LS.K.1.1
Engage in argument from evidence to summarize the characteristics of living organisms and nonliving things in terms of their structure, growth, changes, movement, basic needs.
Embedded Files
District Recommended Resources for Kindergarten Grade Science
Science Phenomena Resources
Next Generation Science Standards YouTube Channel
Step 1: Lesson Standards & Learning Goals
Boundary Statement: Stages of the life cycle are beyond the standard.
Teacher Note: At this grade level, it is appropriate to define living things as anything that is alive or has ever been alive and nonliving as anything that is not now and has never been alive. Emphasis is on the characteristics that make something living or nonliving.
Dimension 1:
Science and Engineering Practice:
Engage in Argument from Evidence
With guidance and support, construct an argument with evidence to support the claim that something is living or nonliving based on its characteristics (NSTA SEP Matrix).
Dimension 2:
Crosscutting Concepts: Structure and Function
Dimension 3:
Disciplinary Core Ideas:
LS1.B Plants and animals have predictable characteristics at different stages of development. Plants and animals grow and change.
LS1.C All animals need food in order to live and grow.
LS1.D Animals have body parts that capture and convey different kinds of information needed for growth and survival.
LS2.A Animals depend on their surroundings to get what they need, including food, water, shelter and favorable temperature (A Framework for K-12 Science Education).
Sample Essential Questions
Sample Essential Questions
What are the characteristics of living organisms and non-living things?
Ex. What are the characteristics of a tree vs. a rock?
What are some examples of living and nonliving things in our classroom or environment?
How do we know if something is living?
What do living things need to survive?
How do living things move differently from nonliving things?
Vocabulary
Vocabulary
air
change
characteristics
claim
evidence
growth
light
living
movement
needs
non-living
organism
structure
Students will be able to...
Students will be able to...
Compare living organisms and non-living objects.
Observe and compare how different organisms grow, develop and change over time.
Determine if something is living or nonliving based on its characteristics.
Engage in Argument from Evidence - With guidance and support, construct an argument with evidence to support a claim that living organisms have different characteristics than nonliving things.
Students will know...
Students will know...
Living things have the following characteristics:
Structure: Living things are made of parts and each of the parts has a role to support life.
Growth and Changes: Different organisms grow, develop and change over time.
Movement: Organisms can move in similar and different ways.
Basic needs: All organisms have basic needs [e.g., air, water, food, (light for plants)].
Nonliving things do not have one or more of the characteristics of living organisms.
Step 2: Assessment
Formative Assessments
Formative Assessments
Writing Prompts
Draw and write sentences about living things.
Create a tree map with can, have, are. Living tree map.jpg
Students will provide information for each section.
They will use the tree map to build sentences to share information about living things.
Mini Projects and Investigations
Take students on a nature walk on the playground to find and draw 3 living things they find on the playground and 3 non living things they find on the playground.
Have students sort living and nonliving pictures on a pocket chart.
NCDPI Formative Assessment Samples
Culminating Activity
Option 1: Students will draw and label examples of living and non living objects using a t-chart.
Option 2: NCDPI Formative Assessment Example 1
Provide students with pictures of familiar living organisms (e.g., plants- trees, grass, flowers; animals- bears, fish, spiders) and nonliving objects (rock, water, fire, wood). Have students sort them into living and non-living things. Have students explain the reason they sorted each organism/object into living or non-living. Students should identify basic needs and observable characteristics of the organism that help it meet its needs.
Step 3: Lesson Instructions
Possible Activating Strategies
Possible Activating Strategies
Graphic Organizer
Create a KWL chart and ask students, “What does it mean if something is living?” “What does it mean if something is nonliving?”
Circle Map Graphic Organizer Have students give examples of of living and non-living objects. They can draw pictures or write words (with teacher support) on the circle map.
Engage in Argument
Is an apple living or nonliving?
(Once it is picked from the tree, it is considered nonliving because it can no longer grow.)
Additional Literacy Connections
Science A to Z Units
Living and Non-Living Things
Animals, Animals
epic!
Living and Nonliving by: Andrea Rivera
Living or Nonliving by Kelli Hicks
Ebsco
Rebecca Rissman - Is it Living or Nonliving? Book Series
Gertrude and Reginald the Monsters Talk About Living and Nonliving
Videos
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