• Monitor and question students as they work in groups to sort living things.
• Assess students’ understanding that plants and animals are living things by listening to responses to discussion questions.
• Monitor students to assess understanding that plants and animals have parts that are similar and different.
• Observe students correctly identifying living things and nonliving things on the student sheet.

Begin this lesson by reviewing with students what the basic needs of humans/people are. After students have reviewed say: “Today I want to share with you the book What Do You Do with A Tail Like This? by Steve Jenkins and Robin Page.” Explain that this book talks about similarities in animals such as tails, eyes, and hands. Read the book to the students. Throughout and after the story, ask the following questions:

• “What can some animals do with their tails?”
• “What can some animals do with their ears?”
• “What can you do with your hands?”
• “What can some animals do that you can do?”
• “What can some animals do that you can not?”

Explain to students that scientists look at what is similar (alike) and different in animals to group them. Explain that students will get to group pictures of animals into similar groups and defend their reasons. Remind students that the animals can be grouped in many different ways and to think about the book they just read.

Note: Picture cards are labeled with animal groups. Before making copies, cover the titles up or fold the tops down on each card.

Place students in groups of four to six students. Hand out Animal Picture Cards (S-K2-7-2_Animal Picture Cards.doc).

Pictures can be grouped in various ways depending on how much students have already learned about animals. If they know what the differences are between reptiles and mammals, you can have some of both in a group. Students may also focus on characteristics that make the animal unique from other animals similar to it. Students work in groups to classify them. Encourage students to look at all characteristics. When the students have created groups, monitor groups and ask the following questions:

• “Why did you group the animals in this way?”
• “How are these animals in this group alike/different?”
• “What other animal can you think of that might go into this group?”

Assess students as you move through the groups. If students need more practice, have them switch cards and repeat the activity with different animals. Discuss with students how these parts can be different and how they are used.

Show students a plant (real or a picture). Review with students what plants and animals both need to live. Tell students to look at the plant and say:

• “Do you think a plant and an animal are alike in some ways?”
• “What do plants need to stay alive?”
• “What do you need to stay alive?”
• “Can you tell me something that is the same about a plant and an animal?”

You may need to give examples, and then prompt students for their response.

Discuss and list on the board the basic needs of all plants and animals:

• Food
• Air
• Water
• Shelter

Give students the Plant and Animal Needs Student Sheet (S-K2-7-2_ Plant and Animal Needs Student Sheet and KEY.docx). Have students circle things that both plant and animals need and cross out items that both plants and animals do not need. Have students discuss what they circled and crossed out. Have students talk with a partner about the differences and similarities of living things.

Extension:

• Students who might need an opportunity for additional learning can play the game “I Spy” in the classroom and give clues to objects that they see in the room. These objects must be both living and nonliving.