• Monitor student responses to class discussion questions.
• Assess students as they sort cards into living and nonliving groups.
• Assess students as they create their living and nonliving collages.

Day 1

Activity 1: From Head to Toe by Eric Carle

Review with students what is living and nonliving. Have students give examples as you record their responses on the board or chart. Show students the book From Head to Toe by Eric Carle. This book introduces the basic body parts and simple body movement through animals. Animals are introduced and each animal moves a particular part of its body.

Reread the book and tell students they are to stand and try to do the movement that each animal does. The author invites students to move as well. Each time the movement is copied, students respond with I can do it.

Have students name some ways they are like animals. Students should be able to talk about similarities in movement such as running, climbing, swimming, and eating. Then ask students to think about this question, “How are you like a plant?” Students should be allowed to have think time. Guide students by asking more questions such as:

• “Can you name parts of a plant?”
• “What does each part do for the plant?”
• “How are the roots of a plant like your legs?”
• “How is a stem like your body?”
• “How are branches like your arms?”
• “Can you name other ways you are like a plant?”

Show students a map of Pennsylvania (S-K2-7-3_Pennsylvania Map.doc). Tell students that Pennsylvania is a state that they live in and it has many things in it that are living and nonliving. They are going to look at some pictures of things that Pennsylvania is famous for. Explain that people from other states and countries come to Pennsylvania to see these things. Tell students that you are going to hold up these things and talk about each one. Explain, “Then I will ask you to tell me if this is a living or nonliving thing found in Pennsylvania.” Show students the following pictures (S-K2-7-3_Living and Nonliving Things in Pennsylvania.docx):

            The Liberty Bell                                  Amish Horse and Buggy

            Independence Hall                              Quilt

                                    Hemlock tree

            Mountain Laurel                                 State Capital

            The Grouse                                          Steel Factory

            Trout                                                   Hershey Park

Note: You may use other images of Pennsylvania people and landmarks, but remember to include living and nonliving things.

Activity 1: Making Sorting Cards

Give students their own copy of Living and Nonliving Things in Pennsylvania (S-K2-7-3_Living and Nonliving Things in Pennsylvania.docx). Tell students they will cut out each picture and decide if it is a living or nonliving thing. Have students place the picture under Living or Nonliving on the sorting mat (S-K2-7_Sorting Mat.docx). When they have placed the pictures into two groups, have students place each group into a plastic storage bag. Collect the bags and prepare the cards for the next day’s activity by punching a hole at the top center of each card.

Activity 2: Making A Collage

Give students magazines that have pictures of both living and nonliving items. Have students view the magazines and cut out pictures of both living and nonliving things. Have students sort the pictures into two groups and tell you which are living and which are nonliving. Give each student a large sheet of paper or poster board and have students make a collage of either living things or nonliving things. Display each poster.

Extension: Making a Mobile

• Give students their plastic storage bags with living and nonliving cards with holes punched at the top center. Tell students they will string yarn through each hole. Demonstrate how this is done. If students have trouble tying you may need to show them how to glue the yarn to the paper. When all cards have been strung, give each student a clothes hanger. Tell students they will tie the living things cards on the hanger. A demonstration of how you would want the string tied may be necessary. Once all students have completed the living things mobile, repeat the activity and create a nonliving thing mobile. Display the mobiles throughout the room.
• Students who might need an opportunity for additional learning can add to their mobile by adding basic needs and body parts cards. Basic need cards can be attached to the bottom of the living things cards to make a second row on the mobile. A third row can be added to the mobile with the location of where the basic needs can be found. See example below: