Living Things Basics

Overview

In this first lesson of the unit, students are introduced to the idea that living things share observable characteristics. They will practise sorting and discuss why certain examples belong in one group and not another, building towards later classification work in habitats and groupings.

Learning intentions

Students will:

• describe key characteristics of living things using MRS GREN
• distinguish living from non-living things using observable features
• explain reasons for their sorting decisions using evidence from observations
• begin to use scientific discussion vocabulary (because, therefore, similar, different)

Success criteria

I can:

• give examples of living and non-living things from my surroundings
• match living things to the characteristics of MRS GREN
• justify whether something is living or non-living using “I noticed… so…”
• discuss and revise my ideas after hearing a classmate’s reasoning

Curriculum links

• Living things and their habitats: describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals
• Living things and their habitats: discuss reasons why living things are placed in one group and not another
• Living things and their habitats: give reasons for classifying plants and animals based on specific characteristics (preparation for later lessons)

Lesson structure (45 minutes)

1. 0–5 min · Hook (Mystery Sorting). Teacher displays 6 everyday objects/images (e.g., leaf, ant, stone, toy, bread, mouldy bread) and asks, “Which are living and which are non-living?” Students do a quick first-sort on scrap paper and note one reason for any item they are unsure about.

2. 5–12 min · Activate knowledge (Class discussion). Teacher elicits prior ideas: “What makes something living?” and records student contributions as claims. Students think-pair-share and add one observation-based reason to a partner’s claim.

3. 12–22 min · Direct teach (MRS GREN model). Teacher introduces MRS GREN (Movement, Respiration, Sensitivity, Growth, Reproduction, Excretion, Nutrition) as a checklist for thinking, with short examples matched to KS2 level (e.g., plants need light/water/nutrients; animals breathe/need food; growth occurs over time). Students complete a teacher model: choose one living example and identify two MRS GREN characteristics they can reasonably observe or infer.

4. 22–33 min · Group activity (Living vs non-living cards). Teacher gives small groups a mixed set of cards (plants, animals, fungi/mould as a living organism, and non-living items like rocks, water, light). Students sort into “living” and “non-living”, then answer: “Which characteristic(s) make it living/non-living?” using sentence starters.

5. 33–40 min · Whole-class reasoning (Debate lines). Teacher places two “answer corners” on the floor: Living / Non-living. They reads 3 tricky prompts (e.g., a seed, an inanimate object that has been handled by animals, a wet sponge, a piece of mouldy bread). Students stand in a corner and must give one reason using “I think… because…”. Teacher prompts debate when reasoning is weak or unclear.

6. 40–45 min · Exit ticket (Assessment for learning). Teacher gives each student 3 items (one clear living, one clear non-living, one borderline such as seed). Students classify each and write one justification using MRS GREN language.

Resources

• Set of picture/object cards for living and non-living examples (including plant, animal, fungi/mould, and non-living items)
• MRS GREN checklist display sheet for the board (large and readable)
• Sentence starters: “I noticed…”, “This shows…”, “So it is…”, “I am unsure about… because…”
• Sorting recording sheet (two columns plus “reasons”)
• 2 floor signs: “Living” and “Non-living”
• Exit ticket slips and pencils

Assessment

• Teacher observes group sorting and listens for evidence-based reasoning during discussion corners
• Mid-lesson check: students’ ability to connect a living example to at least two MRS GREN characteristics
• Exit ticket: accuracy of classification plus quality of justification (uses characteristics, not just “it looks alive”)

Differentiation

• Support: provide a partially filled MRS GREN reference sheet with 3–4 key prompts (e.g., “Needs nutrition”, “Grows”, “Reproduces”) and offer sentence starters
• Support: allow students to sort first by observation (“What do we see?”) then match to MRS GREN afterward
• Extension: include a “challenge card” (borderline case) and ask students to argue both sides and decide using the strongest characteristics
• EAL/SEN: reduce reading load with picture cards; allow oral justification recorded by teacher/TA where needed; pre-teach “characteristic”, “evidence”, “therefore”