What Is Living?

Overview

In this first lesson of Living Things Explorers, students begin distinguishing living from nonliving things. Through real objects, photographs, movement, partner talk, and a short sort, they practice observing and using the words living and nonliving. Short carpet-and-table segments support kindergarten students who are still developing listening, sitting, and classroom routines.

Learning intentions

Students will be able to:

• Listen to and follow a short, multistep science routine.
• Use the words living, nonliving, and observe.
• Observe familiar objects and describe what they notice.
• Sort examples into living and nonliving groups.
• Share an idea with a partner or the class.

Success criteria

• I can identify at least two living things.
• I can identify at least two nonliving things.
• I can use the words living or nonliving when I talk.
• I can tell one thing I notice about an object or picture.

Curriculum links

• Reading science and technical texts: follow a multistep procedure carefully during a classroom sorting task.
• Reading science and technical texts: determine the meaning of domain-specific words such as living, nonliving, and observe in context.
• Reading science and technical texts: connect spoken information and real examples with photographs and a sorting chart.
• Kindergarten speaking, listening, and vocabulary practice: participate in collaborative conversations and use newly learned science words.

Lesson structure (30 minutes)

1. 0–4 min · Welcome and learning routine. Teacher displays the opening question slide and asks, “Is a stuffed animal alive?” Model the routine: eyes looking, ears listening, hands still, and voice off while someone speaks. Students show a quiet thumbs-up when ready, then turn and talk briefly about their ideas.

2. 4–9 min · Teach the words. Teacher introduces living, nonliving, and observe using a real plant, a toy, and a photograph; point to the matching words on the science words slides and provide gestures for each word. Students repeat the words, copy the gestures, and use the frame, “I see ___,” to describe one example.

3. 9–14 min · Notice and wonder. Teacher shows one living example and one nonliving example in the photograph observation slides. Ask, “What do you notice?” and “What makes you think it is living or nonliving?” Students first think silently, then tell a partner using “I see ___” or “I think ___ is living/nonliving because ___.” Invite three students to share.

4. 14–19 min · Movement game. Teacher explains and demonstrates the procedure on the movement game instruction slide: stand behind your carpet spot; when a living picture appears, gently stretch like a growing plant; when a nonliving picture appears, freeze like a statue; return to stillness after each picture. Students follow the signals for four to six examples, practicing looking, listening, moving safely, and stopping promptly.

5. 19–26 min · Table sort and record. Teacher places students in five groups of three and gives each group a small set of familiar object or photo cards. Model one example, then direct students to: observe a card, say “I think it is ___,” place it under the living or nonliving heading, and explain one choice. Students sort cooperatively, taking turns as the observer, speaker, and sorter. Each student completes the living and nonliving picture sort by drawing or circling at least two living and two nonliving examples. Circulate and ask, “What do you notice?” and “How do you know?”

6. 26–30 min · Share and check. Teacher returns to the closing sort and review slides and displays four examples. Students respond chorally or with partner talk, then complete an oral exit check: name one living thing, one nonliving thing, and use one target word in a sentence. Celebrate careful observing and remind students that scientists look closely and explain their thinking.

Resources

• the Living Things Explorers slide deck
• the living and nonliving picture sort
• Real plant or leaf
• Toy or stuffed animal
• Photograph cards of familiar living and nonliving things
• Five group sorting mats labeled “Living” and “Nonliving”
• Pencils, crayons, and clipboards or table trays
• Carpet spots or clearly marked sitting spaces

Assessment

• Listen during partner talk for accurate use of living, nonliving, and observe; note students who need a modeled sentence.
• During the movement game and group sort, check whether students follow the procedure, classify examples, and give a simple reason.
• Review the worksheet and oral exit check for at least two living and two nonliving identifications.

Differentiation

• Support emerging speakers with large photo cards, real objects, gestures, repeated modeling, and sentence frames: “I see ,” “ is living,” and “___ is nonliving.”
• Pair students strategically and assign clear roles so every child can participate without needing to read independently.
• For students needing movement or attention support, use a visible carpet spot, a first-then reminder, short directions, and praise for specific behaviors such as “You stopped safely when the picture disappeared.”
• Provide visual word cards and allow pointing, drawing, acting, or responding with a partner before speaking to the whole class. Offer an optional challenge: advanced learners explain how they know an example is living or nonliving and identify an example that might be confusing.