Name of the project:

Alive or not alive

Created by:
Kevin Lozano Ramirez
Juan Stiven Gonzalez
Learning objective: Students will be able to identify what is living
and nonliving in the world around them.
Learning strategies: Create a welcoming classroom environment.
Sequence of activities:
• Teachers will provide students with the Living and Nonliving
Class 1 –
Things chart. Students should look living and nonliving things in
magazines or draw pictures in each column. Then, teachers and
students will discuss what the pictures in each column have in
Living and
common.
• Teachers will divide the class into groups. Then, teachers will
nonliving
distribute a live worm and a gummy worm on separate plates to
each group. Students will observe both worms for five to seven
minutes.
things
• They will then discuss their observations with their groups. They
should draw a picture of each in their notebooks and say
whether it is living or nonliving and why.
• Then, teachers will explain to the class which items are living
and nonliving. For instance, that even though the gummy worm
can move in reaction to being touched, it is not living because it
does not need food, air, water, and it does not reproduce.
Materials:
• Live worm
• Gummy worm
• Paper plates
• Chart
Expected output:
Students will be able to Identify living things and nonliving things (i.e.
growth, movement).
 Learning objective: Students will be able to compare living
and nonliving things.

Class 2 –
Learning strategies: Prior knowledge by comparing various
pictures

Plants,
Sequence of activities:
• First, teachers will encourage students to share pictures

animals and
describing and comparing how each looked and acted
and share what they observed.

people • After that, teachers will remind students that when they
compare, they tell how things are alike and different.
• Then, students and teachers must discuss what makes
each living or non-living. Teachers will give students a list
of three types of living things: animals, plants, and
people.
• Here, students should discuss their responses on
interactive smartboard
• Finally, teachers will provide an art paper for
students to draw what they've observed. They must
draw a list about what are living or nonliving things.
Materials:
• Pictures of living and nonliving things.
• List of living and nonliving things.
• Interactive smartboard.
• An art paper.
Expected output:
Students will be able to compare living and nonliving
things by identifying characteristics of both living and
nonliving things. Also, students will also be able to
identify plants, animals, and people as living things.
 Learning objectives: Students will be able to identify
characteristics of living and nonliving things.
Learning strategies: Students work in a small group, and
individually to complete the activities of this lesson.
Sequence of activities:
Class 3 – • First, teachers will ask guiding questions: What is alive?
What is not alive?

What is • Teachers will display randomly flashcards such as the

alive? Wat game, flower, tree, fly, airplane, bee, child, adult.
• Then, teachers will place students into small groups of 3

isn’t alive?
or 4. Teachers will pass out sets of flashcards to each
group.
• Teachers will ask students to think of a way to sort all the
pictures into just two groups (things that are living and
things that are not living).
• Here, students should talk about the difference
between living and non-living things by reviewing their
responses to a game.
• So, teacher will introduce an interactive app with two
columns “Living” and “Not Living.” Students share their
ideas about things that are living and not living and say
what is the appropriate column.
• Finally, students look at all the living and nonliving
things. They must share ideas about what they all have
in common or not. The idea is to students to
identifying characteristics of all living and nonliving
things.
Materials:
• Flashcards
• Learning-apps
Expected output:
Students will be able to describe characteristics of living
and nonliving things
 Learning objective: Students will be able to ask and answer
different questions about living and nonliving things.
Class 4 – Am I a Learning strategies: Visual and auditory activities.
living thing or not? Sequence of activities:
• First, teachers will ask the class if they are living or
nonliving, if their pets at home are living or nonliving.
• Then, teachers will ask students to identify what they
need to survive. "food," "water," "shelter," and "air".
• After that, teachers will ask students to think of a
question, or something they want to know, about living
and nonliving things. Teachers will remind students that
questions start with who, what, when where, why or how.
Teachers will give questions as examples, e.g., How do you
know if something is living? or What can living things do?"
• Here, teachers will play students the Living and Nonliving Things video.
• After the video, students must answer some questions about the video. Students should talk to a
partner to answer the following questions about key details from the video: What are some examples
from the video of living things? What are some examples from the video of nonliving things? How does
Cookie Monster know that rock is not alive?
• Finally, students should draw objects on a paper that are living and nonliving. And, to finish also they
must draw what they need to survive.
Materials:
• Video
• Pictures
• Papers, chart
Expected output:
Students will be able to make questions about living and nonliving things. Also, students will be able to
identify what they need to survive.
 Learning objective: Students look for living and nonliving
elements on the playground.
Learning strategies: Cooperative learning
Sequence of activities:
Class 5 – • Teachers will give a list of the characteristics of living and non-
living things in an environment. Then, teachers will tell the
Search living students that all things in their habitat fit into one of these
two categories. Besides, teachers will tell them to use these
and headings to classify them as either living or non-living.
• Then, teachers will divide the class in groups of two students,
nonliving each group must draw chart with the columns living and non-
living. After that, teachers will give a yarn circle to each pair,
things. the idea of this is that students will use the yarn circle on the
playground.
• Students should go to the playground to observe and collect
their data.
• So, students will place the yarn circle in an area (flower bed, sandbox, tree, grass) and will record the living
and non-living things they find inside the yarn circle. They should find four living and four non-living things
within the circle.
• After that, teachers will ask questions about their observations. (Are there more organisms in the shade or
sun? Do plants grow bigger in shady areas?
• Finally, students must discuss why and where they found more living elements. Were there areas that the
number of living and nonliving elements were similar? Why? What were some of the interesting or unusual
elements the students found in the areas? Were they natural or man-made?
Materials:
• Yarn circle
• Data chart
Expected output:
Students will be able to observe simple objects and patterns and report observations. Also, students will be
able to conduct a simple investigation.