Printable Living vs. Non-Living Card Sort | Grade 5 Science

This comprehensive science lesson and card sort activity helps students master the characteristics of living organisms. By evaluating various images, students will classify objects as living or non-living based on their ability to use energy, respond to stimuli, grow, and reproduce.

At a Glance

• Grade: 5 · Subject: Science
• Standard: MS-LS 1-1 — Provide evidence that living things are made of cells and exhibit life traits
• Skill Focus: Classifying living vs. non-living things
• Format: 16 printable pages · 44 sorting cards · Answer key included · PDF
• Best For: Hands-on science centers and groups
• Time: 45–55 minutes

This 16-page resource includes a complete lesson plan featuring Engage, Explore, Explain, and Extend phases. The core activity is a set of 44 full-color picture cards—22 living things (like a rattlesnake) and 22 non-living things (like a bicycle). The cards are pre-sorted in the document, serving as a built-in answer key. It also includes graphic organizer suggestions and discussion prompts.

• Guided practice: The lesson begins with a whole-class discussion and a T-Chart graphic organizer to establish the baseline characteristics of living things.
• Supported practice: Students work in small cooperative groups to sort the 44 picture cards, discussing and defending their classifications based on the established criteria.
• Independent practice: Students complete an exit ticket requiring them to name at least three characteristics of living organisms to demonstrate individual mastery.

This gradual-release approach ensures students build confidence before applying the concepts independently.

Aligned to MS-LS 1-1, this activity asks students to "Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells." It also supports foundational science practices by having students obtain, evaluate, and communicate information about how organisms obtain resources, respond to stimuli, and grow. Both standard codes can be copied directly into lesson plans, IEP goals, or district curriculum mapping tools.

This card sort is highly effective as an interactive science center. Print and laminate the cards, then place them in a station where small groups can collaboratively sort them and record findings in their journals. Alternatively, use it as a whole-class activity where each student receives one card and physically moves to the "Living" or "Non-Living" side of the room, explaining their reasoning. Expected completion time is 45 to 55 minutes.

This resource is designed for upper elementary and middle school science students. The visual nature of the picture cards makes it an excellent differentiation tool for English Language Learners (ELLs) and visual learners who benefit from concrete examples rather than text-heavy descriptions. It pairs perfectly with an introductory unit on cells, ecosystems, or basic biology, serving as a hands-on anchor activity before moving into more complex topics.

Aligning instruction to MS-LS 1-1 requires students to provide evidence that living things are made of cells and exhibit specific life processes. According to a ScienceDirect TpT Analysis, incorporating hands-on manipulatives like card sorts significantly increases student engagement and retention of scientific vocabulary in the classroom. When students physically group items and articulate their reasoning with peers, they move beyond rote memorization and develop authentic scientific reasoning skills. This classification activity bridges the gap between abstract biological concepts and observable real-world phenomena. By requiring students to defend their choices using specific criteria—such as the ability to grow, reproduce, and respond to environmental stimuli—educators can effectively assess foundational comprehension. Integrating these visual and tactile strategies ensures that diverse learners can access and master essential science standards, building a strong foundation for future biological studies.