Living Things

Overview

Students explore how living things have observable characteristics, compare materials by their properties, and practise describing movement using simple observations. They also ask and answer questions to collect data and use simple technologies to make a small product that meets a need.

Learning intentions

• Students will identify and describe characteristics of living things.
• Students will observe and describe properties of everyday materials.
• Students will observe, test, and describe movement (ways things can move).
• Students will ask questions about what they notice and collect simple data (tally marks/pictures).
• Students will use simple technologies to make and improve a product for a user need.

Success criteria

• I can name at least one characteristic of living things and give an example.
• I can describe how two materials are different using words like hard/soft, smooth/rough, stretchy/not stretchy, or waterproof/dry.
• I can use evidence from observations to say how something moves (roll, slide, bounce, swing).
• I can ask a question about my observations and show my results with a simple table or tally.

Curriculum links

• STE-SCI-01: identify and describe characteristics of living things through observation.
• STE-PQU-01: ask questions and use observations to gather simple information (data).
• STE-DDT-01: identify simple technologies and use them to make products that solve a need or meet an opportunity.

Lesson structure (60 minutes)

1. 0–8 min · Hook & observe. Teacher shows the introduction slides with a short set of “living vs non-living” images (e.g., plant, snail, toy car, rock) and asks, “What makes something living?” Students do a quick think–pair–share and vote with hands for one characteristic they think living things have.

2. 8–15 min · Direct teaching: living characteristics. Teacher returns to the introduction slides and models a class example: “A plant is living because it grows and needs light and water.” Students help create a class list of characteristics using a few teacher prompts: “Does it grow?” “Does it need things to survive?” “Can it move by itself?”

3. 15–27 min · Investigation: properties of materials. Teacher sets up stations: paper/cardboard, sponge/cloth, plastic film, foil, and a cup of water. Using the introduction slides, teacher demonstrates one test: “Will it let water through?” Students rotate in small groups and do two simple tests per material (touch/feel for rough-smooth, and water test for wet/not wet). Students record results with pictures or a simple tally on the board or on the back of their worksheet page (teacher models how).

4. 27–38 min · Data talk: turning observations into answers. Teacher asks students to use their observations: “Which material properties helped it keep water out?” and “Which felt rough/smooth?” Students share one result using sentence starters on the introduction slides (e.g., “I noticed…, so I think…”). Teacher quickly records 3 findings for the class.

5. 38–52 min · Engineering: movement product. Teacher introduces the challenge using the introduction slides: “Make a moving toy using simple technology materials (e.g., cardboard, rubber band, straw, paper, tape). The goal is for it to move in a way we choose.” Teacher demonstrates one simple mechanism (e.g., rubber-band ‘launcher’ or rolling paper wheel). Students build and test, then improve once: “What could we change so it moves better?”

6. 52–58 min · Quick check & question linking. Teacher asks each group one question based on their testing (aligning with STE-PQU-01): “What question did you have from what you observed?” and “What did your test show?” Students answer with one sentence or a gesture + short statement. Teacher circles back to living/materials language: “Did any materials change? Are they still the same substance?”

7. 58–60 min · Plenary & closure. Teacher uses the introduction slides to show a summary slide and asks: “Name one living characteristic, one material property, and one movement word.” Students give one response each (or one per group if time).

Resources

• the introduction slides (hook, teaching prompts, station instructions, sentence starters, closure)
• the worksheet (picture + short response recording sheet for living things, material test results, movement words)
• Material station items: paper/cardboard, sponge/cloth, plastic film, foil, cups of water
• Towels/rags, paper towels
• Simple building supplies: cardboard pieces, rubber bands, straws, tape, paper
• Group clipboards or worksheet clipboards
• Timer
• Handwashing wipes or tissues

Assessment

• Teacher observation checklist during stations: correct use of living characteristics words, ability to describe material properties, and accurate movement words during testing.
• Students’ worksheet recordings from the worksheet: (1) one living characteristic with example, (2) two material test results, (3) one movement description with evidence.
• Plenary oral check: each student/group states one living characteristic, one material property, one movement word.

Differentiation

• Provide sentence starters on the introduction slides: “I noticed…”, “I think… because…”, “It moved by…”.
• For students needing support: pre-teach the movement words (roll, slide, bounce) with demonstrations.
• For students ready for extension: ask “What could we test next?” and “How would you improve your product to move further/faster?”
• For EAL/SEN: allow pointing/gestures plus one-word responses; use picture symbols on the worksheet.