Reflection: Student Feedback Living Things and NonLiving Things - Section 2: Engage


Creating a living and nonliving item using play dough provided the students with an opportunity to work on their gross motor skills. Also, it permitted the students to create an item which they believed was nonliving or living. As they turned and talked with their partner,  I noticed that a majority of the students knew what items where living or nonliving; however I had one student who thought a doughnut was living. He believed that the doughnut was living because it provided him with food.  Another student realized that a tree was living but she stated that all things outside were living. These  statements were  students' misconceptions and I knew that students needed to understand the seven characteristics of living things. The PowerPoint helped them make that connection. Next year, I will use the hands-on activity again to assess students' prior knowledge.

  Making a connection
  Student Feedback: Making a connection
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Living Things and NonLiving Things

Unit 5: Plants
Lesson 1 of 9

Objective: SWBAT distinguish and compare living and nonliving objects.

Big Idea: Is it living or nonliving? That is the question.

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Science, living things, nonliving things, life science
  40 minutes
living and nonliving
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