IS IT ALIVE ?

A Years 1-3 science unit introducing children to the concept that all things can be classified as living or non living. Best suited to Years 1-3 but easily adapted for older students

Curriculum:
Science: Making Sense of the Living World
Strong Links to English and The Arts
Learning Outcomes

• Develop the concept that all things can be classified as living and non living
• Identify and compare the differing features of differing animal species
• Observe and identify the characteristics that distinguish animals from plants
• Choose and plan a suitable environment for a class pet

Skills Used and Developed: Information and Problem Solving

Success Criteria

• Identify three important differences between living and no living things
• Divide living objects into plants and animals through observation of structure and movements
• Establish groups of similar animals based on common features: eg. number of legs, winds, scales, body parts
• Set up the basic requirements for an aquarium or terrarium etc.
  

GETTING STARTED

Discuss with the children and develop the idea of ‘living things’ and ‘non living things’ by trying to find out what living things do e.g. they grow, they breathe, they eat, etc.

Have children individually or in groups look through magazines and cut out pictures of ‘things’ they think are living and non living or better still, have each child draw or paint pictures of each group and add captions.

Have each group sort out the pictures into two appropriate piles and then re port back to the whole class to give their reasons for the classification. “I know this....is living because ........”

Paste the pictures onto two large charts entitled ‘Living Things’ and ‘Non Living Things’.

ACTIVITY ONE: Classification

Ask the children what living things they know of e.g. plants and animals. Make a long list of as many plants and animals that the children can come up with.

Focus on animals only and develop the idea of classification (putting them into similar groups) of animals in the broadest sense e.g. fish, birds, mammals, insects, spiders......

Divide pupils up into interest groups and have them draw/paint pictures of their favourite animals on cardboard. Have them paint/draw pictures of these, cut them out and make into group mobiles. Don't forget to paint both sides. Add captions.

Select various classifications e.g. fish and have the children list as many different types of fish as they can. Use books for research. Try this with other classifications and make a colourful bulletin board called ‘Fish we know’, ‘Birds we know’, ‘Cats we know’, etc.

ACTIVITY TWO: Characteristics

If possible, have fish, a cat a dog, a bird in the classroom or arrange a visit to a zoo, aviary, farm etc.

Have children closely observe the animals and describe their characteristics, eyes, way they move, mouth, how they eat, how they breathe, drinking, legs, beaks, scales, feathers, furs, etc.

Have pupils in turn, mime the ways different animals move. Class to guess the animals.

ACTIVITY THREE: Caring for animals

Find out what children already know about looking after and caring for pets and animals.

Start by asking the children how they would care for fish. List the responses from a discussion or brainstorming. Repeat for other animals.

Invite a vet, breeder or animal owner to visit the classroom to talk to the children about how to look after various animals. If possible have them demonstrate and allow the children to practise as well.

Make large colourful ‘How to Care For’Charts for many common animals and include children's pictures.

Try setting up an aquarium or small fish bowl rostering groups of children to care for the fish. You may like to try small birds in a cage.

Paint a large colourful group/class mural of all the pets and animals that the children know, along with instructions on how to care for them. Use caption and sentence form. Invite other classes/parents and have pupils explain pet care.

FURTHER DIRECTIONS

Focus on pot plants. Have children describe/measure them. Invite a gardener to demonstrate how to care for plants.
Discover what plants need to survive.

Try to name and recognise as many plants as possible.

Go on walks around the school grounds and learn the tree names and label trees with their names.

Have individuals or groups adopt and care for a plant giving regular reports back to the class on observable changes.

Have a pot plant display in the classroom.

Arrange a class display of non living things. Have the children classify them in terms of size, shape, colour, texture,use. Bring out the idea that some of these objects came from living things but are no longer living.

Discuss imaginative uses for some of the objects.

Name and adopt the objects and give the ID cards.

Have a pet day at school and have the children design and plan activities and certificates.

Assessment Criteria

• Showing understanding of living and non living things through classification of pictures for a wall mural
• Ability recognise the differences in size, shape, structure and mobility of plants and animals on a class walk.
• Miming the facial characteristics and movements of a chosen animal
• Responding to the condition and needs of the class pets