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Grade: 1st
Living and Nonliving
Readiness
I. Goals/Objectives/Standard(s)
a. Goal(s): Students will be able to determine the difference between living and nonliving things.
b. Objective(s):
-After students complete the stations, students will be able to observe and identify the difference
between living and nonliving objects.
-After students complete the stations, students will be able to verbally state why an object is
living or nonliving.
Standard: 1.LS.3 Make observations of plants and animals to compare the diversity of life in
different habitats.
II. Materials:
-Plant
-Rolli Polli Bugs
-Rocks
-Pencil
-Worms
-Gummy worms
-Chart with spaces for drawing with checklist
-Pictures of living and nonliving items
-Anchor chart
Management: The students will be working in small groups at their desk as they observe the
worms and gummy worms, and then they will remain in their desks for the worksheet activity.
At the end of the lesson I will call students up to the front of the room to put their picture in the
living or nonliving category, and explain to the class why they placed it there.
Time-
Anticipatory Set: 5 minutes
Lesson Presentation: 35 minutes
Closure: 5 minutes
Total: 45 minutes
Now lets watch a quick video to help us learn more about living and nonliving things! (still need
to find an appropriate video for this)
IV. Purpose:
Today we are going to learn about living and nonliving things so that we can understand our
environment and the things around us. We are living, so it is important to know what things
around us are living, and what things are not.
B. Chart
Today we are going to look at different objects and decide if they are living or nonliving
things. I have put four different things in the middle of your table, and I want you to take some
time and observe these before you decide. Make sure you are asking yourself the scientific
questions that we went over. For example, make sure and ask yourself if something is moving,
eating, ect. I am going to give you a worksheet and in each of the squares you are going to draw
a picture of the object you are looking at. Once you draw the picture in the square, you are
going to ask yourselves the questions that are on top of the paper and put a Y in the box if the
answer if yes, and a N in the box if the answer is no. Does anyone have any questions? (give
students time to ask questions) Okay, you guys can begin working. I am going to give you guys
about 10 minutes to complete this worksheet and then we are going to go over it as a group.
Now that you guys have drawn your pictures and checked off living or nonliving, I want you guys
to tell me what you have discovered. Who can raise their hand and tell me if they think the rock
is living or nonliving? (call on a few students) What about the plant? (call on a few students),
what about the bug? (call on a few students) What about the pencil? (call on a few students)
Good job guys!!!
C. Match the picture
Now that we have spent time identifying some objects, I am going to give you guys a
picture. You need to decide if the picture is a living or nonliving item. On the back of the picture
you are going to write living or nonliving. Are there any questions? (Give students a few
minutes to write)
Each of you is going to come up and share the answer that you came up with. (call on a student
to come up to the front of the classroom.) Tell us what your picture is of, and if you think it is
living or nonliving. (let student answer) How do you know? (let student answer) Does everyone
agree or disagree? Give me a thumbs up if you agree, and give me a thumbs down if you
disagree. (let students respond & address anyone who may think differently) Very good guys!!
Now stick your picture to the chart under the right category and go back to your seat. Who
wants to come up next? (Continue this process until everyone has come up to the front of the
classroom and shared.)
Summative:
-At the end of the lesson each individual student will be given an image and they will have to
write if it is living or nonliving on the back. This will allow me to determine how much of the
content they understood.