Living vs. Nonliving
Living vs. Nonliving
Objectives
In this unit, students will learn that all living and nonliving things on Earth can be classified into groups based on specific characteristics. Students will also develop an understanding that all organisms have basic needs. Students will:
- identify living and nonliving things.
- understand that living things have basic needs.
- recognize the differences between plants and animals.
- practice classifying objects based on like characteristics.
- build an introductory vocabulary of scientific terms.
Essential Questions
- Do I notice similarities and patterns in living things?
- Can I explain why living things need air and water?
- Can I use my senses to help solve problems?
Related Unit and Lesson Plans
Related Materials & Resources
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Materials haven't been entered into the unit plan.Formative Assessment
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Multiple-Choice Item:
1. Circle all the living things and put an X on all the nonliving things.
Multiple-Choice Answer Key:
1. Circle all the living things and put an X on all the nonliving things.
Student circles:
horse, two horses, and plant
Student places an X on:
Amish buggy
Amish quilt
steel factory
building
Short-Answer Item:
2. Draw a living thing and show what it needs to live.
Short-Answer Key and Scoring Rubric:
2. Draw a living thing and show what it needs to live.
Student draws a plant, person, or animal showing the basic needs of food, water, and air.
Points
Description
4
- Student draws a plant, person, or animal.
- Student shows three basic needs of food, water, and air.
3
- Student draws a plant, person, or animal.
- Student shows two basic needs of food, water, or air.
2
- Student draws a plant, person, or animal.
- Student shows one basic need of food, water, or air.
1
- Student draws a plant, person, or animal.
Performance Assessment:
Materials:
- The Mixed-Up Chameleon by Eric Carle. HarperCollins, 1988.
- magazines
- glue
- scissors
- paper
Read The Mixed-Up Chameleon by Eric Carle. It is a story of a chameleon that is not satisfied with his body and envies other animals. He begins to ask for legs like a flamingo, a nose like an elephant, etc. Have students find pictures of various animals and have students cut apart the pictures, leaving the body. Have students create a new animal by placing various parts from different animal pictures similar to the chameleon in the story. Students give a name to their new animal, describe its basic needs, and describe how the body parts work.
Performance Assessment Scoring Rubric:
Points
Description
5
The student completes all five of the requirements:
- Creates a new animal picture.
- Names the new animal.
- Describes the new animal’s basic needs.
- Names its body parts.
- Describes the function of one body part.
4
The student completes four of the requirements:
- Creates a new animal picture.
- Names the new animal.
- Describes the new animal’s basic needs.
- Names its body parts.
3
The student completes three of the requirements:
- Creates a new animal picture.
- Names the new animal.
- Describes the new animal’s basic needs.
2
The student completes two of the requirements:
- Creates a new animal picture.
- Names the new animal.
1
The student completes one of the requirements:
- Creates a new animal picture.
0
The student demonstrates a lack of understanding or does not attempt to complete the assessment.
DRAFT 06/01/2011
