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    Living Things and Their Habitats: Living, Dead or Never Alive?

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    Lucy EF
    This document outlines a lesson plan to teach students to distinguish between things that are living, dead, or never alive. The lesson introduces the seven life processes - movement, respiration, sensitivity, growth, reproduction, excretion, and nutrition. Students sort cards into categories of living, dead, or never alive and give reasons for their sorting based on the presence or absence of life processes. In groups, students further classify examples and write explanations for their classifications.

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    Living Things and Their Habitats: Living, Dead or Never Alive?

    Uploaded by

    Lucy EF
    16 views1 page
    This document outlines a lesson plan to teach students to distinguish between things that are living, dead, or never alive. The lesson introduces the seven life processes - movement, respiration, sensitivity, growth, reproduction, excretion, and nutrition. Students sort cards into categories of living, dead, or never alive and give reasons for their sorting based on the presence or absence of life processes. In groups, students further classify examples and write explanations for their classifications.

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    This document outlines a lesson plan to teach students to distinguish between things that are living, dead, or never alive. The lesson introduces the seven life processes - movement, respiration, sensitivity, growth, reproduction, excretion, and nutrition. Students sort cards into categories of living, dead, or never alive and give reasons for their sorting based on the presence or absence of life processes. In groups, students further classify examples and write explanations for their classifications.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    16 views1 page

    Living Things and Their Habitats: Living, Dead or Never Alive?

    Uploaded by

    Lucy EF
    This document outlines a lesson plan to teach students to distinguish between things that are living, dead, or never alive. The lesson introduces the seven life processes - movement, respiration, sensitivity, growth, reproduction, excretion, and nutrition. Students sort cards into categories of living, dead, or never alive and give reasons for their sorting based on the presence or absence of life processes. In groups, students further classify examples and write explanations for their classifications.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 1

    Living Things and Their Habitats: Living, Dead or Never Alive?

    Aim: Success Criteria: Resources:


    To explore and compare the differences I can explain some of the life processes. Lesson Pack
    between things that are living, dead, and things I can explain how life processes can tell us if Large sorting hoops
    that have never been alive by thinking about life something is living, dead or has never been
    processes. alive.
    I can compare the differences between things
    that are living, dead and have never been alive.
    I can say if something is living, dead or has
    To use their observations and ideas to suggest never been alive.
    answers to questions by explaining how they
    know something is living, dead or has never I can give reasons for my answers.
    been alive
    Key/New Words: Preparation:
    I can answer questions about things that are
    Life process, living, non-living, dead, never alive, One set of Living or Non-Living Sorting Cards
    living, dead or have never been alive.
    movement, respiration, sensitivity, growth, One set of Dead or Never Alive Sorting Cards
    reproduction, excretion, nutrition.
    One set of Alive, Dead or Never Alive Sorting
    Labels
    Living, Dead or Never Alive Group Activity Sheet
    - 1 per group, photocopied A3 size
    Set up two large sorting hoops somewhere in
    the classroom.

    Prior Learning: It will be helpful if children have previously made detailed observations of animals and plants.

    Learning Sequence

    I’m Alive! In pairs, children discuss things that we do that let us know that we are alive. Record
    suggestions on the IWB or on a flipchart.

    Life Processes: Using the Lesson Presentation, introduce children to the seven life processes and the
    mnemonic Mrs Gren, giving examples of how these processes appear in plants and animals. Refer back
    to the children’s previous suggestions and discuss which life processes were represented in this list.

    Living or Not? Distribute the Living or Non-Living Sorting Cards, one card per pair. Show children the
    sorting hoops, labelled ‘Living’ and ‘Non-Living’, and demonstrate how to sort a card into the appropriate
    set by considering if the item does or does not demonstrate life processes. In pairs, children sort their
    cards into the appropriate hoops. Choose a few volunteers to give reasons for their choices. Address
    misconceptions.

    Dead or Never Alive? Distribute the Dead or Never Alive Sorting Cards, one card per pair. Show children
    the sorting hoops, labelled ‘Dead’ and ‘Never Alive. Demonstrate how to sort a card into the appropriate
    set by considering the origin of the item. In pairs, children sort their cards into the appropriate hoops.
    Choose a few volunteers to give reasons for their choices. Address misconceptions.

    How Can You Tell? As a class, ask the children to consider the three examples on the Lesson
    Presentation, choosing volunteers to state if they are living, dead, or have never been alive, and giving
    reasons for their answers. Draw out answers that focus on the presence or absence of life processes,
    and in the case of the pine cone, what has changed now that it is no longer a part of the tree.

    How Can You Tell? Group Activity: Split the children into small groups of three or four. Divide both sets of
    sorting cards between the groups, giving each group an example of something that is living, something
    that is dead, and something that has never been alive. Using the Living, Dead or Never Alive-How Can
    You Tell Group Activity Sheet, each group classifies their cards as living, dead or never alive and writes
    reasons for their answers.

    Which One Am I? Choose a volunteer to pick one of the images from each of the slides on the Lesson
    Presentation. The class take turns asking the volunteer questions about life processes that can only be
    answered ‘yes’ or ‘no’, until the class can identify which of the images the volunteer has chosen.

    Taskit
    Playit: Explore these BBC Bitesize pages to find out more about things that are living, dead or never alive.
    Activityit: Complete the Life Processes Activity Sheet to find out more about how the seven life processes appear in
    different living things.
    Wordsearchit: Reinforce vocabulary with the Life Processes Wordsearch.

    Science| Year 2 | Living Things and Their Habitats | Living, Dead or Never Alive? | Lesson 1

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