Our Classroom Hunt

Overview

In this second lesson of Living Things Explorers, students practice noticing and describing examples of living and nonliving things in their classroom. The teacher models safe movement and classroom routines before partners conduct a short hunt, then students share observations on a teacher-made class chart.

Learning intentions

Students will be able to:

• Identify one living thing and one nonliving thing.
• Describe one observable feature of each example.
• Use classroom movement and listening routines safely.
• Share an observation with a partner and the class.

Success criteria

• I can find or point to one living thing.
• I can find or point to one nonliving thing.
• I can tell or show one thing I notice about each.
• I can walk safely, stay with my partner, and return to the carpet.

Curriculum links

• Reading informational science texts: identify and use important words in a scientific context.
• Reading informational science texts: identify a main idea and give an accurate, observation-based summary.
• Reading informational science texts: follow a multistep procedure precisely during a technical task.
• Speaking and listening: participate in collaborative conversations, use classroom visuals, and speak clearly about observations.

Lesson structure (30 minutes)

1. 0–4 min · Welcome and hook. Display the opening mystery picture showing a classroom plant, a chair, and a question: “Which things are living?” Invite students to make a quiet thumbs-up for a first idea, reminding them that scientists look closely before deciding. Students look, think, and briefly share with a partner.

2. 4–9 min · Teach key ideas and routines. Use the living and nonliving examples to introduce the words living, nonliving, observe, and feature. Explain that living things grow and need water or food, while nonliving things do not grow or need food; avoid treating movement alone as the test. Model the three hunt steps: walk with a partner, look without touching, and return to the carpet when the signal sounds. Students practice the motions from their carpet spots.

3. 9–12 min · Model the recording task. Show the hunt directions and picture checklist and think aloud: “I notice the plant has green leaves, so I will record ‘green leaves.’ I notice the table is hard and brown, so I will record ‘hard and brown.’” Distribute the picture observation checklist to each pair and demonstrate drawing, circling, or telling an adult what was observed. Students repeat the sentence frame: “I found ____. I notice ____.”

4. 12–20 min · Partner classroom hunt. Assign 7–8 mixed-support pairs and start the hunt using the safe-hunt reminder slide. Students quietly walk to approved classroom areas, find or point to one living and one nonliving thing, and record or communicate one observable feature for each. The teacher circulates, prompts careful looking, and gives a quiet signal with two minutes remaining; students return to the carpet when signaled.

5. 20–26 min · Build the class chart. Display the sharing prompts while creating a teacher-made two-column chart labeled “Living” and “Nonliving.” Invite each pair to share one example and one feature. Students place their ideas orally into the appropriate column, using “I found…” and “I notice…” The teacher checks whether each example belongs in the correct column and gently asks, “What did you observe that makes you think that?”

6. 26–30 min · Review and exit check. Use the final review and exit prompt to revisit the words and routines. Ask students to point to or name one living thing and one nonliving thing, then complete the sentence, “A feature I noticed was ____.” Students show their answers by speaking, pointing to the chart, drawing on the worksheet, or telling the teacher privately. Close with a specific praise for safe walking, looking, and returning.

Resources

• the classroom hunt slide deck
• the picture observation checklist
• Teacher-made two-column class chart: Living / Nonliving
• Chart paper or whiteboard
• Markers or crayons
• Carpet meeting space
• Visual attention signal or chime
• Optional classroom plant and familiar objects for modeling

Assessment

• During modeling, check whether students can demonstrate walking, looking without touching, and returning to the carpet.
• During the hunt and class chart, record whether each student identifies or points to one living and one nonliving example and gives an observable feature.
• Use the final prompt and worksheet as an exit check; accept speech, pointing, drawing, gestures, or adult-scribed responses.

Differentiation

• Provide the picture checklist, sentence frames, gestures, and real objects. Read all directions aloud and model each step before students move.
• Assign adult-supported or carefully selected partners. Limit choices to two clearly different objects, such as a plant and a chair, for learners who need reduced cognitive or movement demands.
• Accept pointing, drawing, eye gaze, sign language, home-language responses, or dictated answers. Pair spoken words with photographs or icons for multilingual learners and students with communication needs.
• Give students who need movement support a nearby hunt location or let them observe from the carpet while a partner points. Offer frequent praise and a visual “first hunt, then carpet” reminder.
• Invite confident students to add a second observable feature, compare two examples, or explain why an example belongs in the living or nonliving column.