Living Things Characteristics

Overview

This 60-minute lesson introduces Grade 2 students to the fundamental characteristics of living things in accordance with the British Columbia Curriculum's Science Big Idea for Grade 2:
"Living things have features and behaviours that help them survive in their environment."
(BC Curriculum Science 2 – Life Sciences)

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Learning Objectives

By the end of the lesson, students will be able to:

• Identify and describe the basic needs of living things (water, air, food, and shelter). (Curricular Competency: Describe daily and seasonal changes in local habitats)
• Recognise the characteristics of living things: growth, movement, reproduction, and response to the environment. (Content: Characteristics of living organisms)
• Demonstrate understanding through hands-on activities and verbal communication, using appropriate scientific vocabulary. (Curricular Competency: Use observations to describe patterns and connections)

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Curriculum Connections

• Science 2 – Life Sciences
  • Big Idea: Living things have features and behaviours that help them survive in their environment.
  • Content: Characteristics and needs of living things.
  • Curricular Competencies:
    • observing living things and their environments to compare different features;
    • communicating observations orally and through drawing;
    • asking questions and making predictions about living things.

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Materials

• Chart paper or whiteboard
• Markers
• Pictures of various living things (plants, animals, insects)
• Living Things Sorting Cards (images with words describing features like “grows,” “moves,” “needs water,” “makes babies”, “responds”)
• Paper, crayons, and pencils for each student
• “Living Things Observation Sheets” (simple templates with boxes labeled Growth, Movement, Needs, Reproduction, Response)
• A short age-appropriate storybook about plants or animals (optional)
• A fun movement game space (classroom or outdoor area)

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Lesson Flow

1. Introduction (10 minutes)

• Engage: Start with a simple question: “What makes something alive?” Encourage students to share ideas. Collect initial thoughts on the whiteboard.
• Discuss: Introduce the essential question: “What are the characteristics of living things?” Write key words on the board: Needs, Growth, Movement, Reproduction, Response to environment.
• Activate prior knowledge: Show pictures of familiar living things (dog, tree, bird) and non-living things (car, rock). Ask students to spot differences.

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2. Exploring Characteristics (15 minutes)

• Use the Living Things Sorting Cards with images and words describing features.
• Whole class activity:
  • Display one card at a time.
  • Ask, “Does this show a characteristic of a living thing?”
  • Students raise thumbs up/down or move to opposite sides of the room for “Yes” or “No”.
• Discuss each card briefly:
  • Needs water and food — why?
  • Grows — show how babies grow into adults.
  • Moves — explain different kinds of movement (plants bending, animals walking).
  • Reproduces — plants have seeds, animals have babies.
  • Responds — shows how living things react to changes (light, sound, weather).

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3. Movement Game: "Living Things Respond" (10 minutes)

• Explain: “We are going to act like different living things responding to their environment.”
• Call out prompts for students to respond:
  • “Pretend you are a plant growing towards sunlight.” (Stretch arms up slowly.)
  • “Pretend you are a dog hearing a sound.” (Turn head, look around.)
  • “Pretend you are a caterpillar crawling.” (Crawl slowly.)
  • “Pretend you are a bird making a nest (building).” (Use hands to “build” a nest.)
• This kinesthetic activity helps deepen understanding of movement and response.

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4. Independent Drawing and Observation (15 minutes)

• Give students the Living Things Observation Sheets with five labelled boxes: Needs, Growth, Movement, Reproduction, Response.
• Ask students to draw a living thing they know (e.g., a plant or animal).
• In each box, students add a simple drawing or label showing that characteristic (e.g., a sun and water droplet for Needs, a sprout for Growth).
• Circulate and support students in using vocabulary and explaining their drawings.

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5. Sharing and Reflection (7 minutes)

• Invite a few students to share their drawings and explain one characteristic of their living thing.
• Revisit the essential question: “What makes something alive?”
• Summarise key points on the board, reinforcing the five characteristics.
• Praise student participation and thoughtful ideas.

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6. Assessment Ideas

• Formative assessment:
  • Observe student participation during sorting and movement activities.
  • Use their drawings and explanations for understanding key concepts.
• Checklist:
  • Can the student identify at least three characteristics of living things?
  • Can the student explain why something is living or not living using specific examples?
• Exit question: Ask students to orally name one characteristic before leaving the classroom, or write it down.

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Extensions (Optional)

• Take a nature walk around the schoolyard to observe living things and list their characteristics.
• Plant seeds as a class; observe growth and daily needs over time, integrating science and responsibility.
• Read a story that highlights animal behaviours or plant life cycles to extend learning language and literacy connections.

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Reflection for Educators

• Note which students engaged fully and which might need additional support with vocabulary or concepts.
• Consider pairing verbal explanations with visual or physical activities to benefit diverse learners.
• Adapt movement activities outdoors if possible for space and engagement.

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This lesson harnesses movement, discussion, drawing, and observation — engaging young learners in a memorable way while solidly aligning with the British Columbia Science Curriculum’s focus on living things and their features.