Living Things Showcase

Overview

In the final lesson of the “Living Things Explorers” unit, students review how to tell living and nonliving things apart. They sort picture cards, create a two-part drawing, and explain one observable characteristic through speaking, pointing, acting, or dictation.

Learning intentions

Students will be able to:

• Sort pictures into living and nonliving groups.
• Identify a plant or animal as living.
• Draw one living thing and one nonliving thing.
• Share one observable reason for an answer.

Success criteria

• I can sort a picture as living or nonliving.
• I can identify a plant or animal that is living.
• I can draw one living thing and one nonliving thing.
• I can show or tell one way I know something is living.

Curriculum links

• Speaking and Listening — participate in collaborative conversations, describe familiar experiences or ideas, and add relevant detail.
• Writing — use drawing, dictation, and emerging writing to share information about a topic.
• Language — use words learned in science and classroom discussion.
• Science literacy — follow a multistep task, interpret information shown in pictures, and use scientific terms in context.

Lesson structure (30 minutes)

1. 0–4 min · Carpet hook and expectations. Teacher displays the opening picture question showing a puppy beside a toy puppy and asks, “Which one is living? How do you know?” Then briefly reviews carpet expectations: eyes watching, ears listening, hands still, and voices ready. Students quietly observe, turn and talk with a partner, and share an idea by speaking, pointing, or acting.

2. 4–9 min · Review the science idea. Teacher uses the living and nonliving review slides to revisit that living things grow and need air, water, or food, while nonliving things do not grow or need these things. Model thinking aloud: “A plant is living because it grows and needs water.” Students echo key words, identify examples on the slides, and show a thumbs-up for living or hands flat for nonliving.

3. 9–16 min · Picture-card sort. Teacher places mixed picture cards in the center and models one card, saying each step aloud: look carefully, name it, decide living or nonliving, and place it in the matching group. Students work in five groups of three to sort the cards, taking turns as the picker, sorter, and explainer. Teacher circulates and asks, “What do you notice?” and “What makes you think that?” Students may answer orally, point to a card, or act out a characteristic.

4. 16–19 min · Check and discuss the sort. Teacher pauses the groups and invites students to compare one card from each group, using the sorting discussion slides to reveal examples and clarify tricky choices. Students explain or demonstrate one reason, such as “It grows,” “It needs water,” or “It does not grow.” Teacher accepts approximations, recasts responses with accurate science language, and briefly corrects misconceptions.

5. 19–26 min · Two-part showcase drawing. Teacher distributes the living and nonliving showcase page and models drawing one living thing in the first box and one nonliving thing in the second box. Students complete both drawings and add labels, copied words, invented spelling, or dictated explanations. Teacher points students to the picture bank and sentence frames on the page: “___ is living because it ” and “ is nonliving because it does not ___.” Students who finish may add an observable detail, such as leaves, fur, movement, growth, or a need for water.

6. 26–30 min · Individual conferences and share-out. Teacher uses the closing share prompt and meets briefly with each student, prioritizing one-to-one assessment while classmates share with a partner. Each student points to or names the living drawing, identifies a plant or animal if present, and gives, acts out, or dictates one observable characteristic. Students listen to a partner and celebrate the showcase with quiet applause.

Resources

• the Living Things Showcase slide deck
• the living and nonliving showcase page
• Mixed living and nonliving picture cards
• Two labeled sorting mats: “Living” and “Nonliving”
• Pencils, crayons, and clipboards or firm writing surfaces
• Teacher conference checklist
• Carpet and desk seating markers

Assessment

• During the card sort, listen for accurate classifications and ask students to explain one choice using an observable characteristic.
• During the drawing task, check whether each student includes one living and one nonliving example and uses a relevant label, detail, gesture, or explanation.
• During the individual conference, record whether the student distinguishes living from nonliving, identifies a plant or animal as living, and supports one answer with an observable characteristic. Use the exit prompt: “Show me which one is living and tell me how you know.”

Differentiation

• Provide the picture bank and sentence frames on the living and nonliving showcase page. Preview vocabulary with gestures and real classroom examples such as a plant, pencil, and chair.
• Allow students to draw, point, act, speak, use sign language, or dictate to an adult. A partner or teacher may repeat the question, offer two choices, or scribe the student’s words.
• For students who need additional support, reduce the card choices, sort beside an adult, use clear visual labels, and provide frequent reminders for carpet and desk routines.
• For multilingual learners, pair each picture with a clear spoken word, gesture, and home-language connection when available. Invite students ready for a challenge to compare both drawings using “Both…” or “Only the living thing…”