LEARN NC

K–12 teaching and learning · from the UNC School of Education

Is it living?

Students will identify living and nonliving things.

A lesson plan for grade 1 English Language Arts and Science

By Genita Powell

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Learning outcomes

Students will:

  • identify basic needs of living organisms
  • identify a particular thing as living or nonliving
  • group living and nonliving things
  • compare, identify, sort and group living and nonliving things

Teacher planning

Time required for lesson

4 days

Materials/resources

  • Step 1: fish, rock, fish food, chart paper, marker
  • Step 2: Smart T.V., Kidspiration program
  • Step 3: picture cards with living and nonliving things, check sheet, pencils
  • Step 4: magazines, construction paper, glue, marker or pencil, white board or overhead, writing paper
  • Step 5: “Write From the Beginning,” pencils, and paper
  • Step 6: computer with word processing
  • Step 7: computer with internet connection

Technology resources

Activities

Step 1:

Teacher and students will conduct an experiment with a rock and fish to determine which is living. First the teacher will have the students predict what will happen when both the rock and fish are fed. The teacher will write responses on the piece of chart paper. Next, the teacher will feed both the fish and rock fish food. The teacher and students will observe and compare the differences and write them on the chart. Afterward, the teacher will have students determine which object was living and note why on the chart. Last, students will review the characteristics of what made the fish a living organism.

Step 2:

Teacher will use the Smart T.V. and Kidspiration program to have students identify and sort living and nonliving organisms. Teacher will use a chart labeled living and nonliving. Teacher will point to a picture and students will click the picture on the side of the chart were the picture should go.

Step 3:

In small groups or during center time, give students picture cards with living and nonliving things. Students will sort the cards. Give students the check list (attached) to verify whether objects are living or nonliving.

Step 4:

Have students fold a piece of construction paper in half. Label one side living and the other side nonliving. Next, students will look in magazines and choose living and nonliving things. Have students cut the pictures out, glue them to the construction paper on the appropriate side, and label the pictures.

Step 5:

Teacher will use the “Write From the Beginning” steps to have students complete observational writing on living things. The writing process will start on the first day and continue for three days.

Day 1:

Teacher models the writing process. First, brainstorm facts using a Circle Map. Next, organize facts using a Tree Map. Last, use the Tree Map to write observational sentences.

Day 2:

Display only the Tree Map from prior day. Students will write sentences using the Tree Map.

Day 3:

Display only the Circle Map from the first day. Next, have students construct a tree map to organize their ideas and facts. Last, students will write sentences using the Tree Map.

Step 6:

Students will type their paper using a computer with a word processing program.

Step 7:

Students will answer questions.

Assessment

Assessment will be based on students’ sorting of living and nonliving organisms from the magazine project and the activity using Kidspiration. Next, the teacher will observe students check list with sorting picture cards to determine whether objects are living or nonliving.

Supplemental information

Comments

I was inspired to do this lesson because many of my students were not able to answer a few questions that I asked them prior to the lesson about objects that were living. This unit is geared for K–1 grades. I would suggest this unit be taught at the beginning of the year because you will be able to piggyback off of the terms living and nonliving throughout the year.

North Carolina Curriculum Alignment

Computer Technology Skills (2005)

Grade 1

  • Goal 1: The learner will understand important issues of a technology-based society and will exhibit ethical behavior in the use of computer and other technologies.
    • Objective 1.05: Identify graphing as a tool for organizing information. Strand - Spreadsheet
  • Goal 2: The learner will demonstrate knowledge and skills in the use of computer and other technologies.
    • Objective 2.05: Locate and use letters, numbers, and special keys (e.g., arrow keys, space bar, insert Enter/Return, Backspace, Delete) on the keyboard. Strand - Keyboard Utilization/Word Processing/Desk Top Publishing

English Language Arts (2004)

Grade 1

  • Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed.
    • Objective 2.07: Respond and elaborate in answering what, when, where, and how questions.
    • Objective 2.08: Discuss and explain response to how, why, and what if questions in sharing narrative and expository texts.
  • Goal 3: The learner will make connections through the use of oral language, written language, and media and technology.
    • Objective 3.01: Elaborate on how information and events connect to life experiences.
  • Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
    • Objective 4.03: Use specific words to name and tell action in oral and written language (e.g., using words such as frog and toad when discussing an expository text).
    • Objective 4.04: Extend skills in using oral and written language:
      • clarifying purposes for engaging in communication.
      • using clear and precise language to paraphrase messages.
      • engaging in more extended oral discussions.
      • producing written products.
      • completing graphic organizers.

Science (2005)

Grade 1

  • Goal 1: The learner will conduct investigations and make observations to build an understanding of the needs of living organisms.
    • Objective 1.01: Investigate the needs of a variety of different plants:
      • Air.
      • Water.
      • Light.
      • Space.
    • Objective 1.02: Investigate the needs of a variety of different animals:
      • Air.
      • Water.
      • Food.
      • Shelter.
      • Space.