “I can” statements for this lesson.
*Use visuals, such as a “living things” anchor chart for students to refer to.
*Assign partners/trios, and ask students to turn-and-talk to share what they already know about living
and non-living things.
*Ask students to share what they already know, or what their partner(s) already know about living
and non-living things with the whole group. Record their ideas.
*Ask students to think of as many living things and non-living things as possible. Challenge them by
asking them to think critically and provide reasoning to support how they know whether something is
living or non-living.
2) Bring out the “living” tray (this is a tray divided into four quadrants, one containing an apple, another container
water, another which is empty, and another containing adult/baby animal figurines of the same species), stimulate
discussion by asking students to share what they notice.
*Be explicit: tell students that each section of the container represents the 4 characteristics of living
things.
*Tell students what they should be looking for: ask them to look at the container and ask themselves:
What do living things need in order to survive? How do living things change during their lives?
*Put students into pairs for this activity.
*Tell students that you want them to discuss each section of the container with their partner and
share their ideas of what the 4 characteristics of living things could be.
*Circulate the group to help the partner pairs in their discussions as necessary group.
*If available, ask the class EA to also circulate the group and provide help as needed.

• Explore: Nature walk around the school property to find and discuss living and non-living things.
*This portion of the lesson could also be completed in the classroom using a pre-taped video or
photograph of the school grounds projected for a small group.

• Explain: Circle activity investigating and sorting various examples of living and non-living things as a whole group.
*Show the group the assortment of items. Lay them out mixed up in the middle of the circle for all to
see.
*Offer the group the option to sit or stand during this activity.
*Ask the group who would like to be a helper? Direct those students to sit with another student to
help them classify items as either living or non-living.
*For students seeking a challenge, ask them to go beyond sorting, and ask them to share proof and
reasoning for how they know whether the item is living or non-living.
• Elaborate: Students independently sort mixed bags of living and non-living things and discuss their reasoning.
*Offer students time to ask questions to fill gaps in understanding or knowledge
*Seek “helpers” from the group and record these students’ names on the board. Let the class know
they can ask the teacher, EA (if available) or one of the helpers to aid them during this activity.
*Offer simple charts showing the characteristics of living things for students to take to their work area.

• Evaluate: As a ticket-out-the-door, each student will find images of living things and images of non-living things in
magazines, cutting each image out and classifying them on a chart as either “living” or “non-living”.
*Offer students the choice of drawing the items they find in the magazines instead of cutting them
out and gluing them.
*Offer students the choice of thinking of and drawing items instead of using the magazines.
*Offer students the choice to work with a partner to complete one page instead of 2 independently.
*Offer students the choice to include proof and reasoning for each item on their chart.
*Offer students the choice of writing about what they’ve learned about living and non-living things
instead of using the chart.
*Offer students the choice of completing this portion of the activity at home with more time and
parental support.
Living and Non-Living Things Chart:

Your Name: _______________________ Date:__________________________

Living Things Non-Living Things

Resources:

https://www.cambridge.org/us/education/blog/2019/11/13/three-approaches-differentiation-primary-science/
https://www.giftofcuriosity.com/introduction-to-living-and-nonliving/