Life or Not?
Students will distinguish living from nonliving things by examining and sorting objects, then record examples on a class chart.
Understanding living vs nonliving builds foundational observational skills and scientific vocabulary, fostering curiosity about the natural world.
Hands-on sorting and group discussion to identify living vs nonliving.
Prep
Teacher Preparation
5 minutes
Step 1
Introduction
5 minutes
- Gather students on the carpet by the Living vs Nonliving Anchor Chart
- Explain that living things grow, move on their own, and need food and water; nonliving things do not
- Invite students to name one living and one nonliving thing; record responses on the chart
- Use simple language and encourage participation
Step 2
Exploration Activity
15 minutes
- Divide students into pairs and give each pair a magnifying glass, assorted objects, and Living vs Nonliving Sorting Cards
- Instruct pairs to examine each object, decide if it’s living or nonliving, and match it to the correct card
- Circulate to prompt thinking with questions like “Why do you think this is living?”
- Support students who need help by modeling with one example
Step 3
Group Discussion
5 minutes
- Reconvene as a whole class and invite pairs to share one object and explain their choice
- Add new examples to the Living vs Nonliving Anchor Chart
- Highlight key characteristics of living things (growth, movement, needs)
- Praise all contributions and correct gently if needed
Step 4
Assessment & Reflection
3 minutes
- Show one object at a time and ask students to give a thumbs-up for living or thumbs-down for nonliving
- Ask a few volunteers to explain their answers in one sentence
- Affirm correct reasoning and clarify any misconceptions
- Have students return sorting cards and objects to the central table
- Erase or put away the anchor chart and materials
- Give positive feedback for teamwork and cleanup
