Living Things Intro

Grade

2

Duration

30 minutes

Class Size

19 students

Unit

Exploring Science Together – Lesson 1 of 4

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Alberta Curriculum Connections

Science – Grade 2

• General Outcomes: Use inquiry and problem solving to develop understandings of living things.
• Specific Learning Outcomes:
  • 2-1-01: Identify characteristics of living things (e.g., growth, movement, reproduction, need for food, water, air, and shelter).
  • 2-1-02: Describe the basic needs of plants and animals in their environment.
  • 2-1-03: Observe and identify plants and animals found in local environments.

Cross-Curricular Competencies

• Communication: Express ideas orally using clear and simple sentences.
• Collaboration: Listen to others’ ideas and share their own in group discussions.
• Thinking: Use observation skills to classify and describe living things.

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Lesson Description

In this engaging introduction to living things, students will explore what makes something alive by focusing on plants and animals. Using group discussion, colourful visual aids, and an interactive sorting activity, students will learn the basic needs of living things and practice identifying local examples. The lesson encourages language development to support low literacy levels, using clear vocabulary and visuals to scaffold understanding.

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Lesson Objectives

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

• Name at least two characteristics of living things. (2-1-01)
• Describe basic needs of plants and animals for survival. (2-1-02)
• Identify and name common plants and animals found locally. (2-1-03)
• Participate actively in group discussions and a hands-on sorting activity.

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Materials

• Large colourful posters showing different plants and animals from Alberta (with labels)
• “Living or Not Living?” picture cards (images of living things and non-living objects)
• Interactive whiteboard or chart paper
• Markers
• Name tags or stickers for group sorting activity

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Lesson Procedure

1. Introduction (5 minutes)

• Greet students and introduce the unit "Exploring Science Together."
• Use simple language and visuals: Show a poster with different pictures of living things (dog, tree) and non-living things (rock, toy).
• Ask: "What do you think it means to be alive?"
• Invite 2 or 3 students to share ideas, guiding with prompts like “Can it grow?” or “Does it need food?”
• Explain that today we’ll learn how to tell what is alive and what living things need.

2. Interactive Discussion (10 minutes)

• Show the large poster of plants and animals. Point and say the name clearly. Have students repeat.
• Discuss characteristics of living things in simple terms:
  • They grow (show a small plant and a large tree)
  • They need food and water (use examples like animals eating and plants needing water)
  • They need air to breathe
  • They move (or show how plants turn to sunlight!)
• Use thumbs up/down to let students respond if something is alive or not based on each characteristic.
• Connect to local environment: "Can you think of animals or plants we see nearby?"
• Encourage low readers by using clear visuals and gestures, repeating vocabulary several times.

3. Sorting Activity – Living or Not Living? (10 minutes)

• Divide class into 3 groups of 6-7 students.
• Provide each group with picture cards mixed of living and non-living items.
• Explain task: "Work together to put cards into two piles: Living and Not Living."
• Circulate to support by asking guiding questions and modelling thinking aloud: "Does this need water to live?"
• After sorting, each group shares one card from each pile and explains why it is living or not.

4. Wrap-up and Review (5 minutes)

• Gather students back on the carpet or main area.
• Using the interactive whiteboard or chart paper, draw a simple table showing “Needs of Living Things”: Food, Water, Air, Shelter.
• Have students contribute ideas while you add to the table.
• Ask review questions:
  • "What did we learn today about living things?"
  • "Can plants move? Animals?"
• Praise all efforts. Explain that next time, they will learn more about how plants and animals grow and change.

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Assessment & Reflection

• Observe students’ participation during discussions and sorting activity for understanding of living vs non-living.
• Use thumbs up/down or simple oral questions to check comprehension in a low-pressure way.
• Informal anecdotal notes on student use of vocabulary and collaboration.
• Encourage students to draw one living thing at home and bring it to the next lesson for sharing.

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Differentiation Strategies

• For low readers: Use large visuals and repeat simple, key vocabulary many times. Use gestures and thumbs up/down for comprehension checks.
• For higher readers: Encourage use of descriptive words (e.g., “Animals need shelter because…”) during group explanations.
• Pair stronger readers with peers to build confidence in group activities.
• Use multimodal approaches (talk, visuals, hands-on cards) to engage diverse learners.

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Teacher Reflection Notes

• Consider integrating UFLY program vocabulary words related to living things in daily ELA practices.
• Use Acadience assessment data to monitor literacy growth alongside scientific vocabulary development.
• Plan to connect science observations with Daily Five literacy strategies by having students label or narrate drawings of living things in future lessons.

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This lesson plan links closely with Alberta’s Grade 2 Science Curriculum while applying explicit supports for literacy development in an inclusive classroom context. The hands-on, visual approach is designed to engage all learners, making science approachable and exciting from day one!