In this lesson, students will discover that all living things share similarities and distinctions. They will recognize that parts of living and nonliving things have functions. The students will:
- determine the basic demands of living things.
- identify the similarities between plants and humans.
- identify the parts of living things.
- identify the functions of parts of living things.
- Do I see similarities and patterns in living things?
- Can I explain why living things require air and water?
- Can I use my senses to address problems?
- Living: Something that grows, changes, and needs food, air, and water to survive.
- Nonliving: Something that does not grow, change, or need food, air, or water to survive.
- Basic Needs: Things a living organism needs in order stay alive. They include food, air, water, and shelter.
- What Do You Do with A Tail Like This? by Steve Jenkins and Robin Page. Houghton Mifflin Books for Children, 2003.
- Animal Picture Cards (S-K2-7-2_Animal Picture Cards)
- Plant and Animal Needs Student Sheet (S-K2-7-2_ Plant and Animal Needs Student Sheet and KEY)
- Monitor and test students as they work in groups to sort living things.
- Listen to students' responses to discussion questions to assess their grasp of plants and animals as living things.
- Monitor student's awareness of the similarities and differences between plant and animal parts.
- Examine students' ability to accurately identify living and nonliving things on the student sheet.
Scaffolding, Active Engagement, Modeling, Explicit Instruction
W: Students will recognize similarities and distinctions between living and nonliving things. They will begin to investigate whether living things like plants and animals share similar features. Students will then begin to grasp that these similarities are basic needs to all living things.
H: Students will hear Steve Jenkins and Robin Page's read-aloud book What Do You Do with A Tail Like This? Students will next discuss how each animal part is used and how it is related to other animal and human body parts.
E: Students classify animals based on similarities and differences. They will begin to understand that animals can be classified in a variety of ways. Students will also justify their sorting selections based on similarities and differences.
R: Students will apply their knowledge of animal parts and functions to plants. Students will attempt to identify the similarities and differences between plant and animal parts and functions.
E: Formative assessments will happen during the lesson. Your observations and student work will be monitored. Once independently practice is completed, re-teaching opportunities will be provided. The card sorting task will give students multiple opportunity to absorb the topic.
T: This lesson includes activities such as large-group discussions, small-group card sorting, and independent work on the student sheet to address students' requirements. A read aloud, sorting cards, and student sheet give students the opportunity to explore this idea while also connecting the understanding that plants and animals have basic needs and are living things.
O: This lesson utilizes literature to relate science concepts about living and nonliving objects, as well as the basic needs of living things. Students are going to demonstrate their understanding of these topics in various ways that are developmentally appropriate and engaging.
Begin this session by discussing with students the basic needs of humans/people. After students have finished reviewing, say, "Today, I'd like 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 discusses similarities in animals such as tails, eyes, and hands. Read the book to the students. During 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 the student that scientists group animals based on their similarities (alike) and differences. Explain that students will be able to group pictures of animals into similar groups and defend their reasons. Remind students that the animals can be arranged in a variety of ways and to reflect on the book they just read.
Note: Picture cards are categorized by animal group. Before making copies, cover the titles or fold the tops of each card down.
Organize groups of four to six students. Distribute Animal Picture Cards (S-K2-7-2_Animal Picture Cards).
Pictures can be organized in a variety of ways depending on how much students have already studied about animals. If they understand the differences between reptiles and mammals, they can include them in a group. Students may also concentrate on traits that distinguish the species from other animals similar to it. Students work together to classify them. Encourage students to consider all features. Once the students have formed groups, observe them 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, ask them to switch cards and repeat the game with various animals. Discuss with students how these parts can vary and how they are used.
Show students a plant (real or a picture). Review with students what plants and animals require to survive. Ask 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 provide examples and then ask them for their responses.
Discuss and write on the board the basic needs of all plants and animals:
Food
Air
Water
Shelter
Hand out the Plant and Animal Needs Student Sheet (S-K2-7-2_ Plant and Animal Needs Student Sheet with KEY). Students should mark items that plants and animals require and cross off those that both plants and animals do not need. Have students talk about what they circled and crossed out. Students should discuss with their peers about the differences and similarities between living things.
Extension:
Students that require additional learning opportunities might play the game "I Spy" in the classroom and provide clues to objects they see in the room. These things must be both living and non-living.
Just Like Me and You (S-K/2-7-2)
This is an educational worksheet titled 'Just Like Me and You' (S-K/2-7-2). It focuses on teaching students about the similarities and distinctions between living things, the basic demands of living things, and the functions of their parts. It includes objectives, lesson core questions, vocabulary (Living, Nonliving, Basic Needs), and a list of materials needed such as picture cards and student sheets.
Grade Level Suitability:
This worksheet appears suitable for Kindergarten and possibly 1st or 2nd grade students. The content focuses on basic concepts about living and nonliving things, and the language used is simple and easy to understand for young learners. The inclusion of picture cards suggests a hands-on, visual learning approach appropriate for this age group.
Why Use It:
This worksheet helps students understand the fundamental characteristics of living things, including their needs and how they are similar and different. It encourages critical thinking through core questions and builds vocabulary related to biology. The materials listed suggest an interactive and engaging learning experience.
How to Use It:
Begin by reviewing the objectives and vocabulary. Use the core questions to guide a class discussion. Utilize the animal picture cards and plant/animal needs student sheet for activities. The worksheet requires a book titled 'What Do You Do with A Tail Like This?' for additional learning.
Target Users:
This worksheet is ideal for elementary school teachers, particularly those teaching science to Kindergarten, 1st, or 2nd grade students. It can also be used by parents homeschooling young children to introduce basic biological concepts.
