Living Things Introduction

Overview

This 30-minute lesson introduces Grade 2 students to the fundamental characteristics of living things — plants and animals. It is designed to engage learners with diverse reading levels through a multi-sensory approach that incorporates visual, tactile, and oral activities. The lesson follows curriculum principles laid out by Alberta Education Science Program of Studies (2018), ensuring alignment with provincial learning objectives, and reflects best practices for young learners who are emerging readers. Although your school follows Saskatchewan curriculum and uses UFLY and Daily 5 strategies, this plan references Alberta standards while suggesting strategies supportive of varied reading abilities.

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Alberta Curriculum Outcomes Addressed

Science 2: Growth and Changes in Animals and Plants

• C2.1 Identify characteristics of living things (plants and animals)
• C2.2 Describe observable traits that help identify and sort living things
• C2.3 Use observations to group living things based on their characteristics

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Learning Goals

By the end of the lesson, students will:

• Recognize and describe basic traits of living things (growth, movement, breathing, reproduction)
• Identify and categorise objects as living or non-living with peer collaboration
• Use observation skills to note differences between plants and animals

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Materials Needed

• Picture cards of various plants, animals, and non-living things (large, colourful, clear images)
• Whiteboard and markers
• Sticky notes or small labels
• UFLY program worksheets or visual supports (adapted for low reading levels)
• Chart paper with "Living" and "Non-Living" headings
• Simple magnifying glasses (optional)
• A small potted plant and a plush toy animal or figurine

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Lesson Procedure

1. Engage (5 minutes)

• Greet students and gather them in a circle. Show the potted plant and plush toy animal. Ask, “What do you think these are? Are they the same or different?”
• Prompt discussion: “What do you notice? Can plants move? Animals? Are they alive?”
• Write the word “Living Things” on the board and explain that these are things that grow, move, breathe, and can have babies.

2. Explore (10 minutes)

• Group Sorting Activity:
  • Show students picture cards one by one (plants, animals, toys, rocks, etc.).
  • Invite students to come up to the chart paper and place the card either under “Living” or “Non-Living.”
  • For each card, ask: “Why do you think it is living or not living?” Accept all answers and guide gently.
  • Encourage peer discussion and use simple language to reinforce ideas.

3. Explain (8 minutes)

• Review the placed cards together. Introduce and echo key vocabulary:
  • Living things grow, breathe, need food and water, and can reproduce.
  • Plants make their own food using sunlight (simple explanation).
  • Animals eat plants or other animals.
• Use the potted plant and plush animal to model these points interactively.

4. Elaborate (5 minutes)

• Observation and Drawing:
  • Give each student a worksheet to either draw or colour one living thing they like—animal or plant.
  • Ask them to whisper or share with a partner why they chose that living thing and one trait that makes it alive.

5. Evaluate (2 minutes)

• Quick whole-class verbal review:
  • “Name one thing all living things do?”
  • “Can you tell me one plant or animal we talked about?”
• Observe student responses to assess understanding. Use thumbs up/down for quick engagement.

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Differentiation Strategies

• Low readers: Use picture cards and oral responses rather than written tasks. Partner students for peer support.
• Higher readers: Add simple word labels to images, encourage writing one sentence about living things.
• Use repetition and multisensory inputs (talking, touching, seeing) to reinforce learning for all students.

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Assessment

• Informal formative assessment during sorting activity, observations noted during discussions.
• Observe participation in verbal answers and partner sharing.
• Review drawings and verbal explanations on worksheets to check comprehension.

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Reflection & Next Steps

Students have established foundational understanding of what defines living things and how to categorise them. This prepares them for upcoming lessons on habitats, needs of living things, and life cycles (Lessons 2-6 in unit). The multisensory, collaborative approach supports varying learning needs and integrates well with your use of UFLY and Daily 5 methods for literacy support.

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End of Plan